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Contents

Teachers College Defining the Work of Educators

An Inside View of Teachers College

Research and Service Activities

Faculty Members and College Officials

103

PROGRAMS OF STUDY

312

Degree Requirements

315

Registration, Expenses and General Regulations

323

Residence Hall Information

326

Admissions Application Information

329

Student Aid Information

337

Application for Admission

341

Letter of Reference

345

Residence Hall Application

347

INDEX

371

Correspondence Directory

371

Notice of Nondiscriminatory Policy

371

How to Get to Teachers College

372

Map

D E F I N I N G T H E W O R K O F E D U C AT O R S 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 country. Teachers College focuses on education in the broadest sense of the word—in and out of the classroom and across the life span. A third of our students are in teacher preparation programs. The rest are planning on careers in administration, 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 legacy. Teachers College began almost a century ago with the radical mission of preparing a new breed of professional educators. In the years since, Teachers College has been a leader in defining the work of educators and the nature of their field. It has attracted to its faculty the greatest minds in education and educated the students who have led the field. The name Teachers College also stands for a vital and enduring mission. For more than 100 years, the College has been committed to: ■ Engage in research on the central issues facing education. ■

Prepare the next generation of leaders of education.

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Educate the current generation of leaders in practice and policy to meet the challenges they face.

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Shape the public debate and public policy in education.

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Improve practice in educational institutions.

We live in an age in which our world is changing dramatically and quickly. Our educational institutions and the educators who lead them are being buffeted by demographic, economic, global and technological change.

Arthur E. Levine, President, Teachers College, Columbia University

Our work at Teachers College today, as it was yesterday, is to create the programs, carry out the research and develop the models that will guide educators and the institutions they serve. Should you decide to join us as graduate students, you will share in the excitement of an environment for learning on the leading edge of educational reform and innovation.

Arthur E. Levine, President Teachers College, Columbia University

AN INSIDE VIEW OF TEACHERS COLLEGE

eachers College, Columbia University is an

reduced teaching loads and opened up new avenues for

institution with a rich and distinguished

scholarship and research. The College is leading the

record in the field of education. Decade

nation in devising, designing and implementing educa-

after decade, since its founding in 1887,

tion reforms to restore creativity, standards and account-

the College has anticipated concerns and acted with initia-

ability to the education process. And, just recently, the

tives to advance educational reforms and issues. With its

College surpassed the $140 million goal of an unprece-

tradition of innovation and insights, the College is one of

dented fundraising campaign. This represents a changed environment at Teachers

the leading schools of education in the country, if not the world, embracing three fields: education, psychology and

College, but not a changed purpose. How the College has

health.

pursued its purpose across a wide array of interests and

There is an adage in the institutional world that it

initiatives in a recent year is chronicled in the pages to fol-

is difficult to gain standing and status. And, once

low under such categories as:

achieved, it is difficult for it to ebb away. There is no

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The Learning Environment with a brief description of each of the College’s nine departments.

■

The Initiatives That Define Teachers College with a focus on Education Issues, Policy and Scholarship/Research, Scholars and Scholarships, Lectures and BookTalks, Conferences and Panels and Campus Activities.

questioning the high standing that Teachers College has sustained for more than a century. Yet, even given its prestigious position, the College is ever vigilant not simply to maintain its reputation but also to constantly review and invigorate its academic presence. That is exactly the position that Teachers College

This, then, is a picture of Teachers College with snapshots to portray its wide-ranging field of interests and its

has taken in recent years. The College has restructured

widely acclaimed focus on the far-reaching components

its academic curriculum to take advantage of interdisci-

of education.

plinary and technological avenues of learning. We have dramatically increased the size and caliber of our faculty,

THE LEARNING ENVIRONMENT In its new configuration, Teachers College has organized its academic programs into nine departments augmented by centers, institutes and projects that reinforce instructional areas with research, service, and experiential initiatives. No longer do overarching issues remain imbedded in curtainedoff disciplines, but are vigorously and provocatively explored in an interdisciplinary and holistic context.

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Mathematics, Science and Technology Organization and Leadership 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).

For organizational purposes, we have established nine departments, including Departments of: ■ Arts and Humanities ■ Biobehavioral Sciences ■ Counseling and Clinical Psychology ■ Curriculum and Teaching ■ Health and Behavioral Studies ■ Human Development ■ International and Transcultural Studies

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 underpinning contemporary school reform. What that means in educational terms is an emphasis on inquiry to explore and analyze competing ideas; a focus on habits of mind to develop and sustain critical thinking; and the role

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IDEAS

AND

I N F O R M AT I O N

Department of Arts and Humanities

of discovery in expanding our store of knowledge. Crucial in establishing this foundation for lifelong learning are academic programs in the Department of Arts and Humanities. Programs in the Arts include Art and Art Education, Arts Administration, and Music and Music Education. Humanities houses programs in Applied Linguistics, History and Education, Philosophy and Education, Social Studies, Teaching of English and English Education, and Teaching of English to Speakers of Other Languages (TESOL). Associated research and service forums include the Center for Social Imagination, the Arts, and Education, the Center for Arts Education Research, and the Center for the Study of the Spiritual Foundations of Education. FUNCTION

AND

C O M M U N I C AT I O N

Department of Biobehavioral Sciences Disorders of movement and communication often profoundly affect an individual’s ability to function in school and in the lifetime that follows. To address such issues, the Department of Biobehavioral Sciences includes such programs as Applied Physiology, exploring the physiological effects of exercise and training to improve health and physical fitness; Motor Learning and Control, the development, acquisition, and control of motor skills; Neurosciences and Education, focusing on the neurological processes involved in human cognition, language and action within the educational context; Physical Education for those interested in teaching, fitness management, and coaching; Speech-Language Pathology and Audiology, providing therapeutic approaches to minimize and correct speech, language, and hearing disorders; and Kinesiology, researching human movement and its disorders. In that regard, the Edward D. Mysak Speech-Language and Hearing Center offers evaluation and therapy services to individuals with speech, voice, language, or hearing problems.

M E N TA L H E A LT H C O N C E R N S

Department of Counseling and Clinical Psychology The Department of Counseling and Clinical Psychology focuses on the psychological and mental health concerns experienced by children, adolescents, and adults in family, school, community, and work situations. The program in Clinical Psychology explores the etiology and treatment of such maladaptive behaviors as drug and alcohol abuse, violent and high-risk conduct, depression, schizophrenia, and child 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. RESTRUCTURE

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REFORM

Department of Curriculum and Teaching Teachers College is a pioneering presence in restructuring and reforming our educational systems. The College engages in research and develops pilot projects to create model school environments where teaching standards are met and learning expectations are realized. In the Department of Curriculum and Teaching and associated centers and institutes, Teachers College places a high priority on the initiatives that lead to reasserting leadership in education. Central among them are promoting an understanding of teaching and learning processes for learners from birth to adulthood; enhancing the reading and writing skills of youngsters; breaking down bureaucratic barriers to foster school-based reforms; giving administrators and teachers the backing and resources to develop creative learning concepts; helping

educators meet the needs of exceptional children in inclusive settings; and instituting academic rigor and accountability to encourage high performance standards. The departmental programs include Curriculum and Teaching, Early Childhood Education, Early Childhood/Special Education, Elementary/Childhood Education (Preservice), Gifted Education, Learning Disabilities and Reading and Learning Disabilities. Research and service support for its academic programs come from the Hollingworth Center for Study and Education of the Gifted, National Center for Restructuring Education, Schools, and Teaching (NCREST), and the Reading and Writing Project. H E A LT H

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LEARNING

Department of Health and Behavior Studies Health and learning are inextricably intertwined. Optimal learning cannot take place in an atmosphere rife with physical, psychological, social, and health problems. On the other hand, optimal health cannot be achieved without learning skills and literacy. The Department of Health and Behavior Studies seeks to enhance one’s learning potential by overcoming health-related constraints and other barriers to literacy. Components of that approach include programs in Applied Educational Psychology, Health Studies, and Special Education. Academic interests are complemented by the research and service of the Center for Health Promotion, Center for Education and Psychological Services, and Center for Opportunities and Outcomes for People with Disabilities.

DEVELOPMENT

AND

RESEARCH

Department of Human Development Teachers College has been producing scholars in the social sciences for almost 100 years. Now, however, the challenge is greater than ever before to develop theories and methods of social science—particularly psychology and sociology—that can be used to promote the development and well-being of infants, children, and adults; help teachers understand their students’ learning and intellectual abilities; develop and evaluate intellectually stimulating and effective programs of instruction, and assure that the benefits of education for all individuals, especially the disadvantaged, whose ability to gain from education may be at special risk. The Department of Human Development is dedicated to meeting this challenge through the multi-disciplinary study of development and education across the lifespan and in the social contexts in which they occur. That pursuit finds expression in such programs as Cognitive Studies in Education; Developmental Psychology; Measurement, Evaluation and Statistics; Psychology in Education, and Sociology and Education. A forum associated with human development issues is the Center for the Study of Young Children and Families. A WORLD VIEW

E D U C AT I O N

Department of International and Transcultural Studies What once stood as a world with well-defined jurisdictional borders now is unable to withstand the flow of populations, information, ideas, goods, and services across national boundaries. While geographic designations remain, the rush of technological advances has removed long-standing barriers to new forms of communication. What has emerged is a diversification of people and resources that is transcultural in context and international in scope, operating across as well as within national boundaries. Increasingly, a global presence, transcultural

and international forces are crucial in understanding education in every domain of human experience. Thus, the Department of International and Transcultural Studies is a pioneering force in this field with a program focus on Comparative and International Education/International Education Development, Bilingual/Bicultural Education, and Economics and Education, Anthropology and Education and Applied Anthropology. Added institutional elements are the Elbenwood Center for the Study of Family as Educator, Institute on Education and the Economy, Institute of International Studies and the Center on Chinese Education. ADVANCES

FRONTIER THINKING

Department of Mathematics, Science and Technology Societies and cultures are settings within which science, mathematics, technology and communications media develop the forces that frame the work they do. Technological developments, driven by science and mathematics, can advance and change cultures, but societal and cultural forces can also act to constrain or limit technological development. Understanding the interrelationships among science, mathematics and technology (including communication media) as foundations upon which education and the work of educators is based is the central consideration of the Department. These concerns are structured programmatically in Communications 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 the technology.

T H E E D U C AT I O N

PROFESSIONALS

Department of Organization and Leadership Beyond the campus, Teachers College is becoming more visible 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 distinction to environments wherever learning takes place. In pursuit of that initiative, the Department of Organization and Leadership incorporates such programs as Adult Learning and Leadership, Education Leadership, Higher and Postsecondary Education, Nurse Executive/Health Administration, Politics and Education and Social-Organizational Psychology. The research and service organizations associated with leadership initiative are the Klingenstein Center for Independent School Education, Institute of Higher Education, Institute of Research and Service in Nursing Education, and International Center for Cooperation and Conflict Resolution.

T H E I N I T I AT I V E S T H AT D E F I N E T E A C H E R S C O L L E G E Teachers College is best personified by what it is and what is does. What it is is an activist institution, a comprehensive graduate and professional school of education, primarily embracing the disciplines of psychology, health and education. What it does is give expression to its priority fields of interest with voices that speak to such initiatives as education issues, policy and scholarship/research, scholars and scholarships, lectures and BookTalks, conferences and panels and campus activities.

E D U C AT I O N I S S U E S Teachers College has a tradition of venturing into the frontier realms of education to examine, among others, teaching techniques that enhance learning, the impact of terrorism on school environments, policies that impinge on school independence, creative views of subject matter material and innovative approaches to teacher development. What Teachers College brings to the concerns and considerations of education issues is an ability look beyond the conventional to explore the unexamined.

guaranteed by the State Constitution. The Appeals Court ruled that the state is only obliged to provide students with an eighthgrade education rather than one that prepares students to vote and serve on a jury. “Imagine,” countered Teachers College Professor Thomas Sobol, “that the state has the obligation to educate people up to the eigth-grade level.” Sobol, an instumental player in the lawsuit added: “What does that say about state standards?” Calling the decision “unreasonable on its face,” litigants appealed the ruling to the State Court of Appeals hopeful that the highest state court would not countenance a finding of adequate education “to be the equivalent to 19th Century minimal level skills.”

C o n f r o n t i n g Tr a u m a i n S c h o o l - A g e Yo u n g s t e r s

rauma experienced by school-age children in the wake of the 9/11 terrorist attack is being addressed by a partnership between Jerusalem-based TeachLink and TC Innovations that is funded by the New York Times Foundation. Employing a fully interactive distance learning system, enabling video and audio interaction in real time, the project’s aims are to provide a safe environment where the children can express themselves freely, get support from structured group activities, better understand their reactions, learn ways to cope adaptively and, as a result, make themselves stronger individuals and members of the community.

Appeals Court Reverses State Funding Criteria for City Schools

New York Intermediate Appeals Court reversed a State Supreme Court finding that inadequate state funding deprived New York City students of a “sound, basic education”

O n e Ye a r A f t e r 9 / 1 1

n a Teachers College forum, held one year after 9/11, participating teachers and session leaders focused on how to deal with student concepts of “the other,” whether in the classroom or in countries around the globe. In the context of the forum discussions, this meant looking at ideas and images of Muslims, Islam and many developing nations since 9/11, including strategies to help students think critically about the media and become more adept at recognizing media spin as well as authentic sources of information. In opening remarks by then Vice President of Academic Affairs and Acting President Darlyne Dean Darlyne Bailey Bailey, she said the popu-

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We want students to understand what it means to actually think about air, water and soil in the context of Central Harlem. Professor Angela Calabrese Barton

lation has been subjected to miseducation by the popular media, TV and radio talk shows and the tabloid press, fostering a “us verses them” mentality. In question and answer sessions, workshop panelists advised teachers and students to go to the source to discover the thinking of people, for example, in Africa, the Middle East, Afghanistan and the Muslim world as an antidote to the often superficial coverage presented by the media.

A Cooperative Program in Environmental Justice

he Harlem Middle School for Mathematics and Science is the focus of a broad-based program in science education with the contributions of Teachers College Professor Angela Calabrese Barton and a team of TC Urban Science Fellows. Calabrese Barton, Associate Professor of Science Education and

Director of the Urban Science Education Center, is directing a project at the Harlem school that includes a study of environmental justice with a three-pronged examination of air quality, water quality and soil quality. “We want (the students at the Middle School) to understand what it means to actually think about air, water and soil in the context of Central Harlem,” Calabrese Barton said. The Air Quality project is under way with the cooperation of the West Harlem Environmental Action Center which has done curriculum development work around air quality with data collected from the New York City area. The Water Quality Project is working with the South Street Seaport which had science equipment unavailable to Middle School teachers. The Urban Science Center is working exclusively with teachers at the Middle School. Commenting on the project, Calabrese Barton noted “that we have student teachers who are learning how to do this kind of curriculum work with experienced teachers, we have experienced teachers learning how to integrate environmental

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We are positioned to enhance philosophy and education at Teachers College as a national leader in the field. Professor David T. Hansen

justice into their inter-disciplinary curriculum, and we have community-based organizations able to share their expertise in equipment and scientific knowledge with that school community.”

A Rejuvenated Philosophy and Education Program

and Education Program now has over 30 doctoral students, including a record eight students currently teaching foundation courses as adjunct faculty in the tri-state region. “We are positioned,” noted Hansen, Professor of Philosophy and Education, “to enhance philosophy and education at Teachers College as a national leader in the field.”

escribing the new curriculum developed by the Philosophy and Education Program, its coordinator, David T. Hansen called it “an approach in which students could think about this 2,500-year-old practice of teaching and ask themselves what ideals and motives draw them to the work and help sustain them through both good times and bad.” The new curriculum includes such courses as “The Call to Teach,” to help teachers and master’s and doctoral students think about their work in personal as well as professional terms and “Education and the Aesthetic Experience,” to inspire teachers to think about their practice in more expansive ways. The Philosophy

David T. Hansen, Professor of Philosophy and Education

W h y Te a c h e r s S t a y Te a c h i n g

n her book What Keeps Teachers Going (In Spite of Everything)?, Sonia Nieto explored the reasons she found that teachers stay in the profession despite the fact that half of all new public school teachers leave the profession within the first five years of teaching. In her research, she looked at eight high school teachers from public high schools in Boston, most teaching at least 20 years and one for six years. In summary, her findings were that teachers in the study loved the children they taught and had faith in their own capabilities. They thought deeply about teaching and engaged in intellectual work every day—the kind that takes considerable thought and research. Sonia Nieto

The Arts as Integral to Learning

he importance of the arts as an integral part of the public school curriculum, not as an add-on or a luxury, was raised in a conference on “Why the Arts?” sponsored by the Heritage School. The Heritage School, a partnership between the Teachers College Department of Art and Art Education and the New York City Department of Education, is a comprehensive public high school that has the arts at the core of its curriculum. Joan Firestone, Special Advisor to the Chancellor for Arts Education, pointed out that there are only 2,400 fine arts teachers out of 80,000 public school teachers in New York City. “We don’t want to replace general education with the arts,” Firestone said, “but we want respect for the arts.” Art and Art Education Professor Judith Burton, who conceived the Heritage School in 1996, noted that “the importance of the vision of the Heritage School (is that the curriculum) includes the arts as an indigenous part of the whole. If you took the arts out, then it would quite literally impoverish children’s learning.”

Smaller High Schools Help Urban Yo u t h P e r f o r m B e t t e r

seven-year longitudinal study published by the American Educational Research Association found that replacing failing comprehensive high schools with smaller, more communal high schools led to “substantially better attendance, lower incident rates, better performance on reading and writing assignments, higher graduation rates and higher college-going rates, despite serving a more educationally disadvantaged student population.” Researchers Linda Darling-Hammond of Stanford University and Jacqueline Ancess and Susanna Wichterle Ott of Teachers College, reported that the five new schools studied developed structures such as smaller pupil loads, advisory groups and interdisciplinary curricula to build strong student-teacher relationships and to support student learning.

$1.5 Million Grant for Te a c h e r D e v e l o p m e n t

eachers College received a $1.5 million grant from the Riverside Church’s Jubilee Fund to help support a professional development program for schools in former District 5 in Central Harlem. “In working with Teachers College and the public school system,” noted Rev. James A. Forbes, Jr., Senior Minister of Riverside Church, “we hope to spark an educational chain reaction that starts by planting the seed with teachers and continues to grow through the children in District 5.” The Harlem Educational Renaissance Project, beneficiary of the grant, offers teachers more opportunities to improve their skills and spend more time with students. Acting President Darlyne Bailey and the faculty members representing Teachers College in the Rev. James A. Forbes project said they believe the “starting point in providing quality education for the children of District 5 resides in creating strong support for teachers.” 11

The Cultural Dimensions of Te a m Te a c h i n g

n the February 2002 issue of Advances in Developing Human Resources, Lyle Yorks, Associate Professor of Adult Learning, writes in the chapter on “Cross-Cultural Dimensions of Team Learning” that “culture is a critical contextual element that can have an inhibiting effect on the learning process. Because people do not have a culture but inhabit one, they are never free agents capable of transcending their situation.” Chapters by doctoral candidates include Young-Saing Kim’s “The Relationship Between Team Learning and Power in Organizations,” employing a case study that is explicit about culture and the traditional value that influenced team teaching in a South Korean information technology company. And in Dorothy Ndletyana’s article, “The Impact of Culture on Team Teaching in a South African Context,” her findings revealed evidence of cultural diversity, a history of repression and cooperation based on traditional African unity.

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An Expanding Menu of School Choices

tate and districts around the country have generated an everexpanding menu of school choice options, according to Amy Stuart Wells, Professor of Sociology and Education at Teachers College. The range of options include stateaward grants (an early form of vouchers), open Amy Stuart Wells, Professor of Sociology enrollment, “controlled and Education choice,” inter- and intradistrict choice, charter schools and per-pupil vouchers. The movement to the suburbs to enroll students in more hom*ogeneous schools is itself a form of choice, Wells said. To counter this out migration, urban school districts developed magnet

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Because people do not have a culture but inhabit one, they are never free agents capable of transcending their situation. Professor Lyle Yorks

schools with specialized curricula, such as advanced science and music, that are breaking new ground in innovation and creativity. As many as 20 percent of all urban students are enrolled in magnet schools. Much of the support for charter schools and vouchers has been grounded in the ideals of market-based reform. The evidence that charter schools foster higher academic achievement and more accountability to date is mixed, Wells noted.

A r e Vo u c h e r s a G o o d I d e a ?

n a school voucher case from Cleveland, the Supreme Court held voucher programs are constitutional. Is this a good idea? In evaluating educational voucher programs, the National Center for the Study of Privatization at Teachers College posed four questions: Do vouchers offer freedom of choice? Are they efficient? Are they fair? Do they impair or enhance social cohesion? In the opinion of the Court, choice trumps our question about efficiency. It found that the choice of religious over nonreligious schools need only represent adequate substitutions in the eyes of parents. On the subject of fairness, the Court held that vouchers as “opportunities for struggling communities” may be the tipping factor that encourages their wider adoption. The Court’s dissent noted that vouchers have a potential to “weaken our foundation of democracy.” In response to the finding of the Supreme Court, using New York City as a case study, the National Center raised a number of obstacles to the voucher system, citing opposition by community groups and teachers, the failure of parents to take advantage of the program and the added expense involved.

R e a c h o f N e w Te a c h e r A c a d e m y Expanded with $5 Million Gift

he New Teacher Academy’s initial charge in 2000 at its founding was to provide master teachers to work with teachers new to the profession or new to the New York public school districts. In addition to working with districts l, 2, 3, 5 and 32 in New York City, the Academy expanded its program to Dallas, Texas, and three cities in Mississippi on the strength of a

$5 million gift from an anonymous donor to create programs that combine online professional development seminars with inperson discussion groups run by master teachers.

A Renaissance at the Urban and Minority Education Institute

nder the leadership of Edmund W. Gordon, former Acting Dean of Teachers College, the Institute for Urban and Minority Education (IUME) he now directs is undergoing a renaissance with a full range of initiatives to better understand the educational, psychological and social development of urban and minority students. Gordon, who returned to Teachers College from Yale where he was Professor Emeritus of Psychology, described a number of major projects to bring visibility and vitality to the Institute’s objectives. One project is to describe and document how high-achieving people from historically low-achieving populations are able to succeed. In a four-prong approach, the project looks at ecological and environmental factors, studies characteristics of individuals, examines select higher education programs that have a reputation for succeeding with minority students, and identifies public schools that are successful with these students. Another project provides technical assistance, professional development, relational data management and research information services to public schools struggling with the achievement gap between white and minority students. And a third Edmund W. Gordon, Director, Institute for effort is curriculum develUrban and Minority Education opment, creating new ways of teaching math that build upon the cultural and numeric skills kids bring to school.

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Teachers College has been instrumental in shaping the debate over school reform and the quality of education.

Gardening Projects with Scientific Implications

s part of an Urban Gardening Project, students at PS 165 and their families planted bulbs around trees in front of the school and in the playground. According to faculty members associated with Teachers College Urban Science Education Center, sponsors of the project, the garden ultimately is to become a learning garden to provide students with learning opportunities about urban ecology, environmental health and plant growth and development. The garden at PS 165 is part of a collaborative project between the Urban Science Center and the Harlem Middle School for Math and Science. The longterm plan is to have students and teachers from both schools visit each other’s project and communicate with each other in person and electronically about the science concerns that emerge from their respective gardening projects.

POLICY AND SCHOLARSHIP/RESEARCH

Across a wide range of education interests, Teachers College scholars engage in research and scholarship that explore new thinking about settled ideas and examine the effect of policies administratively imposed or legislative enacted that unsettle or uplift the learning environment. Over the decades, and most certaintly in these times, Teachers College has been instrumental in raising the issues, drawn from policy determinations and research investigations, that shape the debate over school reform and the quality of public education.

J o u r n a l i s t s Te n d t o M i s t r u s t Education Research

ost journalists who cover education are somewhat dubious of education research but nine in 10 still believe research findings should have at least a moderate influence on decisions affecting schooling, according to a survey by the Hechinger Institute on Education and the Media. Almost 85 percent of the journalists polled in the e-mail survey said they find education research only “somewhat” or “marginally” credible. The reasons given by the journalists are that education research often is ideologically motivated and that many studies are so poorly written or jargonized that they are difficult to understand. In a companion survey, deans of education across the country noted, in the main, that journalists had only a “marginal” grasp of education issues. Taken together, the surveys suggest a need for more formal training of journalists in areas such as statistics and quantitative and qualitative research methods and that educators have to work harder to communicate their research findings with more clarity.

T h e Ti m e S p e n t i n S c h o o l Favors Well-Off White Students

landmark study by the National Center for Children and Families at Teachers College and the University of Maryland uncovered dramatic differences in how African-American students and white students spend their time in school. Teachers of black students reported spending a larger percentage of time on academic activities and less on enrichment and recess activities. On the contrary, white students spend a comparable amount of time on academic subjects but tend to have longer school days that includes extra enrichment and recess. According to the investigators, the data “illustrate the racial and economic inequality in America’s schools” with poorer minority students deprived of the opportunities enjoyed by well-off white students.

Institute for Student Achievement, observed that standardized testing has more to do with high-stakes decision-making rather than providing equitable education for all children. Thomas Sobol, Christian A. Johnson Professor of Outstanding Educational Practice at Teachers College, recommended joining the movement in support of testing and “get people to do it right” by focusing on the standards and assessments “we should have.” Jay Heubert, Associate Professor of Education at Teachers College, suggested that the information obtained from large-scale assessments should be used to improve curriculum and pedagogy and to identify and address learning needs so that all students can receive proper instruction and achieve high standards. William Cala, a school superintendent from upstate Fairport, New York, noted that a vast majority of students held back because of poor test scores become drop-outs and advocated a grass-roots effort to raise public opposition to the tests are they are currently formulated.

An Examination of Diversity

eanne M. Stahnke and Kenneth A. Kozol were each awarded a $3,000 grant for research that enhances an understanding of diversity. Stahnke, a doctoral candidate in the Department of Curriculum and Teaching, focused her project on how teenagers become committed to anti-racist activism. In the course of conducting interviews with 20 New York City youths, she wants to find out “how do youth who are committed to the uplift of all navigate a culture that emphasizes autonomy and individual achievement.” Kozol, an Ed.M. candidate in the Arts and Humanities Department, is gathering folk songs sung by children in New York City to determine the role the songs play in their lives and examine the transcultural process and its influence on this music.

S t a n d a r d i z e d Te s t s V i e w e d a s Poor Policy Measures

panel of education experts convened to examine the worth of standardized tests generally agreed that the tests were a negative factor in reaching high standards and accountability. Gerry House, the moderator and president and CEO of the

Kenneth A. Kozol, Ed.M. Candidate in the Arts and Humanities Department

Adolescents with High Levels of Substance Abuse and Depression

n a study by Psychology and Education Professor Suniya Luthar, she found high levels of substance abuse and depression by adolescents from affluent and suburban upbringings. The study noted that suburban tenth-graders had higher levels of substance abuse than inner-city students of the same age. She and her colleague, Bronwyn E. Becker, found the same substance abuse patterns in seventh-grade boys in an affluent northeastern community. They also Suniya Luthar, Associate Professor of observed that seventhPsychology and Education grade girls were more likely to show signs of clinical depression. Professor Luthar attributed these problems to pressure to excel in school and lack of closeness with parents.

Portable Computing in Assessing Mathematics Learning

along with the Educational Development Center, a prestigious educational research and evaluation institute, and Wireless Generation, the groundbreaking developer of handheld computing devices.

C l i n i c a l Tr i a l s t o B e n e f i t P a t i e n t s with Cardiopulmonary Disease

mutli-disciplinary consortium, including John Allegrante, Professor of Health Education, is conducting three clinical trials on new ways to help patients with cardiopulmonary disease. The consortium is to evaluate more than 1,000 patients, with particular attention on African-American and Hispanic populations, with a goal of changing their behavior and improving their outcomes after angioplasty or when treated for asthma or hypertension. The hypothesis for the study is that positive moods may help patients with cardiopulmonary disease make beneficial changes in their behavior such as stopping smoking, exercising more, John Allegrante, Professor of taking their medication Health Education and changing their diets.

two-year grant from the National Science Foundation is enabling mathematics teachers to conduct classroom assessments, according to Professor Herbert Ginsburg, “in real time, embed assessment in authentic learning activities (e.g. assessing a student in the act of solving a math problem) and provide insights into student thinking and learning that help teachers tailor instruction to individuals.” What facilitates this process is the use of handheld and portable computing devices to conduct observational assessments, eliminating the burden of recording and tabulating information by hand and freeing teachers to analyze and share what the data mean for both their students and their practice. Ginsburg, a leading interpreter of children’s understanding of mathematics, is heading the study

Early Head Start Children Outpace Peers

oung children who participate in Early Head Start have stronger cognitive skills, better vocabularies and more positive attitudes than do eligible children who do not take part, according to a newly released, seven-year evaluation headed by Teachers College’s Jeanne Brooks-Gunn of the federally financed child development effort. More so, according to the study, parents of children in Early Head Start are more likely to support their learning, use positive parenting techniques and

improve their own education and job skills than those who did not receive the services. Brooks-Gunn, Virginia and Leonard Marx Professor of Child and Parent Development and Education, said “this study shows the broadest impact across a variety of outcomes of any federal program for young children that has been evaluated.” The study was conducted by Teachers College’s Center for Children and Families, headed by BrooksGunn, Mathematics Policy and Research of Princeton, New Jersey, and the Early Head Start Research Consortium.

and his colleagues found that individuals who are disposed to self-enhancement—those who tend to have a self-deceptive, overly positive view of themselves—have been shown to better able cope with extremely adverse circ*mstances. The results of the current research explores whether self-enhancing individuals process emotions differently than others, and, if so, whether the differences are key to their unusual ability to cope with extreme adversity.

A New Emphasis on American H i s t o r y i n P e r i l o u s Ti m e s

Effect on Survivors of W o r l d Tr a d e C e n t e r A t t a c k

eorge Bonanno, Assistant Professor of Psychology and Education, is heading a National Science Foundationfunded study to examine the effect on survivors of the World Trade Center attack on September 11. In light of their exposure to grave danger in fleeing buildings, the experience and horror of watching people jump from buildings and others engulfed by debris, survivors are prime candidates for experiencing Post-Traumatic Stress Disorder. In past research, Bonanno

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tephen J. Thornton and Margaret Smith Crocco, Associate Professors of Social Studies Education, collaborated on preparing a three-year professional development program for teachers of American history, including bilingual and special education teachers, from all 38 Manhattan high schools to raise their understanding about the effects of the September 11 attacks on the role of religions in world history and the affect on civil liberties and national security issues in civics or American history. The project, known as the Enduring Themes in American History

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Participants in Early Head Start have stronger cognitive skills, better vocabularies and more positive attitudes than eligible children who do not take part. Professor Jeanne Brooks-Gunn

grant, aims to develop a critical mass of teacher-historians to imbue their students with a fundamental understanding of the roots and results of the American experiment in democracy.

Hypertension Disproportionately High in African-American Males

s part of her dissertation research, Adrienne Stevens Zion, Ed.D., found that African-American males have disproportionately detrimental consequences of hypertension compared to any other group in the United States, leading to enormous financial costs coming from medical and disability expenses. Zion noted that if markers of disease risk are verified in young asymptomatic African Americans, they can minimize the onset and progression of cardioAdrienne Stevens Zion, Ed.D. vascular disease by making lifestyle changes early on.

The Impact of Arts on Learning

ursuing research and evaluations of arts partnerships, Rob Horowitz, an Adjunct Associate Professor of Music, is exploring what students learn from the arts and how the arts affect development and schools. In a national report funded by the GE Fund and the John D. and Catherine T. MacArthur Foundation, Horowitz, together with co-authors Professors Judith Burton and Hal Abeles, found that children involved in multiple arts activities take risks and chances in their learning community. “We found various ways in which the arts affect school climate,” Horowitz noted, including “children’s relationships with teachers and, more significantly, connections between arts learning and cognitive, social and personal development.”

Intervention Improved Quality of Life of Men with Prostate Cancer

he first study to examine the effects of education and support group intervention on men’s adjustment to prostate cancer found, according to Stephen Lepore, Professor of Health Education, and one of the investigators, that “men who received both education and support from peers were the most likely Stephen Lepore, Professor of Health to remain employed in the Education year after their treatment and were the least likely to be bothered by sexual problems associated with prostate cancer treatments.” The study also found that men with less formal education showed the greatest improvement in health behaviors and adjustment as a result of the interventions. The NIH-funded, large-scale randomized clinical trial, conducted by Lepore and researchers from Carnegie Mellon University, Northwestern University and the University of Pittsburgh, is to be published in Health Psychology, the leading journal in the field and published by the American Psychological Association.

Managerial Pay Decreases Once a Workgroup is Majority Women

new study on managerial pay found that even though evaluations of female and male managers do not differ, managerial pay becomes substantially lower as the percentage of females supervised by the manager increases. Conducted by investigators from Teachers College and Arizona State University West, the study also noted that managerial pay remains relatively constant when the percentage of females supervised by the manager is less than 50 percent. But once females become

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Children involved in multiple arts activities take risks and chances in their learning community. Professor Rob Horowitz

the majority in the workgroup, both male and female managers’ pay decreases sharply as the percentage of female subordinates in the workgroup increases. According to Cheri Ostroff, Professor of Psychology and Education, one explanation is that women are perceived as less valuable in the workplace Moreover, women are likely to receive less authority and power in their managerial positions than men and have fewer of the resources needed to contribute in more substantial and valued ways to the organization.

percent of the girls we did prevention with are not depressed.” Researchers also found no increase in depression among girls in group post-partum. The study was funded by the National Institute of Mental Health.

Intervention Limits Depression i n Te e n - A g e P r e g n a n t G i r l s

n intervention program that focused on pregnant girls in 8th, 9th and 10th grades diagnosed as either depressed or disposed to become depressed has dramatically reversed the illness after a 12-week after-school program of interpersonal psychotherapy. According to Lisa Miller, Assistant Professor of Psychology and Education, the rate of depression for girls in P.S. 911 in Manhattan was 60 to 80 percent. “Now,” she noted, “90

Lisa Miller, Assistant Professor of Psychology and Education

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By supporting newly emerging scholars, we provide the impetus for them to chart new avenues of discovery.

SCHOLARSHIPS AND SCHOLARS Merit is the watchword both for the recognition of faculty for long and distinguished service to Teachers College and supporting the potential of scholars in the beginning stages of their careers in education. By endowing chairs for prestigious faculty, we reward achievement and provide the financial underpinnings to sustain it. By supporting newly emerging scholars, we provide the impetus for them to chart new avenues of discovery. There is no better way to develop the young scholars destined to become distinguished scholars.

A Minority Scholars Program

three-year $300,000 grant from the Andrew W. Mellon Foundation makes is possible to attract visiting minority scholars to Teachers College until 2005. The Minority Scholars Program was described by a Foundation official as “an opportunity …to bring on a diverse group of scholars from all over the country to present their research and scholarship.” Each year focuses on a theme relevant to minority education. The 20022003 theme is “Uncoupling High Academic Achievements from Class, First Language and Race.” The scholars also co-teach graduate classes, lead small discussion groups with faculty and graduate students, consult concerning ongoing research and participate in public panels or debates.

Impediments to Learning Among Puerto Rican and Muslim Girls

osalie Rolón-Dow and Trica Keaton, both recent Ph.D.’s, were named the 2002-2003 Minority Postdoctoral Fellows. In Rolón-Dow’s dissertation, she found that Puerto Rican girls in middle school did not believe that neither their teachers knew them well or cared for them nor believed that students’ families and the community cared about education. She intends to follow up with those girls, now sophom*ores, to determine how their educational experiences have developed over time. Keaton’s dissertation focused on educational dilemmas faced by Muslim girls in French schools and society who were expelled for wearing a head scarf or banned from using a veil. Her fellowship research at Teachers College examines the “bridges and barriers to learning” experienced by second-plus generation immigrant populations from Central America, Mexico, Africa and Asia.

Burke Named Thorndike Professor

arner Burke has been named the Edward Lee Thorndike Professor of Psychology and Education in honor of the Teachers College psychologist whose ideas provided a basic shift in thinking that would ultimately make possible the development of instructional design. Burke, Professor of Psychology and Education, said as a Thorndike Professor he “would like to create a graduate program for future Warner Burke, Edward Lee Thorndike managers and leaders of Professor of Psychology and Education non-profit organizations… the equivalent of an executive MBA program.” Professor Burke teaches leadership, organizational dynamics and theory and organization change with a research focus on leadership and organization change. He is the author of more than 130 articles and book chapters and author or co-author of 14 books, principally on organizational psychology.

Vinz Honored with Morse C h a i r i n Te a c h e r E d u c a t i o n

uth Vinz, Professor of English Education, has been awarded the Enid and Lester Morse Endowed Professorship in Teacher Education. The Morse Chair is intended to strengthen the capacity of Teachers College for the initial and continuing professional education of teachers. Professor Vinz, former chair of the Department of Arts and Humanities and Interim Dean during the 2001-2002 academic year, said the Morse Chair will “support Ruth Vinz, Professor of English Education both research and activism associated with Teachers College taking responsibility for creating partnerships with public schools and districts. Through such partnerships, we have the opportunity to coordinate efforts intended to shape, articulate and enhance the professional education of teachers along their career continuum and to support change in the deep structures of schooling that often prohibit such change.”

Kane Named Recipient of Klingenstein Endowed Chair

ssociate Professor Pearl Rock Kane has been named the first recipient of the Klingenstein Family Chair for the Advancement of Independent School Education. Kane, who has been director of the Klingenstein Center for almost 20 years, said she plans to use the resources from the endowed chair to promote open dialogue between public and private schools and to foster global understanding through greater involvement with international schools. The mission of the Klingenstein Center is to improve the quality of independent school education by developing and strengthening leadership among teachers and administrators who work in and with independent schools.

McClintock Named to Weinberg Chair

obert O. McClintock, a professor at Teachers College for more than 20 years, was named the John L. and Sue Ann Weinberg Chair in Historical and Philosophical Foundations of Education. “For the last 20 years,” McClintock said in accepting the chair, “I’ve been deeply embroiled in trying to apply digital technologies to the reform of Robert O. McClintock, John L. and Sue Ann Weinberg Chair in Historical and education. To me, the two enterprises are one: the the- Philosophical Foundations of Education oretical and the applied side of the same commitment. But it really is an occasion where I can renew the intellectual roots that I have drawn inspiration from throughout my career and I’m very excited about that.”

Ta y l o r S c h o l a r s h i p Program Established

he Robert Lewis Taylor Scholarship was established by Board of Trustees member Jeffrey Peek in honor of his late father-in-law, Robert Lewis Taylor, New Yorker writer and Pulitzer Prize-winning author of the 1959 novel, The Travels of Jamie McPheeters. The Scholarship was created by Peek and his wife, Elizabeth, to allow “generations of gifted students” the opportunity to attend Teachers College. “If there’s a way we’re going to move society forward,” Peek added, “it certainly has to be substantially through education, and there’s no better institution than Teachers College to fulfill that mission.”

Fellowship Program Established

Fellowship Program for Outstanding City Principals

he New York City Principals Fellowship Program, established by Charles and Jane Cahn, friends of Teachers College, brings together 25 outstanding principals with each to be responsible for mentoring a less experienced principal. Cahn, an entrepreneur and businessman, described the rationale for the fellowship as “juxtaposing education and success in leadership. The principals are the ones who drive success or lack of success in the school.” The goal of the program is to recognize high performing principals and help them improve student achievement in their schools, maintain job satisfaction and increase their capacities to serve as examples and mentors to other principals.

Colvin Named Director of Hechinger Institute

ichard Lee Colvin, an award-winning education writer with the Los Angeles Times was named director of the Hechinger Institute on Education and the Media at Teachers College. He succeeds Gene I. Maeroff, the Institute’s founding director, who remains with the Institute as a senior fellow. Colvin said the new position represents an opportunity to serve journalism as well as education. “I want to lever- Richard Lee Colvin, Director, Hechinger age what I’ve learned in my Institute on Education and the Media many years on the beat to benefit other reporters in their coverage of education. Having joined the Times in 1989, he covered housing, gang and development issues until 1994 when he became a member of the education team to cover statewide issues. He has been writing about national education issues since 1997. The Institute he serves organizes and sponsors seminars for beat reporters, education editors and editorial writers with top policy makers and researchers on timely issues in education.

Teachers College Ranked High in Awarding Graduate Degrees to Minority Candidates

n its annual ranking of “Top 100 Degree Producers,” Black Issues in Higher Education listed Teachers College as the number one institution awarding master’s degrees in psychology to Asian-American students in the school year 2000-2001. Among Hispanics, the College ranked third and among African-Americans, fourth. The College ranked fifth of all institutions awarding doctoral degrees in education to African Americans. Teachers College was thirteenth of all institutions awarding doctoral degrees in all disciplines to African-Americans and thirty-third to Asian Americans and Hispanics.

B e n D . W o o d Te c h n o l o g y a n d Education Scholarships

provided two fellowships to doctoral candidates Shuli Gilutz and Julie Youm who are exploring connections between theories of cognitive development and possible applications for instructional technology.

John Dewey Circle Members Honored for Contributions to TC Fund

embers of the John Dewey Circle were honored for their contributions of $10,000 each to the Teachers College Fund to provide financial assistance to students designated as John Dewey Scholars. One of the scholars, Gina Buontempo, a fourth year doctoral student in Social Organizational Pyschology, recognized the donor philanthropy as evidence from “your generosity that you still feel a connection to Teachers College and it is this that serves as an inspiration to those of use who are currently attending the College.”

ach year, the Ben D.Wood Fellowship Fund underwrites a three-year full-tuition scholarship to a new doctoral student studying technology and education. In 2002-2003, the fund

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To move society forward, it certainly has to be substantially through education. Teachers College Trustee Jeffrey Peek

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In defense of inner-city children, be inventive, be subversive and be bold.

Johnathan Kozol

Petrie Scholarships to Identify S t r o n g Te a c h e r C a n d i d a t e s

scholarship program comparable to the Rhodes Scholarship has been created by the Petrie Foundation and Teachers College to identify and educate future teachers whose presence is expected to improve the quality of the New York City teacher corps. Under a multi-million gift, Teachers College is to award $50,000 each to 50 candidates for master’s degrees and teaching certification that covers the full cost of tuition and living expenses. Another 50, called Petrie Finalists, are to receive a partial scholarship from the Foundation and an additional award from the College toward the cost of tuition. The Fellowship awards are based on excellent academic performance and financial need. In a national search to find the best qualified candidates for the award, the Foundation and the College are to assemble a group of ten prominent leaders from education,

business, philanthropy, government and the media to serve as a blue ribbon panel to make the selection of Fellows and Finalists. Petrie Fellows are to commit to teach in a New York City public school for a minimum of five years. As teachers they are to participate in the College’s New Teacher Academy which provides professional development programs to increase teacher retention and commitment to the profession.

Leeds Professional Development Gift

$10.8 million dollar gift from Gerard and Lilo Leeds is designated for the National Academy for Excellent Teaching at Teachers College. The gift is designed to provide professional development to teachers and principals in secondary schools in New York City and across America that serve predominantly high-need, underserved and underperforming students.

L E C T U R E S A N D B O O K TA L K S People with important ideas and observations to voice are heard in prestigious lectures sponsored by Teachers College. The subjects of books are given a hearing by authors in a give and take discussion of their writings in a campus forum. Communication is the critical ingredient, to ensure that no boundaries limit what is presented or what is challenged.

R e v e r s e t h e F a t e o f I n n e r- C i t y School Children

he Virginia and Leonard Marx Lecturer for 2002, Jonathan Kozol, cited his personal and research experiences to indict a society that deprives poor minority children of an adequate education. Citing examples of children in the South Bronx, where he has worked since 1993, Kozol said the students there have the highest rate of chronic asthma in the western world. One quarter of them have fathers in prison. The absence of any white children amounts to a phenomenon he calls “social apartheid.” Noting that New York City spends $8,000 per pupil in the South Bronx contrasted with $18,000 in wealthier areas, and the median salary of $40,000 compared to $80,000 paid to teachers in Scarsdale schools, he discounted the remarks of well-meaning but out-of-touch critics who say “can you really solve this kind of problem by throwing money at it?” And he responds “you mean can you really buy your way to a better education? It seems to work for your children.” The future for his students is hardly promising. “By the time these kids grow up, they will have compliant voices and truncated aspirations,” he noted. “They will be market ready and still not be fully human.” He charged the educators in the audience to defend inner-city children against Jonathan Kozol, 2002 Virginia and Leonard market-driven madness Marx Lecturer and, instead, to uphold a

nobler tradition: “Be inventive, be subversive and be bold.” He is not asking anyone to do anything he has not already done himself.

Exploring the Limits of Education in the Sachs Lectures

lizabeth Ellsworth, a leading proponent of using media to enrich learning experiences and foster social change, was the 2002-2003 Julius and Rosa Sachs Distinguished Lecturer. Collectively entitled, “Around and About the Limits of Education,” her three Sachs lectures incorporate a rich array of still and video images, sounds, architectural designs and other multimedia aids. Her purpose, she says, is “to step outside the traditional boundaries of education to examine experiments, inventions and environments with the potential to enrich and expand pedagogy.” In her first lecture, “The Power of What We Can’t Know,” Ellsworth Elizabeth Ellsworth, 2002-2003 Julius and noted that “most of the Rosa Sachs Distinguished Lecturer people responsible for these innovations aren’t educators per se but architects, designers, artists, performance artists and others” who intentionally or otherwise have drawn upon the concept of transitional space. She describes the concept as “the space between inner and outer world, which is also the space between people—the transitional space—where intimate relationships and creativity occur.” The second lecture, “Time, Space and Place in Teaching and Learning,” drew on the concept of transitional space created by possibly antagonistic parties, such as police and high school students, to bring about “a new and unanticipated way of relating to each other,” Ellsworth said. Such experiences, she added, “reflect an interesting mix of humility and excitement on the part of all concerned.” The role of the teacher is to proclaim, Ellsworth observed, “I will be curious about what we can do with this pedagogy and make of it together,” positioning the teacher as a producer of culture. In her third lecture,

“Reorienting Education,” Ellsworth advanced the notion that democracy is by definition always in the making and never achieved and that that is both its challenge and beauty.” Should democracy be ultimately achieved, she said “it would be closed to the future and soon become oppressive. The only thing that keeps a democracy from becoming oppressive is that it is unfinished.” Likewise, a pedagogy that draws upon the idea of transitional space is “one that gestures toward an open future. It addresses the future in a way that tries not to close it down, and it puts what we can’t know into productive use.”

The Challenges of Big City Public School Leadership

n a lecture on “Social Responsibilities: The Challenges of Urban Public Education,” former New York City Schools Chancellor Harold O. Levy the discussed the administrative and emotional drawbacks to public service in public education. Responsible, during his tenure, for 1.1 million school children, 80,000 teachers and 120,000 employees, Levy lamented that “the tools you’re given as a chancellor, as a head of a school system, bear very little resemblance to the tools you need. You’re given these mechanical, structural things, and what you really need is a Harold O. Levy, former New York City podium and a checkSchools Chancellor book.” His emotional challenges centered on how to comfort the family of a pupil killed or injured at or around school. And, looking at what he could do to affect the little bit that was in his control, he focused on a few things that have the greatest effect on student scores: teacher quality, time on task and attendance.

White Allies in the Struggle for Civil Rights

ynthia Stokes Brown, Professor Emerita at Domincan University of California, explored the role of white civil rights activists who struggled against racism at a peril to their safety and well being. In her book, Refusing Racism: White Allies and the Struggle for Civil Rights, she chronicles the leadership for justice provided by J. Waties Waring, whose aristocratic southern background underwent an astonishing race conversion as a federal judge that turned him into an outspoken critic of segregation. Her book also focused on the antiracism support given by Virginia Durr, a political activist from Alabama; Anne McCarty Braden, a journalist from Louisville, Kentucky; and Herbert R. Kohn, a writer and educator from New York City. As part of the Teachers College Press popular series, Teaching for Social Justice, Brown said her stories “show in detail how some of those considered white were able to join unequivocably in the fight for liberation. “I do this,” she writes, “to provide role models of antiracist white identity and action.”

T h e F a l l a c i e s i n Te s t i n g W i t h o u t Va l i d a t i o n

ducational assessments, according to Madhabi Chatterji, Associate Professor of Measurement, Evaluation and Education, are prone to error without building into the design process systematic ways to check for errors in our tools and data. Speaking at the Institute for Urban and Minority Education about her book, Designing and Using Tools for Educational Assessment, Chatterji called for a process model that includes validation in context, prior to actually using tools. The model is a way of working, designing and using assessment tools in appropriate ways. She also noted that legislation like the No Child Madhabi Chatterji, Associate Professor of Measurement, Evaluation and Education

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The only thing that keeps a democracy from becoming oppressive is that it is unfinished. Elizabeth Ellsworth

Left Behind Act, premised on the ability of schools to achieve equal outcomes for all categories of students within fixed time frames, fails to take into account that not every child is equally prepared and there is only so much that schools can do. The intent of the Act, she added, “is good, but it’s misguided policy to try to use high stakes achievement tests as a means to help schools get better without looking a student differences” such as ethnicity, poverty levels, gender and achievement at kindergarten.

Stepping Out Of Line

axine Greene, William F. Russell Professor Emeritus, raised the pitfalls of conformity and, instead, explained her concern “about people stepping out of line, breaking the frames of the unexamined, the conventional.” Greene asserted she does not have answers but grapples with philosophy and its unanswerable questions. In conversations at a TIMSSE or Transatlantic Internet/Multimedia Seminar Southeastern Europe, she said the search for answers keeps her alive “listening to the many voices (to) discover something that holds us together.”

Tr u s t i s E s s e n t i a l i n Public Education

uthor and educator Deborah Meier questioned whether public schools earned public trust in a BookTalk based on her new book, In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization. Meier talked about her vision of trustworthy public schools and how it underscores their role as essential elements in a democratic society. She maintained that standardized curricula and tests discourage exploration and understanding while undermining learning environments built on trust. Drawing on her experiences in founding and running small, successful public schools in New York and Boston, Meier argued for a dramatic reinvention of public schools based on an older tradition in which adults kept meaningful company with children and said trust is essential in developing educative relationships between teachers and students.

A P e r f e c t S c h o o l f o r Yo u r C h i l d

lara Hemphill believes that 10 percent of the New York public schools are good schools and to identify the ones in that category she published a guidebook, New York City’s Best Public High Schools: A Parent’s Guide. A former newspaper and television journalist, Hemphill is Director of the Public School Information Center at Advocates for Children of New York. At a BookTalk about her guide book, she stressed that “there isn’t one school that is perfect, but there is a perfect school for your child. Don’t make your children hostages to political idealism,” she said. “Send them to the school that is best for them.”

C O N F E R E N C E S A N D PA N E L S Voices are heard. Issues are raised. Competing ideas flourish. Opinions are exchanged. Teachers College makes a practice of drawing people together with sometimes conflicting and other times complementary points of view to focus on subject matter that is timely and informative. The forums are conferences and panels. The participants are highly regarded in their fields. The results are a lively, provocative and penetrating examinations of critical issues facing the whole of education.

Identifying Strengths and W e a k n e s s e s i n S AT S c o r e s

Parental Attitudes About Children With Development Disabilities

n research findings presented at the Leonard and Frances Blackman Lecture, Psychologist Laraine Masters Glidden noted that adoptive parents of children with development disabilities generally are more accepting and positive than are birth parents of children with disabilities. Three hypotheses were considered. The first was confirmed, that adoptive parents would, at the beginning, show better initial adjustment than birth parents. The second also was largely confirmed that when the children were 6 1/2 years old there would be little difference between adoptive and birth parents, except for birth fathers who, at the time the children were making a transition into adulthood, had a more worrisome outlook for their children. The third hypothesis focused on the traits that account for levels of adaptation and adjustment and found, according to Professor Glidden, “that people who are generally optimistic and positive would have more feelings of reward with regard to how their children are making a transition and how they will do in the future.” Glidden, once a research associate at Teachers College for Leonard Blackman when he was on the faculty, is Professor and Chair of the Department of Psychology at St. Mary’s College of Maryland.

sing statistics, probability and computer coding, Kikumi Tatsuoka, a full-time project director in the Department of Human Development, came up with a Rule-Space Model designed to determine individual strengths and weaknesses based on how a tester responds to questions on the Scholastic Aptitude Test. Combining probability and statistics to determine a student’s knowledge state, Tatsuoka can plot the numerical SAT scores and their related attributes. While examining these numbers, she found that preparation for the SAT increased scores only minimally while good deductive thinking can jump the scores much higher. With this system of scoring, each student gets a Kikumi Tatsuoka, Project Director, personal attribute mastery Department of Human Development report identifying the strengths and weaknesses demonstrated in the test taking. In that way, schools can work on improving strengths and overcoming weaknesses among students.

Conflict Resolution to Wage Peace in Classrooms

conference on conflict resolution brought together educators, a minister and a Congressman to raise the stakes on waging peace in large school districts or within a single school building. A collaborative program between TC’s New Teacher Institute and the International Center for Cooperation and Conflict Resolution, the conference provided participants— from urban schoolteachers to suburban superintendents—with lessons, workshops and materials to apply conflict resolution and peace education skills in their professional lives. Kate Unger, founder and Director of TC New Teacher Institute, noted that the times demand that conflict resolution and peace education should be integral in shaping K-12 curricula. Eric Cooper, Executive Director of the National Alliance for Effective Education, added that the achievement gap between children of color and white students “reflects a lack of political will on the part of stakeholders.” The Rev. James A. Forbes, Jr., Senior Minister of the Riverside Church, stressed the responsi-

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bility of teachers to plant seeds of inspiration in their students. And, Rep. Charles Rangel (D., NY), in a keynote address, criticized the buildup of war in Iraq and pointed out that as military expenditures spiral upward, the government is allowing education mandates to go unfounded.

Psychologist Joseph L. White Receives Helms Award

oseph L. White, Professor Emeritus of Psychology and Psychiatry at the University of California, Irvine, received the Janet E. Helms Award for mentoring and scholarship in psychology and education at the 20th Winter Roundtable conference. White is known for his efforts in the 1960s and 1970s to open the closed-door policy of higher education to admit blacks to the fields of higher education and psychology. He worked with political leaders in California and members of the American Psychological Association to expand opportunities for blacks in doctoral programs and change the prevailing conclusions in psychology texts that blacks were an inferior race.

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The times demand that conflict resolution and peace

education should be integral in shaping K-12 curricula. Kate Unger, Director, New Teacher Institute

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Education must expand our circles, not limit them. Carol D’Amico

In-School Support for Te a c h e r Tr a i n i n g

n a conference sponsored by the Teachers College–Professional Development School (PDS) Partnership, Marsha Levine, active in the educational reform movement, noted that Professional Development Schools benefit everyone involved by preparing future teachers through practice, reflecting with the help of mentors, bringing universities and schools together, providing a better student/teacher ratio and establishing a strategy to improve low performing schools. Teachers College has been involved in the PDS movement since 1988 and currently is in partnership with five public schools on the West side of Manhattan supporting the training of teachers in what is viewed as the equivalent of a teaching hospital.

The Ability to Move Up or Move On

he government role in vocational education, as defined by Carol D’Amico, Assistant Secretary for Vocational and Adult Education in the U.S. Department of Education, is not only to prepare students for a job but also help them have the ability to move up or move on. “Education must expand our circles, not limit them,” D’Amico said, adding that “we failed in education” if a successful carpenter must abandon his love of literature or an engineer give up art or if choosing to work with your hands means giving up writing. Speaking at a seminar series sponsored by Teachers College’s Community College Research Center, D’Amico noted that “it isn’t only what we teach but what we expect that makes a difference. It is the rigor that makes a difference.” Jim Jacobs, Associate Director of the Center, said community colleges are being driven by the

dominance of an office economy, the end of linear education, competition from private and public schools and the increasing emphasis on accountability. In that regard, community colleges have to think about how to deal with funding cut-backs and increased enrollments, Carol D’Amico, Assistant Secretary for who they are serving and Vocational and Adult Education, U.S. what are their priorities Department of Education and how to supplement what is done inside the classroom, including counseling and recruiting.

The Essential Pillars Supporting Landmark Education Legislation

n a seminar hosted by the Center for Children and Families, Susan B. Neuman, Assistant Secretary for the U.S. Department of Education, discussed the process for implementing the “No Child Left Behind” legislation based on four essential pillars: accountability, choice, flexibility and what works. In order to implement those pillars, she convened focus groups made up state representatives, parents, principals and teachers to recommend Susan B. Neuman, Assistant Secretary, what they wanted incorpoU.S. Department of Education rated in the standards and assessments. Once the findings emerged, the results were published and reviewed by the public and then became law. Apart from the legislation, her office worked on a guide book on teacher quality and accountability.

Center on Chinese Education Holds International Conference

n a conference exploring critical education issues confronting China, researchers from Peiking University and Teachers College discussed studies underway such as financing private education, providing equitable education and health insurance to minority groups in China and effective methods of teaching mathematics. Representatives of a dozen universities in North America and Asia attended the first ever International Conference of Chinese Education. Professor Mun C. Tsang, Director of the Center on Chinese Education at Teachers College, noted the conference was “an occasion to celebrate the approximately 100-year relationship between Teachers College and modern Chinese education.” Commenting on issues of access and school financing in China, Teachers College alumnus Mun C. Tsang, Professor of Economics Leslie Lo, from the Chinese and Education, and Director, Center on University of Hong Kong, Chinese Education noted that while there is an assumption that education is the prime responsibility of the state, the government should pursue alternative channels of education, including private education.

U n p r e p a r e d Te a c h e r s , U n e q u a l Funding Plague Charter Schools

n a forum hosted by the Hechinger Institute on Education and the Media, a study presented on charter schools found serious disparities in how such independent public schools operate. The study, drawing on a new national survey of charter schools, was led by scholars at the University of California and Stanford University. According to the study, a ballooning number of charter schools rely heavily on uncredentialed teachers, fail to acquire federal funds to aid low-achieving or learning-disabled children and display the same finance disparities that beset regular public schools. Charter schools, organized as an alternative to what are regarded as mediocre or unsafe local schools, ironically, according to Bruce Fuller, Berkeley Professor of Education and Public Policy, expose students to “less qualified teachers and weaker instructional support than if they had remained in regular public schools. Without serious attention to equity (that is, holding charter schools to the same standards

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that regular schools are required to perform) this hopeful experiment may deepen the very inequities that charter school advocates claimed they would ameliorate.”

T h e B u s i n e s s o f Te s t i n g In a panel on “Profiting on the Test: How Businesses Translate High Stakes Testing into Commercial Opportunity,” the panel members discussed the current state of mandatory testing as a school reform, the business implications and the potential pitfalls and opportunities that lie ahead. Gary Natriello, Teachers College Professor of Sociology and Education, debunked the notion of profit for its own sake and said businesses would invest in testing sufficiently enough to grow and develop it. One pitfall he raised, however, is the conservative bent of business lacks pressure for innovation. John Katzman, CEO of the Princeton Review, noted the need to integrate tests such as summative tests, benchmark tests and formative test or quizzes. “One of the problems of tests such

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Teaching is weakened without linkage to knowledge creation. Teachers College President Arthur Levine

Gary Natriello, Professor of Sociology and Education

as the S.A.T. is that teachers have to teach things that do not matter,” he added, “instead of teaching trigonometry or Shakespeare.” Peter Jovanovich, CEO of Pearson Education, cautioned that the political aspect of testing cannot be ignored, particularly with the passage of the No Child Left Behind Act that mandates accountability through testing.

The Impact of e-Learning on Higher Education

panel based on the publication of The Wired Tower focused on the changes stemming from the Internet and related technologies. The changes include improved instructional approaches, widened support of technology outside of the back office and expansion into new markets in the process, thus transforming higher education and increasing access to it. Referring to a chapter he wrote, Arthur Levine, President of Teachers College, commented that “one of the greatest risks we face as a nation in the growth of new educational providers is the unbundling of teaching, research and service functions. As teaching is weakArthur Levine, President, Teachers College ened without linkage to knowledge creation, so too is knowledge creation without connection to preservation, and application uninformed by research. No modern society can afford to pay the enormous price that would be extracted should this combination be permitted to unravel.”

C A M P U S I N I T I AT I V E S For years, a superb academic program was housed in a less than attractive and welcoming physical setting. Now, Teachers College is renovating and improving its facilities to match the quality of education it offers. What greets the eye are polished hallways; painted walls; enhanced lighting; redecorated student lounge, classrooms and conference centers; stateof-the-art computer resources; a new residence hall; a restored chapel, and a redesigned library. It is a comfort level that matches the level of the intellectual environment.

Campaign Surpasses $140 Million Goal The Campaign for Teachers College has surpassed it’s $140 million goal—the largest financial undertaking in the College’s history. In fact, the College has raised more money than any other school of education in the nation. But Teachers College is not just another school of education. Through its multidisciplinary areas of study, it has defined the standards of education for more than 100 years, and this campaign ensures that it will continue its work into the 21st century. The Campaign’s key priorities include raising additional funds for scholarships, professorships and other faculty needs and the renovation of the College’s physical plant.

Core Issues for Growth and Prestige

n remarks entitled “Listening to Our Inner Voice,” Darlyne Bailey, Vice President for Academic Affairs and Dean of the College, described five core issues to chart the destiny of Teachers College. One is to balance aspirations to be a first-rate professional school with building a highly regarded graduate research institution. Second, to create an educational community broad and deep enough to accommodate all its constituents. A third is to provide our students with “interpersonal opportunities for growth and development.” Fourth is to balance fiscal responsibility with the need to attract the best students, faculty and staff. And, fifth, to promote the strengths of Teachers College on local, national and international levels.

Growth and Rebuilding

ommenting on the state of Teachers College in 2002, President Arthur Levine described the period since 1994 as one of “unprecedented growth and rebuilding for Teachers College.” In that span of time, he added, “we enlarged our faculty, reduced teaching loads, launched several important initiatives and redefined Teachers College as an activist institution, committed to universal access to quality education, especially

for disadvantaged and urban peoples. We eradicated our debt while building our capital strength and for the first time instituted real financial controls and budget processes. We launched a capital campaign, improved our administrative services, created technology infrastructure and gained new visibility in the community.”

A New Residence Hall to Open in 2004

new residence hall, scheduled for occupancy in September 2004, is being built on 121st and 122nd Streets between Broadway and Amsterdam. The project consists of two buildings connected at the basem*nt and entry levels with 252 studio apartments with private bathrooms and each 225 square feet in size. The first floor includes a lobby, study lounge and two group study rooms, outfitted with computers, that open to a landscaped courtyard. The design of the residence hall makes use of brick, terra cotta and articulated window fames that are compatible to the architectural traditions of the Morningside Heights neighborhood.

New Student Computing Support Center Opened

renovated Student Computing Support Center opened in February 2003 with increased space for additional computers, better lighting, cooling and heating and new furniture. Each individually fabricated workstation, with brand new computers and flat-panel monitors, is disability accessible with curved partitions that echo a higher ceiling with a serpentine, soffitted curve. The lighting fixtures provide reflected light off the ceiling that reduce glare, rather than direct down light. About one-quarter of the space is separated by a glass partition, providing an area for students to gather for group work without disturbing the rest of the people in the room. Funding for the support center came from the Oceanic Heritage Foundation.

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One core issue for Teachers College is to balance aspirations to be a first-rate professional school with building a highly regarded graduate research institution. Darlyne Bailey, Vice President for Academic Affairs and Dean

A1 Rating from Moodys

oodys Investors Service upgraded Teachers College’s credit rating to Al from A3 based on the College’s strong market position underpinned by prestigious reputation and link to Columbia University, ample balance sheet resources relative to debt and consistent trend of positive operating results reflecting sound financial management practices.

Milbank Chapel Restored

he Milbank Memorial Chapel underwent a complete internal and external renovation during 2002. Evergreen Restoration worked with Vincent Del Bagno, Director of Capital Projects, and Teachers College to restore the Chapel to its original glory with several additions to bring it up to 21st Century capabilities.

Te a c h e r s C o l l e g e R a n k e d Fourth Among Education Schools

eachers College ranked fourth in the 2003 U.S. News & World Report rankings of education schools. The College was tied with Vanderbilt’s Peabody College with a combined score of 90. Harvard School of Education was first, Stanford second with a score of 95 and UCLA’s School of Education third with a score of 93. While faring better on most categories, Teachers College was weaker than most of the other top schools in facultyfunded research, accounting for 30 percent of the ranking, mainly because Teachers College places heavy emphasis on teacher education. In the area of specialties, Teachers College ranked third in Curriculum/Instruction, fourth in Elementary Education and Education Policy, fifth in Secondary Education, seventh in Administration/Supervision, eighth in Educational Psychology and ninth in Higher Education Administration.

Research and Service Activities

38 Academic Calendar 41 Centers and Institutes 53 The Milbank Memorial Library 54 Computing and Information Services 56 Distance Learning Project 57 Instruction and Research Support Services 58 Teacher Education Programs and Internships 60 Office of Diversity and Community 61 Student Life and Student Services

ACADEMIC CALENDAR 2003-2004 AUTUMN TERM 2003 (September 3- December 19)

Calendar Notes: • Autumn Semester Only: Saturday courses meeting weekly are scheduled for only 14 weeks in the regular Autumn semster. Any full-semester Saturday course must take into account one less class period and add time to regular meetings accordinly. • Dates for move in/out of residence halls are tentative and subject to change. August 2003 September 2003

31 Sunday. Beginning of occupancy in Teachers College residence halls for new students attending the Autumn Term. 1

Monday. Labor Day. University Holiday.

Tuesday. In-person registration for Autumn Term. Hours: 10:00a.m. to 8:00 p.m. New international students report to the Student Life Center. New Student Orientation Program, Horace Mann auditorium 8:00 a.m. 5:00 p.m.

3 3-5

October 2003

Tuesday. Last day to file, in the Registrar’s Office, Master’s essays for October 15 degree award.

Tuesday. Last day to deposit Ed.D. dissertation and abstracts, which have been corrected in accordance with Dissertation Secretary’s evaluation, and pay microfilm fee for October 15 award of degree.

Tuesday. Last day to change points in variable point courses.

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.

Wednesday. Award of October degrees and certificates. No ceremony.

Thursday. Midterm date, Autumn Term 2003.

Friday. Doctoral Certification Examination (Ed.D./Ph.D.) for students not majoring in an area of psychology, 9 a.m. to 12 noon and 1:45 to 4:45 p.m.

Friday. Doctoral Certification Examination (Ed.D./Ph.D.) for students majoring in an area of psychology, 9 a.m. to 12 noon and 1:45 to 4:45 p.m.

Friday. Last day to file or to renew an application, in the Registrar’s Office, for Master’s degrees and certificates to be awarded in February. (After this date, application may be filed only until November 14 upon payment of $15 late fee.)

Wednesday. Classes begin. Autumn Term 2003. Wednesday-Friday. Registration and add/drop period. Hours: 9:30 a.m. to 6:00 p.m. Wednesday and Thursday; 9:30a.m. 5:00p.m. Friday. Advisors and/or their representatives available from 3:00p.m. to 5:00p.m. Friday. Last day to file notification in Office of Doctoral Studies of intention to defend Ed.D. and Ph.D. dissertations during the Autumn Term 2003. Friday. Last day to file application for Doctoral Certification Examination (Ed.D./Ph.D.) to be given October 17 and October 24. Tuesday. Last day to add and drop courses for the Autumn 2003 term, file a Certificate of Equivalency, and enroll in Student Health Service and Student Medical Insurance programs. Wednesday. Requests for late registration under exceptional circ*mstances on or after this date require Registrar’s approval and payment of $100 late registration fee.

November 26 2003 27-30 December 2003

Wednesday. No Classes. Offices open. Thursday-Sunday. Thanksgiving Holidays.

Monday. Last day to file, in Registrar’s Office, Master’s degree essays for February degree award.

Monday. Registration for the Spring term for continuing students via web and touch-tone Registration begins.

Friday. Autumn Term 2003 ends.

Saturday. Termination of occupancy in Teachers College residence halls for Autumn Term students not returning for Spring Term 2004.

ACADEMIC CALENDAR 2003-2004

SPRING TERM 2004 (January 21–May 11) January 2004

Sunday. Beginning of occupancy in the Teachers College residence halls for the Spring Term.

Monday. Martin Luther King, Jr. Day Observed. University Holiday.

Tuesday. In-person Registration for Spring Term 2004. New international students report to the Student Life Center. Hours: 10:00 a.m. to 8:00 p.m. New Student Orientation Program, Horace Mann auditorium, 8:00 a.m. – 5:00 p.m.

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February 2004

Wednesday. Classes begin. Spring Term 2004. Wednesday-Friday. Late registration and add/drop period. Hours: Wednesday – Thursday 9:30 a.m. to 6:00 p.m.; Friday 9:30 a.m. to 5:00p.m. Advisors and/or their representatives available from 3:00 to 5:00 p.m. Friday. Last day to file notification in Office of Doctoral Studies of intention to defend Ph.D. and Ed.D. dissertation during Spring Term 2004.

March 2004

Wednesday. Award of February degrees and certificates. No ceremony.

Friday. Doctoral Certification Examination (Ed.D./Ph.D.) for students not majoring in an area of psychology, 9:00 a.m. to 12 noon and 1:45 to 4:45 p.m.

Friday. Last day to file notification in Office of Doctoral Studies of date and time of final Ph.D. Oral Defense to be held in Spring Term 2004.

Tuesday. Last day to change points in variable-point courses.

Friday. Doctoral Certification Examiniation (Ed.D./Ph.D.) for students majoring in an area of psychology, 9:00 a.m. to 12 noon and 1:45 to 4:45 p.m.

1 11 14-21

April 2004

Monday. Last day to file Master’s essays for May degrees. Thursday. Midterm date, Spring Term 2004. Sunday - Sunday. Spring Holidays.

Monday. Registration for the Summer Term for continuing students via web and touchtone registration begins.

Tuesday. Last day to deposit Ed.D. dissertation and abstracts, which have been corrected in accordance with Dissertation Secretary’s evaluation, and pay microfilm fee for May 19 award of degree.

Tuesday. End of Spring Term 2004.

Friday. Last day to deposit Ed.D. dissertation and abstracts, which have been corrected in accordance with Dissertation Secretary’s evaluation, and to pay microfilm fee for February 11 award of degree.

Wednesday. Termination of occupancy in Teachers College residence halls for Spring Term 2004 for students not remaining for Summer Session A. Extensions granted for students remaining for Commencement.

Tuesday. Last day to add and drop courses for Spring Term 2004, file a Certificate of Equivalency, and enroll in Student Health Service and Student Medical Insurance plans.

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 May degree

Tuesday. Teachers College Master’s degrees Convocation.

Wednesday. Conferring of degrees, 10:30 a.m.; Teachers College Doctoral degrees Convocation, 2:30 p.m.

Thursday. Termination of occupancy in Teachers College residence halls for Spring Term 2004 for students not remaining for Summer Session A and remaining for Commencement.

Friday. Last day to file application for Doctoral Certification Examination (Ed.D./Ph.D.) to be given February 13 and February 20. Friday. Last day to file or to renew an application, in Registrar’s Office, for Master’s degrees and certificates to be awarded in May. (After this date, application may be filed only until February 13 upon payment of $15 late fee.)

Wednesday. Requests for late registration under exceptional circ*mstances on or after this date require registrar’s approval and payment of $100 late registration fee. 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 February degree.

May 2004

RESEARCH AND SERVICE ACTIVITIES TEACHING

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STUDIO PRESENCE

IN THE

ARTS

“A critical component of the Arts program at Teachers College is preparation of students for teaching positions in the public and private schools and higher education institutions, supervisory posts in the arts, museum administration and gallery management. We match this aspect of our program by a strong studio presence in art, music and dance with exhibitions of paintings, recitals and concerts.” JUDITH M. BURTON, Professor of Art Educaton

CENTERS

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INSTITUTES

Organized research and service activities at Teachers College, in addition to being carried on by individual professors, are conducted through special projects and major institutes. Students, in limited number, serve in these institutes and projects as assistants, sometimes with academic credit, thus extending their professional experience while at the College. The Center for Adult Education is interested in research on adult and organizational learning; and on transformative learning for adults in a variety of settings. The Center has conducted award-winning research on literacy and has pioneered an innovative Action Research Professional Development program (ARPD) for literacy teachers through reflective practice and experimentation in the classroom. The Center has also conducted many formative evaluation studies of adult education initiatives using Perspective Discrepancy Assessment. For further information contact Professor Victoria Marsick, Teachers College, Columbia University, 525 W. 120th St., Box 112, New York, NY 10027; telephone 212-678-3754. 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 the arts: visual, music, dance, theater and media and also from philosophy, cognitive and developmental psychology, curriculum, education and technology. A mix of focuses characterize the Center’s work. Studies explore the role of the arts in diverse educational settings from the vantage point of school reform, curriculum development, arts integration and assessment. Of particular interest is the role of the arts as they interweave in urban culture and education. Other studies deal directly with aspects of artistic-aesthetic thinking, perception and action both within and across the diverse domains of the arts. For more information, contact co-directors Professors Hal Abeles and Judith Burton, Teachers College, Columbia Univer-

sity, Box 78, 525 West 120th St., New York, NY 10027; telephone 212-678-3288. The Center for Children and Families, directed by Virginia and Leonard Marx Professors Sharon Lynn Kagan and Jeanne Brooks-Gunn, advances the policy, education, and development of children and their families. The Center produces and applies interdisciplinary research to improve practice and to raise public awareness of social issues that affect the well-being of America’s children and families. This work is accomplished through cutting-edge research and analyses; the systematic training of future leaders, scholars, and policy scientists; and dissemination of information to the media, policy makers, and practitioners on the front lines. Research The Center brings Judith M. Burton, Professor of Art Education together leading scholars from psychology, education, health, family studies, psychiatry, sociology, economics, and political science in the interdisciplinary analyses of complex social phenomena. This work is focused in five domains: Early Care and Education; Families; School Transitions and Readiness; Systems/Governance; and Neighborhood/Community. Research ranges from empirical studies to evaluation of intervention and prevention programs to analytic investigation of major issues that affect children and families.

RESEARCH AND SERVICE ACTIVITIES DISCOVERING PREVENTION

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I N T E R V E N T I O N S T R AT E G I E S

“The center is focused on finding proactive ways to support research with direct applications to the lives of people with disabilities. Our interest is in discovering prevention and intervention strategies that can prevent the adverse effects of poverty and disability and improve the academic, personal, and social outcomes of education programs. Center activities are aimed at increasing opportunities for individuals with disabilities to be self-determined, fully included members of society. These efforts include studies designed to increase academic and social resilience and to decrease vulnerability to abuse in high-risk adolescents and adults.” L I N D A H I C K S O N , Professor of Education and Director, Center for Opportunities and Outcomes for People with Disabilities

Training and Fellowship Opportunities Individuals currently engaged in graduate work at Teachers College and Columbia University are eligible for formal affiliation with the Center. Students with policy research interests in children and families may be considered for Graduate Fellowships. Training activities include the formal enrollment in degreeseeking programs and the coursework attendant to degree candidacy. Research scientists are an integral part of the Center, managing specific projects, training master’s- and doctoral-level students, and writing policy reports. Also part of the life of the Center are Research Affiliates, junior faculty from Columbia University and across the nation who desire specific training and mentoring in child and family policy. Additional training opportunities are available to graduate students through internships and practica. Policy, Legislative and Dissemination Opportunities The Center’s faculty and fellows are engaged in numerous policy, legislative, and dissemination activities. The Center sponsors quarterly policy seminars and a Policy/Leadership Institute for non-matriculating students and practitioners. Also offered are Putting Children First, a summer fellowship that places advanced doctoral students in NYC agencies, nonprofit organizations, and foundations to learn how policy is implemented, as well as the Federal Policy Institute, a multi-disciplinary Washington-based effort, in conjunction with the Center for Educational Outreach and Innovation, that provides hands-on policy experiences for 40 Teachers College students annually. In addition, the Center collaborates with leading national policyrelated groups in key efforts, including the systematic dissemination of research to legislators through the National Conference of State Legislatures and work with the National Governors Association and Education Commission of the States. With its array of policy briefs, publications, and resource guides, the Center reaches a wide audience, including the media, decision makers and practitioners. Through testimony to policy makers from the legislative and executive branches of

government, active engagement with national research and professional organizations and editorial policy boards, and participation in national study panels, the Center is constantly extending its reach to improve practice and raise public awareness of social issues that affect the well-being of young children and Linda Hickson, Professor of Education families. For more information, contact Professor Jeanne Brooks-Gunn, Teachers College, Columbia University, Box 39, 525 West 120th St., New York, NY 10027, 212-678-3904, [emailprotected], or Professor Sharon Lynn Kagan, Teachers College, Columbia University, Box 226, 525 West 120th St., New York, NY 10027, 212-678-8255, [emailprotected]. The Center for Opportunities and Outcomes for People with Disabilities (formerly the Research and Demonstration Center for Handicapped Children) confronts the challenges facing special education today and broadens the scope of research at Teachers College. The Center is committed to producing knowledge and professional expertise that will enhance the quality of life for people with disabilities. The Center for Opportunities and Outcomes for People with Disabilities is committed to supporting research, evaluation, and demonstration efforts aimed at increasing opportunities for individuals with special needs to become fully-included members of society. Three broad priorities are reflected in the themes of the Center:

RESEARCH AND SERVICE ACTIVITIES C O L L A B O R AT I O N

KEY INFLUENCE

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

Empowerment. Research and demonstration efforts to enhance capacity and opportunities for independence and self-determination. Prevention. Research and demonstration efforts to prevent negative outcomes often associated with disability, including reducing vulnerability to victimization and abuse. Diversity. Research and demonstration efforts to address disability-related issues of culturally and ethnically diverse groups, including women and minorities. For information, contact Professor Linda Hickson, The Center for Opportunities and Outcomes for People with Disabilities, Teachers College, Columbia University, Box 223, 525 W. 120th St. New York, NY 10027. The Center on Chinese Education is aimed at contributing to a better understanding of education in China and to educational exchange between the United States and China. It seeks to achieve this mission through three categories of activities: research and development, education and training, as well as outreach and exchange. These activities draw upon the historically special relationship between Chinese Education and Teachers College, the interests and expertise of the faculty at Teachers College, as well as expertise and resources outside of Teachers College. The Director of the Center is Dr. Mun C. Tsang, Professor of Education at Teachers College. Major funding for the Center’s activities is provided by the Henry Luce Foundation and the Ford Foundation. The Center’s Website is located at www.tc.columbia.edu/centers/coce. The Center for Health Promotion, which was established in 1981, has comprised diverse working groups of faculty and students interested in stimulating research and development efforts responsive to national priorities in health promotion and disease prevention. Historically, the work of participating faculty and students has spanned both basic and applied research and development, and has included projects focusing on the influences of personal behavior on health status, as well as how educational

and behavioral intervention can be used to improve health and prevent premature death and disability throughout the human life span through schools, patient care, workplace, and other community-based settings. Faculty of the center have been instrumental in organizing and Debra A. Noumair, Associate Professor of supporting the develPsychology and Education opment of multidisciplinary teams capable of competing for external grant support to address complex research questions. These teams have collaborated on consortium projects with physicians and with behavioral scientists, biostatisticians, epidemiologists, economists, and other experts, and often involve graduate students from the programs in the health studies cluster of the Department of Health and Behavior Studies. Extensive collaborative research activities have been undertaken during the last two decades with faculty from the various schools of the Columbia University Faculty of Medicine, including the School of Nursing, College of Physicians and Surgeons, and the Joseph A. Mailman School of Public Health; Weill Medical College and Graduate School of Medical Sciences of Cornell University; and the Albert Einstein College of Medicine. Center projects and investigators have been funded by grants from several of the National Institutes of Health and numerous private foundations, including the Arthritis Foundation, Cancer Research Foundation of America, W. K. Kellogg Foundation, Metropolitan Life Foundation, and the Pew Memorial Trusts.

RESEARCH AND SERVICE ACTIVITIES In addition to publication in scientific journals, faculty of the Center have also contributed to the science base underlying professional practice and policy development in health promotion and disease prevention by providing consultation and technical assistance to private and voluntary health organizations, such as the National Center for Health Education; and governmental agencies such as the National Institutes of Health and Centers for Disease Control and Prevention. Faculty have also consulted on various international efforts, including the Vietnam Rehabilitation Project, a multinational effort of Health Volunteers Overseas and the U.S. Agency for International Development to assist in the development of new curricula for professional preparation in medicine, nursing, and public health; the Verona Initiative, a multi-sector European partnership for health development organized by the World Health Organization European Regional Office; the Salzburg Seminar Special Session on Critical Issues in Global Health: Leadership Challenges in the 21st Century; and the National Health Education Advocacy Summit. For further information, contact Professor John P. Allegrante, Director, Center for Health Promotion, Teachers College, Columbia University, Box 114, 525 W. 120th St., New York, NY 10027. The Center for Social Imagination, the Arts, and Education Imagination must be released in all dimensions of education . . . Maxine Greene Founded and directed by Teachers College Emeritus Professor of Philosophy and Education Maxine Greene, the Center for Social Imagination, the Arts, and Education is committed to the development of alternative modes of inventing, creating, and interpreting. Through these endeavors of the imagination, and through its series of interdisciplinary programs, the Center seeks to shape visions of “a lovelier world,” embracing, in all its diverse cultural richness, one humanity. Working in the tradition of Dewey, James, and the Existentialists, the Center brings schoolchildren, artists, academics, and social activists together in conferences and workshops to explore possibilities of reform and transformation in schools and social communities. By sponsoring monthly “salons,” the Center attempts to generate dialogue and research projects that open new perspectives in the arts, humanities, and the human sciences. The Center is also in the process of developing networks that bring together art institutions, public schools, and Teachers College in order to investigate, document, and articulate just what role encounters with the arts—including the quintessential 20th century art forms of film and video—might play in inspiring social visions and, by consequence, in effectuating vibrant, moral communities. The Center, in its desire “to enlarge the conversation, to try for clarity, to persuade,” will, in addition, publish occasional essays, in both belles letters and position paper formats, reflecting imagi-

native thinking and advocacy in these areas of concern. The Center for Social Imagination, the Arts, and Education is affiliated with the Teachers College Center for Educational Outreach and Innovation. It is funded by the Aaron Diamond Foundation, the Solidago Foundation, and an anonymous donor. For more information, write to Dr. Maxine Greene, Teachers College, Columbia University, Box 132, 525 West 120th Street, New York, NY 10027. The Center for Technology and School Change helps schools integrate technology into their curricula and daily lives, by planning with schools for the use of technology, educating teachers how to use it, planning curriculum projects that include technology, helping teachers to implement projects, and assessing the effect of technology on schools. The Center is based on the idea that technology will have a large impact on the structure of schooling, as it has in the past, and that schools must plan for the kinds of change they want it to have. We believe that technology should be integrated with curriculum in ways that emphasize active student learning, collaboration, interdisciplinary learning and problem-solving in areas that are meaningful to schools, and conducts site-based research. For more information, contact Dr. Howard Budin, Director, Center for Technology and School Change, Teachers College, Columbia University, Box 8, 525 W. 120th St., New York, NY 10027; telephone: 212-678-3773; Web site: www.tc.columbia.edu/ ~academic/ctsc. The Community College Research Center (CCRC) was created in 1996 with support from the Alfred P. Sloan Foundation, and is housed at the Institute on Education and the Economy (IEE)

Susan Recchia, Associate Professor of Education

RESEARCH AND SERVICE ACTIVITIES at Teachers College. Since its inception, the CCRC has taken a broad and comprehensive view of the community college, seeking out the most important issues confronting these institutions. Since community colleges are vital to the aspirations of people and their communities, it is imperative that they remain part of the mainstream research agenda. The mission of the Community College Research Center is to carry out and promote research on major issues affecting the development, growth, and changing roles of community colleges in the United States. In addition to carrying out our own research, the CCRC strives to strengthen the research capacity both within the colleges and the broader community, attract new scholars to the field, promote discussion and debate about crucial and often controversial issues, and disseminate existing research. CCRC is directed by Dr. Thomas Bailey, the George and Abby O’Neill Professor of Economics and Education in the Department of International and Transcultural Studies, who is also the Director of the IEE at TC. Currently, CCRC’s research is focused on the following: multiple missions of community colleges; remediation and academic preparedness; alternative pathways for students through postsecondary education; certification and workforce development; connections between the high school and community college; the rise of new competitors; distance education; increasing state and federal demands for accountability and assessment; dual credit programs and transition to college; counseling and student support services; and nursing education and skill requirements. Several Teachers College faculty and faculty from other schools at Columbia, as well as other universities and research organizations, also work with CCRC. In addition, the Center draws on expertise from a national advisory board of community college practitioners, policymakers, and research scholars. CCRC sponsors an ongoing seminar series, where community college practitioners, presidents, and academic and institutional researchers gather to exchange ideas, present research findings, and explore new areas of study. The Center also provides opportunities for doctoral students who are interested in writing dissertations on community college issues. Reports of research findings, occasional papers, and non-technical briefs are available through the CCRC website. For further information, please contact the CCRC at Teachers College, Columbia University, Box 174, 525 West 120th Street, New York, NY 10027 or at [emailprotected]; telephone: 212678-3091; fax: 212-678-3699; www.tc.columbia.edu/ccrc.

The Doris Dillon Center and TC Innovations. The Doris Dillon Center is a non-profit educational research and development laboratory established in Teachers College in 2001. TC Innovations distributes the programs of the Doris Dillon Center to school districts and other educators throughout the United States and the world. For more information, call Peter Cookson at 212-404-7821, ext.102 The Elbenwood Center for the Study of the Family as Educator pursues various lines of systematic research and inquiry that bring the behavioral sciences to bear in illuminating the educational functions of the family and the relationships between the family and other educative institutions: schools, health and social service agencies, religious institutions, museums, libraries, and the media. The Center’s activities include research, conferences, symposia, seminars, and workshops. Current and recent topics considered at the Elbenwood Center include: social networks and educative styles of teenagers, the mediation of television by the family and television in cross-cultural perspective, family contexts of literacy, families and museums, family memories, multigenerational education, grandparents as educators, immigration, migration and family education. Faculty and students who participate in the Center come from various departments at Teachers College and elsewhere in Columbia University. The Center also maintains liaisons with other institutions through its projects and visiting scholars. Opportunities for pre-doctoral and postdoctoral research are available. An initial statement of the research agenda of the Elbenwood Center is set forth in the following volumes: The Family as Educator. Hope Jensen Leichter, (Ed.). New York: Teachers College Press, 1974. Families and Communities as Educators. Hope Jensen Leichter, (Ed.). New York: Teachers College Press, 1979. Address inquiries to: Hope Jensen Leichter, Elbenwood Professor and Director, Elbenwood Center for the Study of the Family as Educator, Teachers College, Columbia University, Box 123, 525 W. 120th St., New York, NY 10027; telephone: 212-6783187. The Hechinger Institute on Education and the Media operates on four levels—helping journalists who cover education do a better job, helping editors and supervisors carry out their jobs, helping educators and journalists better understand each other, and helping the general public understand the issues involving the coverage of education. The Institute carries out its mandate primarily through seminars that it holds for journalists at Teachers College and at locales around the country. Presenters include educators, policy makers, public officials, and journalists from throughout the country. The Institute is named in memory of Fred M. Hechinger, who was an education editor at The New York Times and a trustee of Teachers College. Richard Lee Colvin, an 45

RESEARCH AND SERVICE ACTIVITIES award-winning education writer with The Los Angeles Times, directs the institute. Founding director Gene I. Maeroff, former national education correspondent for The New York Times and author, serves as a senior fellow. Further information is available from the Hechinger Institute on Education and the Media, Teachers College, Columbia University, Box 127, 525 W. 120th St., New York, NY 10027. Phone: 212-678-4197. The Hollingworth Center, a program within the Department of Curriculum and Teaching at Teachers College, Columbia University, is a service, research, and demonstration site. Designed to provide internship and training opportunities for the graduate students at Teachers College, the Center develops model programs in early childhood education, and offers enriching educational services for children and educators in the neighboring communities. Primarily concerned with nurturing the development of young children, the Center was established by Professors James Borland and Heidi Hayes Jacobs in 1981. Over the past 20 years, the Center has been recognized internationally for its exemplary educational programs, grant projects, teacher development efforts, and research contributions. Opportunities For Graduate Students The Hollingworth Center is an integral component of the Department of Curriculum and Teaching and the Education of the Gifted program. The Center works collaboratively with numerous graduate students and provides them with experiences that enhance their academic programs. These opportunities, made available to students across the College, are extensive and include internships, teaching, research, observations, seminars, assessment, and curriculum design. Each of the positions within the Center provides a salary or stipend and many also offer tuition exemption. The Center awards annual travel grants to graduate students who are presenting their work at professional conferences such as NAGC, NAEYC, or AERA. Service and Demonstration Programs The service and demonstration programs of the Center include the July Science Program, Math and Science Enrichment Classes, Project APEX, Community Staff Development Outreach, and the Booktalk Group. Each of these programs provides opportunities that nurture the talent development of the partic46

ipants. The children served by the Center are from diverse backgrounds, some of whom are supported through scholarships. The model programs of the Center offer pre-service and in-service educators the opportunity to design and field test innovative curricula and instructional strategies. These results are then disseminate to a broad range of schools and informal educational institutions. The Center hosts a number of visitors on an ongoing basis and the work of the Center is presented at national and international conferences annually. International Collaborations The Hollingworth Center maintains an ongoing relationship with talent development projects in Brazil and Pakistan. Research The primary research mission of the Center focuses on the talent development of young children from diverse backgrounds. The Center has contributed to the body of research concerning the identification and education of young, potentially gifted children from economically disadvantaged families. The Center’s Director was the co-recipient of two Papers of Year awards from the national Association for Gifted Children for two journal articles related to this topic. Other projects of the Center include developing community in the classroom, differentiated curriculum design, and the scientific thinking of young children. The J.M. Huber Institute for Learning in Organizations conducts research on learning and change in organizations. The Institute works through partnerships with organizations, including businesses, not-for-profits, and government agencies. The Institute assists organizations that want to improve their ability to use learning strategically to address business and organizational challenges. Partner organizations and researchers associated with the Institute create and share learning tools, strategies, and results as they work together to solve problems. Groups of organizations working together on common problems study their solutions and interventions in order to improve knowledge about their effectiveness. For information, contact either of the Institute’s Co-Directors, Dr. Martha A. Gephart or Victoria J. Marsick, at the J.M. Huber Institute for Learning in Organizations, Teachers College, Columbia University, Box 187, 525 West 120th Street, New York, NY 10027. The Institute for Learning Technologies (ILT) uses digital communications technologies to advance innovation in education and society. Rapid change in information technology is reconfiguring social, cultural and intellectual possibilities. University research, 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 effort to shape these transitions—transitions that are central to the University’s mission and practice.

RESEARCH AND SERVICE ACTIVITIES ILT takes education in its broadest sense as its primary area of work. In practice, it promotes an intellectually rigorous progressive education accessible to all. To renew progressivism, educators must pose powerful generative questions in cooperative settings; and limitations on the intellectual resources available to students; enable teachers and students to communicate beyond the classroom; and provide advanced tools of analysis, synthesis and simulation. Increasing the interaction of pre-college and higher education is important. The new technologies provide effective support for such novel interactions. The education of the 21st century will feature extensive collaboration among scholars, teachers, university students, librarians, museum professionals, community organizers, parents, and children of all ages, and these relationships may span great distances and bridge significant cultural divides. ILT pursues an integrated program of design, development, implementation, and evaluation. • School-based projects aim to alter the classroom through infrastructure planning and installation, content and curriculum creation, professional development, technical support, and evaluation. • Professional development includes workshops on the use of generic and project-specific technologies, seminars on curriculum design and development, and consultations by content experts and instructional technologists. • Content projects develop multimedia to support innovation in education, delivering high-quality intellectual resources and learning tools to students. • Evaluation projects document the impact of programs and the principles of good design, working with groups in the commercial, governmental, non-profit, and educational sectors.

dents and the schools that serve them. Historically, the work has been organized by the themes of (1) education as an anti-poverty strategy as a means for upward social and economic opportunity and mobility, (2) equality of educational opportunity and strategies for achieving educational equity, (3) the achievement of multicultural competence in the context of concern for diversity and pluralism, and (4) the reform of schools serving ethnic minority and urban populations. Since the year 2000, IUME has added a concern for the challenge of uncoupling academic achievement from the social divisions into which students fall, i.e., class, ethnicity, first language, and gender. The Institute approaches the problem of improving the quality of urban education and minority education in three ways: (1) by conceptualizing fundamental problems and formulating systematic programs of research to produce new knowledge and improved solutions, (2) by translating and disseminating this knowledge and applying it in practical situations through its ERIC center, courses of instruction and conferences, and (3) by developing new programs, techniques, instruments, and materials that can be disseminated in a variety of educational settings. This is now being accomplished through programs of research, professional development, technical assistance, knowledge dissemination, public awareness, and community and youth services. Because the work of the Institute tends to fall in “Pasteur’s Quadrant” (empirical investigation of practical problems, informed by theory that is grounded in multiple disciplines) it always has had a staff drawn from many disciplines, who take activist roles in solving the problems of urban and minority education. For further information, address specific inquiries to the IUME Director, Box 75, Teachers College, Columbia University, New York, NY 10027; telephone: 212-678-3780.

• Consulting services provide design, development, and strategic analysis for organizations conducting innovative educational projects. • An internship program provides individuals with experience in school-based projects, professional development workshops, evaluation and policy studies, and content creation. Technology does not drive educational change, but it conditions educational possibility. Rooted in traditions of liberal education, ILT acts on the technological context to renew established educational traditions. For more information visit www.ilt.columbia.edu, email [emailprotected], or telephone Professor Robert McClintock at 212-678-3375. The Institute for Urban and Minority Education (IUME), since its beginnings at Teachers College in 1973, has been committed to better understanding and influencing the educational, psychological, and social development of urban and minority group stu47

RESEARCH AND SERVICE ACTIVITIES The Institute of Research and Service in Nursing Education (IRSNE), carries on a program of research and coursework on questions in the education of nurse professors, deans, chief executive officers, and developers of human resources. Institute members examine theory-based questions within nursing’s history, provide consultant services to professionals involved in nursing research, and disseminate research findings through reports, conferences, publications, and continuing education. The Institute is the academic home of the Program for Nurse Executives, offering the M.A. and Ed.D. accelerated programs on Fridays. For further information, address inquiries to the Director, Professor Elaine L. Rigolosi, Box 167, Teachers College, Columbia University, New York, NY 10027; telephone: 212-678-4004. Mun C. Tsang, Professor of Economics and Education, leading a discussion on international and transcultural studies.

The Institute for Higher Education promotes and supports scholarly activity on the range of purposes, practices, policies, problems, and perspectives framing the higher education enterprise now, in the past, and potentially in the future. The Institute views postsecondary teaching, learning, and scholarly and creative endeavor in social, political, economic, and historic perspective, and promotes efforts to strengthen and enrich these “core” activities for all participants in the higher education enterprise. As such, it supports explorations of the organization and functions of the higher education enterprise, the larger social, political, and economic environments in which the enterprise evolves and to which it provides returns, and its internal educational and knowledge-based activity, as well as relationships among these. Director: Anna Neumann, Prof. of Higher Education, Box 101, Teachers College, Columbia University, New York, NY 10027. The Institute of International Studies was created in 1964 to strengthen the research arm of the College’s international enterprise. With the initial aid of a major grant from the Ford Foundation, the Institute began its work with a focus on theoretical and practical studies of the role of education in the modernization of traditional societies. For over a decade, the Institute sponsored and supervised substantial research on Africa, Asia, Latin America, and the industrial nations as well as on a variety of cross-cultural and comparative studies. The Institute helps to formulate and coordinate the College’s international effort, to serve as both catalyst and repository for grants and gifts in aid of international studies at the College, to strengthen instructional programs with comparative and international thrusts, and to upgrade the quality of research on international or crossnational themes.

The Institute on Education and the Economy (IEE), established in 1986 by the Board of Trustees of Teachers College, is an interdisciplinary policy research center that focuses its attention on the interaction between education and the economy. The Institute is dedicated to carrying out research that will help improve educational policy and practice at the local, state, and national levels, and to developing an active research community of TC students and faculty interested in these topics. IEE’s research agenda includes issues such as the changes in the nature, organization, and skill requirements of work; education reforms designed to address the changing needs of the workplace; the educational value of work; learning on the job; the school-to-work model; the design and effectiveness of workbased learning; employer participation in education; academic and industry-based skill standards; and related education reforms. IEE is directed by Dr. Thomas Bailey, the George and Abby O’Neill Professor of Economics and Education in the Department of International and Transcultural Studies, who is also the Director of the Community College Research Center (CCRC) at Teachers College. The Institute’s permanent staff includes sociologists, economists, statisticians, and psychologists. Several Teachers College faculty and faculty from other schools at Columbia, as well as other universities and research organizations also work with the Institute. IEE also offers many opportunities for graduate students to work on research projects under the guidance of faculty and senior researchers. Reports of research findings, working papers, and non-technical briefs can be obtained from the IEE website. 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 [emailprotected]; telephone: 212-6783091; fax: 212-678-3699; www.tc.columbia.edu/iee.

RESEARCH AND SERVICE ACTIVITIES The Institute on Education and Government believes that the education of our youth and life-long learning opportunities for all citizens is our nation’s most important challenge, and we believe governors play the critical role in meeting this challenge. Our mission is to provide powerful and effective support to governors and other leaders committed to education. We develop ideas for education innovations and research combined with implementation strategies. Our non-partisan Institute concentrates its efforts with individuals and groups that have the compassion, courage, and determination to create initiatives that fulfill this mission. The Institute accomplishes its mission through four core programs: The Governors’ Education Planning Program; the Thomas H. Kean Governor of the Year Awards; the National Education Advocacy Program; and Leadership Seminars for Governor’s Staffs. The Institute also publishes a quarterly report called The Governors’ Briefing. Further information is available from the Institute on Education and Government, Teachers College, Columbia University, Box 34, 525 W. 120th St., New York, NY 10027; telephone 212-6788402; e-mail: [emailprotected]. The International Center for Cooperation and Conflict Resolution (ICCCR) offers a concentration in conflict resolution and a Certificate of Attendance that emphasizes theory, practice and research to address the needs of individuals, school systems, communities, non-profit groups, governments and private industry. The ICCCR’s mission to help individuals, as well as institutions, better understand the nature of conflict and how to achieve its constructive resolution. The Center particularly emphasizes the importance of the social, cultural, organizational, and institutional contexts within which conflicts occur. Housed in the Social-Organizational Psychology Program in the Department of Organization and Leadership, the Center embraces an interdisciplinary approach to conflict resolution and courses are open to both degree and non-degree students, for credit or non-credit, throughout the College and the University. For courses and their descriptions, please see the program in Social-Organizational Psychology.

Research and training in the following areas are also supported by the ICCCR: (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. Conferences as well as consulting services and training workshops based on sound empirical theory and research are provided. The Center is directed by Peter Coleman, Assistant Professor of Psychology and Education. For further information, visit the ICCCR in Room 232, Horace Mann Building or contact the office: ICCCR, Box 53, Teachers College, Columbia University, 525 West 120th Street, New York, NY 10027; telephone: 212678-3402; e-mail: [emailprotected]. The Esther A. and Joseph Klingenstein Center for Independent School Education sponsors four programs aimed at the professional development of independent school teachers and administrators and research activities that contribute to the advancement of independent school education. The Joseph Klingenstein Fellows Award is granted annually to up to 12 outstanding teachers and administrators for participation in one semester or a year-long intensive program at Teachers College and designed to develop leadership skills in administrative or academic areas. Through reading, research, and discussion in seminars and course work at Teachers College and the other professional and graduate faculties of Columbia University, the program seeks to enlarge the perspectives of Fellows and prepare them to assume increased leadership responsibility within their sponsoring schools. As part of the program,

Peter Coleman, Assistant Professor of Psychology and Education, in a seminar session on conflict resolution.

RESEARCH AND SERVICE ACTIVITIES INDEPENDENT SCHOOL LEADERSHIP

“The aim of the Klingenstein Center is to nurture and renew leadership among teachers and administrators who have distinguished themselves through their work in independent schools. The Center sponsors a variety of programs that address the needs of different constituents, beginning teachers, mid-career teachers and administrators and heads of schools. The focus is on professional development, believing that the most important component in educational advancement is not bricks and mortar, but the men and women who lead schools. To date, almost 1,400 educators from schools throughout the world have participated in Klingenstein Center programs.” PEARL ROCK KANE, The Klingenstein Family Chair for the Advancement of Independent School Education and Director, The Klingenstein Center

Fellows may earn graduate credits to be counted toward a degree at Teachers College. Any teacher or administrator of an independent elementary, middle and secondary school with a nondiscriminatory admissions policy is eligible to apply. The award includes a stipend, tuition allowance, a supplement for school age children relocating to New York City, and housing allowance for those who are resident faculty at boarding schools. The Klingenstein Visiting Fellows Program for Heads of Independent Schools allows up to fifteen heads of schools to spend three and a half weeks in residence at Teachers College, focusing on problems of particular relevance to their schools, engaging in coursework, meeting in seminars to discuss educational issues, and enjoying the cultural resources of New York City. The program provides school heads with the intellectual stimulation of studying with outstanding professors and the opportunity for meaningful dialogue with independent school colleagues. The purpose of the program is to prepare those already in positions of leadership to face the challenge of leading independent schools. As part of the program, Visiting Fellows may earn graduate credit to be counted toward a degree at Teachers College or elsewhere. Any school head of an elementary or secondary independent school with a nondiscriminatory admissions policy is eligible to apply. The award includes full tuition and fees, housing, and participation in New York City cultural events. Sponsoring schools are asked to provide roundtrip travel expenses. The Joseph Klingenstein Summer Institute Award is granted annually to teachers in the independent elementary, middle or secondary school sector who have demonstrated outstanding potential for leadership. The Institute is geared toward increasing classroom effectiveness and strengthening commitment to teaching as a career. The Institute program encompasses a variety of activities that are designed to: provide a forum for collegial sharing, explore advanced methodologies in a particular subject area, stimulate fresh thinking and introduce new ideas in curriculum, methodology, and technique, and increase

insight into the nature of educational practice. Each participant has an opportunity to earn four graduate credits applicable toward a Master’s degree at Teachers College or elsewhere. Teachers with two to five years of experience are eligible to apply. Their school must have a nondiscriminatory admissions policy with Pearl Rock Kane, The Klingenstein Family regard to race, color, Chair for the Advancement of Independent religion, or national School Education and Director, The Klingenorigin. Candidates are stein Center judged on the basis of a personal essay, evidence of successful academic performance, and a letter of endorsem*nt from the school head or principal. The award includes full tuition and fees, housing, and weekday meals. Sponsoring schools are asked to provide round-trip travel expenses. The Master’s Degree with a concentration in Private School Leadership is co-sponsored by the Department of Organization and Leadership and the Esther A. and Joseph Klingenstein Center for Independent School Education. The degree concentration is designed to enhance the professional careers of department heads, deans, division directors, and school heads or to prepare outstanding educators for such positions. The degree program has the following core components: administrative leadership of private schools, privatization and school choice in the US, seminar on teaching and learning in independent schools (for full-time students), legal aspects of school administration, behavioral research, resource allocation for nonprofit organizations, and strategic marketing. Students are required to

RESEARCH AND SERVICE ACTIVITIES participate in field service and to complete a research project in collaboration with a small group. The special features of the program include site visits to public and private schools and a connection to an extensive network of cooperating schools. The program attracts national and international students. Candidates should have at least three years teaching experience in independent schools. 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 www.klingenstein.org. The National Center for Restructuring Education, Schools, and Teaching (NCREST), established at Teachers College in 1990, works to develop understandings that help schools become learner-and learning-centered, knowledge-based, and responsive and responsible. Since its inception NCREST has conducted research in the critical areas of school reform such as assessment, accountability, standards, restructuring elementary, middle, and high school organization, instruction, curriculum, and teacher learning, small schools, new-school creation, big school conversions, school leadership, professional development, teacher education, professional development schools, multi-cultural education, equity, new-English language learning, education for under-served and under-performing students, the minority achievement gap, technology, state and local policy, and systemic reform. NCREST has collaborated with school districts, networks, and non-profit organizations on the development of standards and assessments, interventions for students at risk, technology integration, and professional development and pedagogy for diversity and equity. Evaluations conducted by NCREST include the Philadelphia Children Achieving Initiative for the William Penn Foundation, the College Preparation curriculum for the College Board, and the Eiffel Project, a Federal technology challenge grant. NCREST’s research builds concrete, detailed knowledge about the intense and difficult efforts undertaken in reforming education and schools. This knowledge is used to help diverse stakeholders make change, build education programs for school practitioners, and promote the environmental and policy changes that will nurture and encourage needed structural and instructional reforms. NCREST has produced about 50 publications, reports, and videos, all of which are designed to be accessible to diverse audiences including policy makers, practitioners, researchers, and the public. NCREST brings together many voices—those of practitioners and researchers; parents, teachers and students, policymakers and teacher educators, and funders and journalists-in multiple forums including conferences, seminars, meetings, and work

groups and creates opportunities for them to collaborate. As a network of networks, NCREST has convened national conferences on topics, such as authentic assessment, accountability, school restructuring, and high stakes testing, that examine critical issues and showcase promising, on the ground practices and policy alternatives. The NCREST team includes senior and junior researchers with extensive experience in basic and applied research, formative and summative evaluation, and qualitative and quantitative methodology. Jacqueline Ancess is the director of NCREST. For further information contact NCREST, Teachers College, Columbia University, 525 W. 120th St., Box 110, New York, NY 10027; telephone: 212-678-3432. The National Center for the Study of Privatization in Education (NCSPE) serves as a non-partisan venue to analyze and disseminate information about the controversies surround such private initiatives in education as vouchers, tuition tax credits, charter schools and educational contracting. Proponents of privatization view the movement as improving school choice, student outcomes and innovation through competition in the marketplace. They point to the poor performance of urban schools and how competition might convert failure into success. Opponents argue that the movement undermines already flagging urban public schools, depriving the system of motivated students and scarce resources to bring about reform, and leads to increased segregation of students. Currently there is no disinterested authority to test and verify the conflicting claims of proponents and opponents, leaving the debate to those who argue on ideological grounds rather than empirical data. In evaluating different privatization plans, the center uses four criteria: the freedom for parents to choose schools; productive efficiency that maximizes school results; equity that provides access for all to the range of educational opportunities, and social cohesion that prepares youngsters for democratic and civic participation. The Privatization Center is affiliated with the Department of International and Transcultural Studies. Its Director is Henry M. Levin, William Heard Kilpatrick Professor of Economics and Education. The Center disseminates its research, policy analysis through conferences, the World Wide Web, publications and the media. It also has entered a partnership with the Education Commission of the States and other organizations to provide information to governors, state legislatures and state departments of education, professional educators, and a broad public audience. For information contact: Professor Henry M. Levin, NCSPE, Teachers College, Columbia University, 525 W. 120th St., Box 181, New York, NY 10027; telephone: 212-678-3259; Web site: www.ncspe.org. 51

RESEARCH AND SERVICE ACTIVITIES CURRICULUM MAKERS

“In preparing our graduate students to teach reading and writing, I urge them to think for themselves in the classroom, avoid orthodoxy, ask questions, be flexible, and don’t take everything for granted. I want them to become researchers in the classrooms, documenting what they observe children doing, linking that to educational theories, and become curriculum makers themselves.” M A R J O R I E S I E G E L , Associate Professor of Education

The Rita Gold Early Childhood Center serves to support and promote the growth and development of infants, toddlers, preschoolers and their families through four inter-related practices: supportive early care and education for very young children; transMarjorie Siegel, Associate Professor of disciplinary profesEducation sional preparation for students; ongoing research to improve practice and inform theory in early development, care and education for young children and families; and outreach within and beyond the Teachers College community. Located at the College, the Center provides inclusive and culturally responsive care within mixed-age groups for children ages six weeks through five years and their families who are affiliated with Columbia University. Founded in 1982 as the Center for Infants and Parents, the Center’s growth and development has been supported over the years through the gifts of many kind and generous donors. We are grateful to Rita and Herbert Gold for their support of our most recent expansion. The Rita Gold Center is a resource for students across the College who are engaged in observation, teaching, and research with young children and families. Supervised practica focusing on educational and developmental issues for infants, toddlers and preschoolers are offered on site at the Center. For further information contact: Isabel M. Belinkie M.S., On-Site Coordinator, Rita Gold Early Childhood Center, Teachers College, Columbia University, 525 W. 120th St., Box 98, New York, NY, 10027; telephone: 212-678-3082. 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 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 co-researchers, observing what children do in writing and reading, theorizing about what their behaviors mean, and planning teaching moves to help them learn. To nurture this school-based work, Project staff meet at the College with educators from Project schools: Each week over 100 teachers gather in study groups focusing on becoming teacher-leaders in workshop teaching, and each month over 100 principals gather focusing on the problems, challenges, and opportunities of being a school leader in literacy education. The Project’s school-based consulting, study groups, and thinktanks are complemented by an array of other professional education opportunities at the College. Throughout the year, thousands of teachers attend sixty full-day Project-run conferences providing information and insight about how to structure and sustain high quality literacy education. Every summer, three thousand teachers attend one of several week-long Project Institutes which include keynote addresses, small groups study, and interactive discussion groups. The Project was founded and is directed by Lucy McCormick Calkins, Professor of Education. For further information contact the Teachers College Reading and Writing Project, 525 W. 120th St., Box 77, New York, NY 10027; telephone: 212-6783104.

Henry M. Levin, Professor of Economics and Education

RESEARCH AND SERVICE ACTIVITIES S TA N D A R D S W I T H O U T R E S O U R C E S

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“All of us concerned about the quality of education in our public schools believe in high standards to improve student performance. It is self-defeating, however, to impose standards, as New York is doing, without providing the resources to implement them. The proper way to introduce new standards is to analyze the approaches necessary to achieve them and then work back to determine what that would cost and allocate the funding to phase in the qualifying examinations. Teachers need lead time for retraining to prepare students for the tests and students need a long time to prepare to take the tests. It is eminently unfair to prescribe tests for graduation without fulfilling the prescription.” G A R Y N AT R I E L L O , Professor of Sociology and Education and Acting Director, Milbank Memorial Library

THE MILBANK MEMORIAL LIBRARY The Milbank Memorial Library of Teachers College is one of the nation’s largest and most comprehensive research libraries in education. The library’s collection provides a wealth of source materials for advanced study and research in education, psychology, and the health professions. The library collection is comprehensive in American elementary and secondary education, and in such subject areas as psychology, particularly applied psychology, educational administration, the history and philosophy of education, guidance, special education, higher and adult education, speech and language pathology and audiology, health and nursing education, nutrition, curriculum and teaching, communications and computing technology, recreation, and international and comparative education. Research resources in printed, non-printed, and electronic formats include all important reference works; a wide selection of monographs; extensive journals; and major indexing and abstracting services. Distinctive Collections The library is noted for the variety and depth of its distinctive collections of materials documenting education in its local, national and international dimensions. These include: the Rare Books in Education Collection, classic works on education dating from the 15th through the 19th centuries; the Darton Collection of British children’s literature of the 17th through 19th centuries; the Historical Collection of American and British children’s books of the 19th century; the Annie Moore Collection of illustrated children’s literature; the American nineteenth century textbook collection; and the International Textbook Collection, comprising elementary and secondary school texts from throughout the world. The Adelaide Nutting Collection of books, pamphlets, and manuscripts on the history of nursing and the David E. Smith Collection of writings on mathematics education provide unusual depth of coverage in their fields. Other notable hold-

ings include the International Collection of works on education abroad, extensive collections of 20th century textbooks and courses of study, and a regularly updated collection of 20th century fiction and nonfiction for children. Manuscripts and archival collections cover a wide range of educational topics and Gary Natriello, Professor of Sociology and include the records of Education and Acting Director, Milbank such major organizaMemorial Library tions as the National Council for the Social Studies, the Board of Education of the City of New York, the Bank Street College of Education, the William T. Grant Foundation, the National Kindergarten Association, and the American Montessori Society. The Teachers College Archives holdings include the records of college offices and the papers of individual faculty members. Major collections include the papers of Dean James Earl Russell, Dean William Russell, and President Hollis L. Caswell, the historical records of the Nursing Education program, the Guidance Laboratory Test Collection, the records of the Peace Corps Training Program and of international education programs in Asia, Africa, and Latin America. Notable faculty papers include those of William H. Kilpatrick, Paul Monroe, A. Harry Passow, and other leaders in education throughout the twentieth century. Academic Information Resources and Services MilbankWeb, the library’s World Wide Web site, located at http://lweb.tc.columbia.edu, is the focal point for a growing array of library services that support instruction and research at the 53

RESEARCH AND SERVICE ACTIVITIES College. MilbankWeb combines news and information, access to local and remote databases, and exhibits that showcase the accomplishments and contributions of notable Teachers College persons and programs, particularly as they relate to or are reflected in library collections and archives. Through advances in electronic information resources and global networks, library users increasingly have access to the ‘virtual library,’ providing the means to search and retrieve a growing percentage of the universe of documents and files. The home page is accessible during regular library hours from workstations in the library, and at all times from any computer with a Web browser and access to the Internet. EDUCAT, the online public access catalog, integrates the library’s catalog information with up-to-the-minute circulation, reserve, acquisitions, and serial control information. The EDUCAT database currently includes over 689,000 volumes and plans are under way to add all of the library’s print and nonprint collections. EDUCAT is available during regular library hours from workstations in the library, and at all times through the library’s home page; through telnet to: 128.59.88.2. The web version of EDUCAT is available at http://lweb.tc.columbia.edu. This site includes over 1,400 records with direct links to fulltext journals on the World Wide Web. The Columbia Connection Access to CLIO via EDUCAT is the means for our students to connect to the collection of the Columbia University library system, the nation’s seventh largest academic library housing more than six million volumes, four million units of microfilm, 2,500 separate collections, important maps, phonograph records, pamphlets and CD-ROMs. To facilitate access to scholarly materials, the libraries have developed LibraryWeb, a powerful integrated Web-based library computer system. This resource links users to library catalogs, electronic reference tools and indexes, digital collections (including numerous electronic journals), subject guides and bibliographies, search engines, and extensive information on individual libraries, services, and events. Milbank Services The Research Services Department provides reference, research support, and library instruction services, including instruction in the use of online and card catalogs, assistance with reference materials, referral to other libraries, bibliographic instruction, research consultation, course-specific instructional support, and assistance in the use of hundreds of Web-based information resources. Reference queries, suggestions and recommendations, and requests for services may be submitted in person or by e-mail via the library’s home page. Interlibrary Loan provides Teachers College students, faculty, and staff with access to books and 54

periodical literature not owned by Milbank Memorial Library or Columbia University Libraries. By use of national and worldwide catalogs and through cooperative agreements with libraries around the world, the Library can provide a book, dissertation, or photocopy of an article. The Office of Access and Services for Individuals with Disabilities provide a variety of special equipment and services for differently-abled users. The Periodicals, Microforms, and Copy Services (PMC) manages 3,000 currently received serial titles, including journals, newspapers, and other serials in hard copy and microform as well as dissertations on microform, college catalogs, and the complete ERIC Document Collection on microfiche. In its development as a model school library, the Resource Center supports instructional programs of Teachers College and provides curriculum orientations and workshops in the use of K-12 printed collections, multimedia and Internet resources. Also hosted are teleconferences and demonstrations of new educational software. Cooperative outreach efforts include a weekly story hour for local school children and technology instruction for local school teachers. The Center provides two small computer laboratories, with facilities for viewing educational software, multimedia, audiovisuals, and microfiche. The department’s presence on Milbank Web at http://lweb.tc. columbia.edu/cs/modelsl/index.htm features virtual information services; online collections; curriculum exhibits; a conference room; demo lab; and children’s activities. The Access Services department provides library patrons prompt access to all circulating and non-circulating items. Services include processing course reserve and “rush” catalog requests; placing holds and recalls; collection maintenance; and electronic renewal for users via the World Wide Web. 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.

COMPUTING

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I N F O R M AT I O N S E R V I C E S

Computing and Information Services (CIS) is responsible for academic and administrative computing, media services, the campus data, voice and video network, and telecommunications. These services include e-mail, course Web pages, desktop computers, student laboratories, multi-media classrooms, audiovisual services, management information systems, telephone and satellite and video-conferencing connections, and residential cable television. More extensive information may be found at the Computing and Technology Resources pages of TCWeb: www.tc.columbia.edu/cis.

RESEARCH AND SERVICE ACTIVITIES Email Accounts Teachers College students, faculty, and staff may use e-mail accounts provided by Columbia University Academic Information Services (AcIS). In addition to campus and Internet communications, these accounts also provide space for personal homepages. This e-mail can be accessed from the Internet. Columbia maintains a modem pool for dial-up access from home, which affords access to the Columbia domain as well as the Internet. From anywhere in the five boroughs of New York City, this is accessed as a local call. More information can be found on the Columbia Academic Information Services page: www.columbia.edu/acis. Faculty and staff also have MS Exchange e-mail accounts with integrated voice messaging hosted at Teachers College to foster workgroup computing. Campus Network Data, voice, and video outlets are found in every classroom, office, and residence on the main portion of the campus. Internet and Internet-2 access are provided via Columbia University. Public Computing Facilities The Student Computing Support Center in 242 Horace Mann reopened in February 2003, after a total renovation of the space and installation of all new equipment. It provides students with PCs and Macs, software, printers and other peripherals. This laboratory is open daily. The Center’s software library includes PC and Mac programs for word processing, Web development, graphics, statistical analysis, qualitative analysis and databases. A current list is maintained on the Computing and Technology Resources Web site (www.tc.columbia.edu/cis) under Software Applications. Computer classrooms with workstations at each seat in 345 Macy (see below) are available for open use when not scheduled for instruction. Email and local Web sites are also accessible from more than 20 kiosks located in corridors on the first and ground floors of campus buildings and the Student Lounge. Milbank Library has more than 50 public workstations connected to the Internet, including some which are specially equipped for disabled users. Wireless access will be provided in Academic Year 03-04 in selected public areas. Detailed information will be provided on the Computing and Technology Resources Web site (www.tc.columbia.edu/cis). TC ClassWeb The second generation of college-wide courseware, ClassWeb provides pre-created Web sites which faculty can customize for each class each semester. Features include syllabus, discussion, chat, filesharing, and subgroups. These sites are used by most regular TC classes and also support classes taught to students at a distance.

Instructional Media Lab The Instructional Media Lab (IML) in 265 Macy is a facility for students and faculty to create rich content for classes, online learning, student teaching, and research. Digital cameras and other equipment are loaned. Workstations allow for computerbased full motion video from camera, VCR, or videodisk to be edited, integrated with animation and digitized voice and music and to be written to CD, DVD, or tape. IML also provides satellite downlink. Computer Classrooms Computer classrooms for hands-on instruction include both a PC and a Macintosh room in 345 Macy. The Goodman Family Computer Classroom suite includes a classroom equipped with 32 notebook computers on tables that can be reconfigured to accommodate varying workgroup sizes. Located in 234 Horace Mann, it also has a seminar room for 10 people. The Macy rooms are available for use by students and faculty when not scheduled for instruction. Multi-media Classrooms Multi-media display classrooms provide equipment such as PCs, Macs, VCRs audio-tape players, and document cameras. Currently more than 25% of our 65 classrooms have such dedicated computer and projection equipment, with plans for additional ones to be added each year. In addition, all classrooms have campus network connections, and laptops and projectors may be borrowed from Media Services. There are about 42 classrooms with secured carts with a VCR and monitor, another 12 carts may be reserved for use in other rooms. Training Training workshops are scheduled throughout the year on how to use electronic mail, word processing, spreadsheets, the Internet and Web publishing, statistical analysis, photo and video manipulation, and multimedia authoring. In addition to workshops, individual training is also available. Academic Computing Services also provides auto-tutorial materials on CD-ROMs. Administrative Systems Students are able to register, drop and add classes, check financial aid, academic history and current grades or pay by credit card via the World Wide Web or Touchtone telephone. Microcomputer/LAN Services Student support is provided at the Student Computing Support Center and in the residence hall. All faculty and staff have workstations appropriate to their work, with budgeted replacement at 25% per year. The local area network features file and print services as well as Microsoft Exchange, webservers and other applications. The CIS Help Desk provides problem resolution via telephone and office visits.

RESEARCH AND SERVICE ACTIVITIES Residential Telecommunications Services Telephone, voicemail, Internet and cable television services are provided in student and faculty residences. Those living in Whittier and Lowell Halls have direct connections to the campus data network. In family housing, residents have cablemodem Internet access. Detailed information is found on the Computing and Technology Resources (www.tc.columbia.edu/cis) site under Telephone and Cable TV. Policy on Acceptable Use of Information Technology Resources at Teachers College Objectives The purpose of this policy is to promote and improve the effectiveness of Teachers College computing and communications resources. As an academic community, the College places a special value on free expression of ideas. However, unlawful or inappropriate use of these information technology (IT) resources can infringe the rights of others. Accordingly, all members of the College community are expected to use these resources responsibly. Prevention of abuse of the College’s IT resources is important to: • promote the appropriate and productive use of the College’s information technology resources, which are a finite, shared resource of the College community; • protect individuals from annoyance and harassment; • prevent waste of the IT resources and obstruction of College activities; • and protect the College against seriously damaging or legal consequences. Policy The information technology resources of the College are part of the Columbia University network, and therefore all College users must be familiar with and adhere to the University’s policies found at www.columbia.edu/acis/policy. Use of College information technology resources must also conform with College policies, regardless of explicit reference in those policies to electronic or other media. Policies including those related to professional conduct, sexual harassment and others are found at www.tc.columbia.edu/administration/hr/polprohome.htm and in the Student Handbook at www.tc.columbia.edu/administration/student-handbook. College IT resources shall not be used to violate any City, State or Federal laws or any College or University policies. Copying, storing, displaying, or distributing copyrighted material using College or University computers or networks without the express permission of the copyright owner, except as otherwise allowed under the copyright law, is prohibited. Under the Digital Millennium Copyright Act of 1998, repeat copyright infringements by a user of the College’s IT resources can result in termination of the user’s access to those resources. It is not acceptable

to attempt to gain access to or use another person’s ID, password or account, nor to send an email impersonating another individual, regardless of where the email originates. Sharing of passwords is prohibited and each user is responsible for the proper use of his or her account and any activity conducted with it. Communication at the College, regardless of whether it is spoken, written or electronic, should be conducted courteously, and with respect for other people’s ideas, privacy, intellectual property, and right to be free from intimidation, harassment, and unwarranted annoyance, including, but not limited to, chain letters, and obscene and other unwelcome messages. All email and postings should have the name of a person from or for whom it is sent, even if replies are not permitted. Broadcast messages to large lists should have an educational or work-related significance to many members of the group. Messages or files that interfere with or impair the computers or activities of other people are not allowed. This includes viruses, worms and Trojan horses. Consequences for failure to abide by this policy may range from warnings to suspension of email and other computing privileges to dismissal, termination of employment or criminal proceedings. Complaints Individuals who believe that there has been a violation may contact the Ombudsperson, the Associate Dean or the Director of Information Technology. Current contacts are: Erwin Flaxman, Ombudsperson: [emailprotected], 212-678-4169, 857 Thorndike; William Baldwin, Associate Dean: [emailprotected], 212-678-3052, 113 Main Hall; V. Ena Haines, Director of Information Technology, [emailprotected], 212-678-3486, 241 Horace Mann.

D I S TA N C E L E A R N I N G P R O J E C T The Distance Learning Project was established in 1997 as a center for the use of technology in the creation of new learning environments. At Teachers College, a wealth of expertise in constructivist strategies, transformative learning, adult education, cognitive psychology and educational technology informs the creation of online courses, certificates and educational outreach. Teams involving faculty, graduate students and educational technologists create a robust online learning program, serving both campusbased and distant students. These efforts have allowed Teachers College to enhance access to its offerings while providing an ongoing source of pedagogical and curricular innovation. For further information contact Distance Learning Project, Teachers College, Columbia University, 525 W. 120th St., Box 164, New York, NY 10027; 212-678-8182 or 888-633-6933; Web site: http://dlp.tc.columbia.edu.

RESEARCH AND SERVICE ACTIVITIES A D D R E S S I N G C O M M U N I C AT I O N S D I S O R D E R S

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

INSTRUCTION AND RESEARCH SUPPORT SERVICES Center for Educational and Psychological Services Director: Dinelia Rosa, Ph.D. The Center for Educational and Psychological Services is both a training and research center for the College and a community resource that provides help to people of all ages with educational and personal problems. The services offered include full psycho-educational evaluations and educational evaluations focusing on learning issues coupled with appropriate remediation, instructional planning and instruction for students with disabilities, adult and child psychotherapy, personal and vocational counseling and psychological diagnostic evaluation. Several hundred psycho-educational assessment and evaluation instruments, as well as a growing library of materials for reading remediation are available for use by the students attending practica affiliated with the Center. Services are provided by advanced graduate students from the Clinical/Counseling, Curriculum & Teaching, and Health & Behavior Departments. All work is supervised by full-time and/or adjunct faculty of the College’s programs. Fees are set on a sliding scale that is designed to meet all budgets.

Edward D. Mysak Speech-Language and Hearing Center Director: Patricia M. Sweeting, Ph.D., CCC-SLP Assistant Director of Speech and Language Services: Kathy Gross, M.S., CCC-SLP Director of Audiology Services: Joann Nicholas, Ed.D., CCC-A The Edward D. Mysak Speech-Language and Hearing Center provides advanced students in the Speech and Language Pathology and Audiology master’s program with practical experience in a professional setting. The Center offers evaluation and therapy services to individuals in the College, University, and community who may have speech, voice, language, or hearing problems. A complete speech and language and/or hearing evaluation is scheduled; speech and language therapy sessions, a minimum of two forty-five minute sessions a week, are conducted on an individual and/or small group basis. Special clinics are also available for infant evaluation, stuttering treatment, and accent reduction. Aural rehabilitation services, counseling

Patricia Sweeting

Further information and applications for service may be obtained by calling 212-678-3262; by writing to the Center for Educational and Psychological Services, Teachers College, Columbia University, Box 91, 525 West 120th Street, New York, NY 10027-6696; or by coming to the Center on the sixth floor of Thorndike Hall.

RESEARCH AND SERVICE ACTIVITIES CONTINUOUS LEARNING

IN A

DIVERSE COMMUNITY

Victoria M. Ndibo taught nutrition to adolescents in Kenya for ten years before enrolling in Teachers College to study early childhood education and organizational psychology. Her interest in both fields is to prepare her to establish an affordable nursery school in Kenya and have the background to bring organizational principles to bear on school management. “I have benefited,” she said, “from working in a diverse community at Teachers College comparable to the diverse tribes and expatriates one finds in Kenya. Moreover, I realized how important it is to regard learning as a continuous process and how Teachers College encourages lifelong learning with its part-time programs.” VICTORIA M. NDIBO, M.A. in Early Childhood Education and Organizational Psychology

about effective use of amplification strategies, assistive listening devices, speechreading, and auditory training therapy are available for both children and adults. In addition, the Center opened an augmentative communication clinic in the Spring of 2001 to offer assessment and intervention services to children Victoria M. Ndibo and adults in need of alternative communication devices and technology.The Center also offers a language stimulation program for young children with late expressive language and their parents. Initial contacts with the Center may be made in person, by letter, by telephone, or by referrals from professionals and agencies. A sliding fee scale is available. Further information may be obtained by calling 212-678-3409 (speech and language services) or 212-678-3408 (audiology services) or writing the Center at Teachers College, Columbia University, Macy 169, Box 191, 525 W. 120th St., New York, NY 10027. Teachers College Press Director: Carole Pogrebin Saltz Established in 1904 as the Bureau of Publications, Teachers College Press is one of the oldest and most distinguished publishers of educational materials in the United States. Since 1965, when the Bureau of Publications became Teachers College Press, its primary purpose has been to publish works that respond to, examine, and confront issues and change pertaining to education and the educational process. Over the years the publication pro-

gram has included scholarly and professional works in the humanities, the sciences, psychology, philosophy, women’s studies, nursing, and health-related fields. The Press also produces various kinds of classroom materials and assessment instruments. It now publishes about 55-60 books a year and has over 500 titles in print. The Press’s authors include many members of the Teachers College faculty, as well as distinguished educators from throughout the world.

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

AND

Teachers College offers a wide variety of educational experiences for students at the preservice and in-service levels. The Office of Field Support Services assists the many teacher education programs located in various departments at the College. Programs are field-based, offering up to two semesters of observations, internships, and student teaching. Departments offer, for qualified holders of a bachelor’s degree, programs that lead simultaneously to a Master of Arts degree and to New York State certification for teaching in elementary or secondary schools. Many of these departments also offer New York State Teacher Certification with a bilingual extension. Except for candidates who have completed student teaching before admission to Teachers College, the programs require an academic year and a summer term (see both the statements in this catalog and the supplementary requirements bulletins of the departments listed below). Applicants need not have included courses in education in their undergraduate programs, but inadequate preparation in the proposed teaching field may necessitate additional 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

RESEARCH AND SERVICE ACTIVITIES

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 Thomas J. Jennings, Associate Dean for 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. A passing score on the New York State Teacher Certification Examinations (NYSTCE) is required for those wishing New York State Certification in secondary academic subjects and in elementary education. All persons applying for New York State Certification must have proof of completion of a two-session course providing instruction in the detection and reporting of child abuse; and a second two-hour course on school violence prevention. There are several web-based opportunities to meet these requirements. In addition, applicants for New York State Teacher Certification must satisfy qualitative and personal requirements. For permanent certification, applicants must receive a Master’s degree in the field, or a related field in which he or she received a provisional license and complete two years of full-time teaching experience on the provisional license. Students desiring to fulfill requirements for teacher certification in states other than New York should confer, at an early stage of their study, with the Associate Dean for Teacher Education. For New York State certification, the student obtains from and returns to the Registrar the appropriate New York State Teacher Certification Application form. Students desiring New York City licensure as a teacher or administrator should inquire at the New York City Department of Education, Division of Personnel, 65 Court Street, Brooklyn, NY 11201, to ascertain specific requirements. New York State approved teacher education programs are available in: Elementary Education Nursery through Grade 6 • Nursery schools, day-care centers, kindergartens, elementary, and middle schools (ages 2 to 14) through the programs in Curriculum and Teaching • Art, music, and dance through the programs in the Department of Arts and Humanities

• Teaching of remedial reading and teaching the mentally retarded, physically handicapped, hearing impaired, visually impaired, emotionally disturbed, neurologically impaired through the programs in the Department of Health and Behavior Studies Intermediate or Middle Schools and Junior and Senior High Schools • Elementary education for intermediate or middle schools through the programs in Curriculum and Teaching • Remedial reading through the programs in the Department of Health and Behavior Studies • English, social studies, TESOL, art and music through the programs in the Department of Arts and Humanities • Physical education and speech pathology through the programs in the Departments of Biobehavioral Sciences and Health and Behavior Studies • Mathematics, general science, biology, chemistry, earth science, and physics through the programs in the Department of Mathematics, Science and Technology • Bilingual education through the Department of International and Transcultural Studies Student Teaching and Prerequisites The student must satisfy certain requirements set by the department in the areas of specialization. Elementary Childhood Education Students enrolled in pre-service programs in Early Childhood or Elementary Education (preparing for certification in Elementary Education) must take student teaching courses. The program includes all-day and part day student teaching for one or two terms. State regulations require students teach at the lower elementary grade levels (K-3) and at upper elementary grade levels (4-6). Junior High School and Senior High School Teaching Before beginning student teaching, students preparing for teaching fields at the secondary level must as a rule have been enrolled at Teachers College for a specified period of time to be determined by the department. Summer attendance may be applied toward this requirement. Because of new New York State requirements, many students must have student teaching experience at both the junior high (grades 7-9) and high school (grades 10-12) levels. Some departments require students to complete both placements in the course of one semester, others require two semesters of student teaching, either in the regular terms. In planning programs, students must be prepared to meet the heavy time demands of student teaching in the cooperating schools and

RESEARCH AND SERVICE ACTIVITIES in the student teaching seminars. Programs usually require student teachers (1) to have all mornings (or in some cases all afternoons) free for student teaching throughout the entire Autumn or Spring term, or both terms of the cooperating school and (2) to carry a reduced program (including the credit for the student teaching course) while doing student teaching. More specific information is available from each department. Special Education Students enrolled in pre-service Special Education programs must take student teaching courses. The programs usually include all-day or part-day student teaching for one or two terms. More specific information is available in the areas of specialization in the department. Procedures for Student Teaching and Field-Based Teaching Since early arrangements must be made for placing prospective candidates in cooperating schools, students interested in student teaching courses should secure the student teaching application form from the Office of Teacher Education (Box 97) well in advance of the term in which they wish to enroll in student teaching and should request a copy of “Student Teaching Handbook” which provides general information having to do with student teaching. Teacher Opportunity Corps The Teacher Opportunity Corps has been established to encourage individuals to prepare to teach in urban settings and to serve the needs of students at risk of dropping out of school. The program emphasizes knowledge of urban schools, effective teaching strategies, and reflection on teaching. Students who are N.Y. State residents, who are not permanently certified to teach in N.Y. State, and are African-American, Hispanic, Native American or Alaskan-American are eligible for this program. Those selected for this program are awarded a stipend each semester and are eligible for a variety of academic supports. For more information and application materials contact The Office of Field Support Services, Teacher Opportunity Corps, Teachers College, Columbia University, Box 97, New York, NY 10027; telephone: (212) 678-3466. Peace Corps Fellows Program Returned Peace Corps volunteers with a strong commitment to teach in the demanding urban environment of New York City are placed in full-time, salaried positions in the public schools and attend Teachers College part-time. The Program, the first of its kind in the United States and now in its second decade, carries a two-year commitment with at least an additional two years of teaching in the city strongly encouraged. The Program is for Master’s Degree (only) candidates in the following teacher shortage areas: Bilingual (English/Spanish) Education (pre-K-6), Math or Science (grades 7-12), Special Education (please call for specifics) and ESOL (pre-K-12). For more information please

contact The Peace Corps Fellows Program, Box 90, Teachers College, Columbia University, 525 West 120th Street, New York, NY 10027, telephone 212-678-4080. The Program’s Web site can be accessed at www.tc.columbia.edu/pcfellows. Inter-University Doctoral Consortium Teachers College participates in the Inter-University Doctoral Consortium which provides for cross-registration among member institutions. Fully admitted doctoral candidates in Teachers College may register for courses at the Graduate School and University Center of the City University of New York, Fordham University, the New School for Social Research, and New York University. Ordinarily, such courses must not be available within Columbia University. Applications are available in the Office of the Associate Dean, 113 Main Hall. Students taking cross-listed courses at another university are subject to the academic regulations of the host university, including the grading system, calendar, and academic honor system. It is the responsibility of the students to familiarize themselves with the pertinent regulations of the host university. Teachers College students pay tuition to Teachers College for any such courses they take.

THE OFFICE

DIVERSITY

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COMMUNITY

The Office of Diversity and Community was mandated by the President’s Diversity Taskforce Report of 1999. Since that time the Office has worked to address, enhance and invigorate TC’s engagement of diversity, community and civility issues. Led by educator and TC alumna Janice S. Robinson, Esq., Special Counsel to the President, Office of Diversity and Community, the office’s philosophy is to focus on systemic issues by addressing policies and procedures throughout the college with TC’s policymakers. These issues can overlap with potential legal concerns (i.e. discrimination, due process, equity and retaliation). Robinson also functions as a liaison to outside counsel and as an ombudsperson for staff and faculty. She is a member of the president’s senior staff. The Office of Diversity and Community, with the assistance of faculty, staff, students, alumni and administration, focuses its efforts on activities, projects and funding to support work that enhances the College’s academic and working environments and culture; improves TC-wide communications on multiple levels; continues positive TC community interactions and activities; continues review of Diversity Task Force Report recommendations; and, finally, improves links between TC and the surrounding external community.

RESEARCH AND SERVICE ACTIVITIES DEVELOPING CAREERS

“The Career Services Center strives to provide current students and alumni with a range of career development resources in order to position them for advancement in their present field or to serve as a transition into a new career path. Students and alumni have the ability to interact with the Career Services Center staff both in person and online. This enhances the Center’s ability to be much more comprehensive in meeting the needs of the constituencies we serve by circumventing geographical and time challenges. The Career Services Center wants to be an integral part of every student and alumni’s academic experience at Teachers College and welcomes the opportunity to participate in their professional development.” MARIANNE TRAMELLI, Director of Career Services and Student Life

To this end, the Office developed and implemented a presidential college-wide grant program for diversity and community projects/activities and a research grant program for students engaged in diversity issues. The Office also sponsors programming at the college, which has included a series of conversations with the President and talks on building community as well as civil liberties and terrorism. It also sponsors community breakfasts for faculty and staff and it reinvigorated the new student facebook.

STUDENT LIFE

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STUDENT SERVICES

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. Parttime 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. Depending on their availability and schedules, Teachers College students can take advantage of an array of activities and services. They include career services, student organizations, student government, fitness and recreation, health services and insurance, social and cultural activities. Career Services Career Services provides current students and alumni with the career planning resources essential to the development and refinement of their job search skills. Individual consultations and group workshops on career planning and job development equip participants with the skills necessary for a successful job search. Students and alumni have online capabilities to search for employers and job descriptions, submit resumes and cover letters, and sign up for on-campus and off-campus interviews.

As part of this online recruitment program, employers are able to offer Teachers College students and alumni both internship and full-time positions. In addition, a range of other job opportunities, external to the on-campus recruitment program, are available as online postings that students and alumni can review and apply to Marianne Tramelli directly. During the spring semester, two education job fairs are offered, the K-12 Education Job Fair and the New York City Department of Education Job Fair. Not-forProfit organizations also visit the campus in the spring for the Columbia University-sponsored Not-for-Profit and Public Service Career Fair. Also online, the Alumni Mentoring Initiative offers a forum where alumni and students can connect to engage in networking and information sharing. For those students and alumni requiring a centralized location for letters of reference and other pertinent materials for graduate school applications and/or for conducting a job search a 24-hour online service is available. Students and alumni will also find additional resources in the office’s on-site Career Resource Library, as well as on the office’s website: www.tc.columbia.edu/~career-services. Sample resources include: career and job search guides, school directories, educational publications, teacher certification information, and graduate study and teacher licensing examination bulletins. Addition-

RESEARCH AND SERVICE ACTIVITIES

ally, students can visit the Career Services Centers at Columbia University and other peer institutions to broaden their job searches. Career Services is located in 44 Horace Mann, 212678-3140.

• Society for Human Resource Management • Society for International Education • Student Alliance on Multicultural Mental Health Issues (SAMMI)

Student Life Center The Student Life Center includes four major areas: Health Services and Immunization, International Services, Student Activities and Recreation, including the TC Swimming Pool. Through the promotion of professional, co-curricular, recreational, social and cultural programs, Student Life seeks to build community, celebrate diversity, develop leadership, and foster healthy living. Student Activities is located on the 1st Floor of Thorndike Hall, 212-678-3690.

Teachers College Student Senate The Teachers College Student Senate represents the student body with elected representatives from academic departments and positions at large. The Senate advocates for student voice on campus and participates in college-wide committees which impact the decision-making process and enhances communication amongst students, administration and faculty.

Student Organizations Student organizations enrich campus life with a focus on professional areas, networking, academic, social and cultural interests. They include: • American Sign Language Club • Black Student Network • Coalition of Latino/a Scholars • Current Issues in Comparative Education (CICE) • Kappa Delta Phi, (national honor society) • Korean Graduate Student Association • Lesbian, Bisexual, Gay and Transgender Community • National Art Education Association • Society and Economics in Education

International Services Teachers College has a long history of welcoming international students, scholars and faculty to our academic and social community. Currently, over 600 students from 75 countries are enrolled at all degree levels and in every department. International Services provides extensive orientation and intercultural programs throughout the year; information on responsibilities, benefits and alternatives under Immigration laws and regulations; counsel on personal, financial, cultural, academic and other concerns; and campus-wide international awareness events. The International Student Advisors also assist students in contacting campus and community resources when it is appropriate. In addition, the office provides visa and orientation services for international visiting scholars, visa services for nonimmigrant faculty and staff, resources for delegations of international visitors and assistance to the college community on inter-

RESEARCH AND SERVICE ACTIVITIES EQUAL ACCESS

FOR

STUDENTS

WITH

DISABILITIES

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

national issues. The office is located in 163 Thorndike Hall; 212-678-3939. Interested individuals can contact the staff by email at [emailprotected]. In addition, prospective, admitted and current students are encouraged to go to www.tc.columbia.edu/~international for up-to-date information. Recreation and Fitness Directly across the street from Teachers College is the Columbia University Marcellus Hartley Dodge Physical Fitness Center, an indoor sports and exercise 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. Teachers College also houses its own swimming pool for student, faculty, administration and staff use. Health Service and Student Medical Insurance Primary care, women’s health, counseling, health education and wellness services are offered free or at a nominal charge to students who have paid the Health Service fee. The Health Service fee is mandatory for all students living in college residence halls and all full-time students residing temporarily or permanently in Manhattan, Bronx, Brooklyn, Queens or Staten Island. Additional coverage for medications, referrals, and hospitalizations are covered by the student insurance plans available through Teachers College. Information is available from Health & Related Services on the 1st floor of Thorndike Hall, 212-678-3006. Immunization New York State requires that all students born on or after January 1, 1957 provide proof of immunity to measles, mumps, and rubella. Hepatitis B and DPT immunizations are strongly recommended, as well as results of a current PPD test for tuberculosis. The PPD test is required for practice teachers.

Individuals with Disabilities The Office of Access and Services for Individuals with Disabilities ensures that programs and services at Teachers College are physically, programmatically, and attitudinally accessible to individuals with disabilities. Equal access is achieved through individualized responses addressing the needs of individuals with conditions including but not limited to vision, hearing or mobility impairments, medical conditions or Richard Keller learning disabilities that affects one or more academic activities. A full-time Director of Access and Services for Individuals with Disabilities, Program Director of Deaf and Hard of Hearing, and Assistant to the Director are available to meet with students, arrange accommodations, and advocate on behalf of students with disabilities. For more information call 212-678-3689, 212-678-3853 (TTY). Other Services Additional services available to students include the Teachers College Bookstore, Teachers College Cafeteria, Information Desk, Psychological Counseling Services, the Rita Gold Early Childhood Center, Office of Ombudsman, and ATM and postage machines.

Faculty Members and College Officials 66 Faculty 92 Special Term Faculty 100 Officers Not In Active Service 102 Trustees and Officers

FA C U LT Y Current as of July 2003

Harold F. Abeles Professor of Music Education

Harold F. Abeles

Professor of Music Education Chair of the Department of Arts and Humanities EDUCATION B.S., M.S., University of Connecticut; Ph.D., University of Maryland SCHOLARLY INTERESTS Assessment in arts pedagogy. Assessment of arts partnership programs. Technology in music education. Research strategies in arts pedagogy. SELECTED PUBLICATIONS Foundations of Music Education (Schirmer Books). “The sexstereotyping of music instruments” (Journal of Research in Music Education). “Different criteria for evaluating applied music instruction” (The Quarterly Journal of Music Teaching and Learning). “Assessing arts partnerships: learning in and through the arts” (Handbook of Research on Music Teaching and Learning II).

James Albright

Assistant Professor of English Education Department of Arts and Humanities EDUCATION B.A., Trent University; B.Ed., Dalhousie University; M.A.Ed., Mount Saint Vincent University; Ph.D., Pennsylvania State University SCHOLARLY INTERESTS Rethinking English as literacy education. Researching literate identities from critical and cultural studies perspectives. Emerging technologically related literacies. The reflexive sociology of Pierre Bourdieu. SELECTED PUBLICATIONS “Being in Authority, Being an Authority: Disrupting Students’/Teachers’ Practices” (Teaching Education). “Louise Rosenblatt seeks QtAznBoi for LTR: Chat Rooms in English Language Arts Classrooms” (Journal of Adolescent & Adult Literacy). “Oracy, critical theory, and secondary English Education” (Contemporary Issues in Canadian Secondary English). “Working the Teacher: A case study in the politics of pedagogy” (Teaching Education). John P. Allegrante

Professor of Health Education Department of Health and Behavior Studies EDUCATION B.S., SUNY, Cortland; M.S., Ph.D., University of Illinois SCHOLARLY INTERESTS Health education in multiple settings. Health policy. Interdisciplinary behavioral research. Public health education workforce. SELECTED PUBLICATIONS Investing in Employee Health (Jossey-Bass). “When health policy becomes victim blaming” (New England Journal of Medicine). “The President’s Committee on Health Education: A 20-year retrospective on its politics and policy impact” (American Journal of Public Health). “Continuing

education needs of the currently employed public health education workforce” (American Journal of Public Health). “Improving health behaviors and outcomes after angioplasty: Using economic theory to inform intervention” (Health Education Research). “Theorycomparison and multiplebehavior research: Common themes advancing health behavior research” (Health Education Research).

SELECTED PUBLICATIONS Comparative Protozoology: Ecology, Physiology, Life History (Springer-Verlag). Teaching and Learning of Biology in the United States (National Science Teachers Association). “Neurocognitive models of information processing and knowledge acquisition” (Progress in Sensory Physiology). “A neurocognitive and philosophical perspective on current learning theory and science instructional strategies” (Science Education).

Gregory M. Anderson

Assistant Professor of Education Department of Organization and Leadership EDUCATION B.A., M.A., University of Toronto; Ph.D., City University of New York; Minority Postdoctoral Fellow, Teachers College SCHOLARLY INTERESTS U.S. higher education policy and reform. Higher education in South Africa. Remediation and academic development. SELECTED PUBLICATIONS Building a People’s University in South Africa: Race, Compensatory Education and the Limits of Democratic Reform (Peter Lang). “Racial identity, the apartheid state and the limits of political mobilization in South Africa: The Case of the University of the Western Cape” (Identity: An International Journal of Theory and Research). “Access to higher education” (Higher Education in the United States: An Encyclopedia). O. Roger Anderson

Professor of Natural Sciences Chair of the Department of Mathematics, Science and Technology EDUCATION A.B., M.Ed., Ed.D., Washington University SCHOLARLY INTERESTS Neurocognitive theory applied to science learning. Electron microscopic and physiological ecological studies of eukaryotic microbiota.

Darlyne Bailey

Vice President for Academic Affairs and Dean of the College Professor of Education Department of Organization and Leadership Professor of Social Work Columbia University School of Social Work EDUCATION A.B. Lafayette College; M.S., Columbia University; Ph.D., Case Western Reserve University SCHOLARLY INTERESTS Leadership of communitybased organizations. Interorganizational relations. Interprofessionalism. SELECTED PUBLICATIONS Strategic Alliances among Health and Human Services Organizations: From Affiliations to Consolidations (Sage Publications). Managing Human Resources in the Human Services (Oxford University Press). “Organizational change in a public school system: The synergism of two approaches” (Social Work in Education). “An integrative framework for the evaluation of community-based consortia” (Evaluation and Program Planning). “The contextual impact of social support among race and gender: Implications for African-American women in the workplace” (Journal of Black Studies).

FA C U LT Y Thomas R. Bailey

George and Abby O’Neill Professor of Economics and Education Department of International and Transcultural Studies Director, Institute on Education and the Economy Director, Community College Research Center EDUCATION BA., Harvard University; Ph.D., Massachusetts Institute of Technology SCHOLARLY INTERESTS Labor economics and education policy. SELECTED PUBLICATIONS Working Knowledge: Work-Based Learning and Education Reform (Routledge). Community College Movement in Perspective: Teachers College Responds to the Truman Commission (Scarecrow Press). Manufacturing Advantage: Why High Performance Systems Pay Off (Cornell University Press). The Double Helix of Education and the Economy (Institute on Education and the Economy, Teachers College). Learning to Work: Employer Involvement in School-toWork Transition Progress (Brookings Institution). William J. Baldwin

Associate Dean of Teachers College Associate Professor of Higher Education Department of Organization and Leadership EDUCATION A.B., Villanova University; M.A., University of Toledo; Ed.M., Ed.D., Teachers College SCHOLARLY INTERESTS College and university administration. Financing higher education. Technology in higher education. Institutional research and planning. Lesley Bartlett

Assistant Professor of Education Department of International and Transcultural Studies EDUCATION B.A., Ph.D., University of North Carolina, Chapel Hill

SCHOLARLY INTERESTS Comparative and international education; anthropology of education; adult education; social theory; social studies of language and literacy; race and class formation; Latin America and the United States. SELECTED PUBLICATIONS “World Culture or Transnational Project? Competing Educational Projects in Brazil.” In Kathryn Anderson-Levitt, (ed.), Local Meanings, Global Schooling: Anthropology and World Culture Theory. (Palgrave Global Publishing). “The Marketization of Education: Public Schools for Private Ends” (Anthropology and Education Quarterly 33(1): 5–29, coauthor). “Theorizing the Space of Literacy Practices” (Ways of Knowing 2(1): 10–22, coauthor). “Teaching Class: Emotional Labor in Brazilian Literacy Classes” (The Anthropology of Work Review 22(3): 22–26). “Disciplining Social Difference” (The Urban Review 30(2): 119–126, co-author). Charles E. Basch

Richard March Hoe Professor of Health Education Chair of the Department of Health and Behavior Studies EDUCATION B.S., M.S., SUNY, Brockport; Ph.D., Southern Illinois University SCHOLARLY INTERESTS Behavioral epidemiology. Health education program planning and evaluation. Urban and minority populations. SELECTED PUBLICATIONS “The effect of health education on the rate of ophthalmic examinations among AfricanAmericans with diabetes mellitus” (American Journal of Public Health).“Using the telephone as a medium for health education” (Health Education Quarterly). “Promoting the selection of low-fat milk in elementary school cafeterias in an innercity Latino community: Evaluation of an intervention”

(American Journal of Public Health). “The Washington Heights-Inwood Healthy Heart Program: A 6-year report from a disadvantaged urban setting” (American Journal of Public Health). “Preventing AIDS through education: Concepts, strategies and research priorities” (Journal of School Health). Leslie M. Beebe

Professor of Linguistics and Education Department of Arts and Humanities EDUCATION B.A., Colorado College; M.A.T., Reed College; M.A., Ph.D., University of Michigan SCHOLARLY INTERESTS Applied Linguistics. Sociolinguistics and second language acquisition. Rude speech and social rules of speaking. SELECTED PUBLICATIONS Issues in Second Language Acquisition: Multiple Perspectives (Harper and Row). English in the CrossCultural Era: Social Rules of Speaking and TESOL (Simul Press). “Risk-taking and the language learner” (Classroom Oriented Research in Second Language Acquisition). “Sociolinguistic variation and style shifting: Chastisem*nt and disagreement” (Language Learning). Ruth Michele Bereson

Assistant Professor of Practice in Arts Administration Associate Director of the Program in Arts Administration Department of Arts and Humanities EDUCATION B.A., University of Melbourne; Ph.D., The City University, London SCHOLARLY INTERESTS Arts management. Arts policy. Cultural policy. Artistic integrity.

Ruth Michele Bereson Assistant Professor of Practice in Arts Administration

SELECTED PUBLICATIONS The Operatic State: Cultural Policy and the Opera House (Routledge 2002). Artistic Integrity and Social Responsibility: You Can’t Please Everyone! (Ethos Books). John B. Black

Cleveland E. Dodge Professor of Telecommunications and Education Department of Human Development EDUCATION B.S., Massachusetts Institute of Technology; Ph.D., Stanford University SCHOLARLY INTERESTS Cognitive and neural network models of understanding, learning and memory. Using cognitive and neural net models to design learning environments. Effects of using various technologies on cognition. SELECTED PUBLICATIONS Cognition, Computing and Cooperation (Ablex). Knowledge Structures (LEA). “Analog imagery in mental reasoning; depictive models” (Cognitive Psychology). “Shuttling between depictive models and abstract rules” (Cognitive Science). “The development of cognitive skills to support inquiry learning” (Cognition and Instruction).

FA C U LT Y George A. Bonanno

Caryn J. Block Associate Professor of Psychology and Education

Caryn J. Block

Associate Professor of Psychology and Education Department of Organization and Leadership EDUCATION B.S., University of Illinois; M.A., Ph.D., New York University SCHOLARLY INTERESTS Gender and racial issues in the workplace. Motivation and performance. SELECTED PUBLICATIONS “Explaining racioethnic differences in job performance and related outcomes: An review of theoretical perspectives.” (Research in Organizational Behavior).”White racial identity and theory: A framework for understanding reactions toward interracial situations in organizations” (Journal of Vocational Behavior). “Presumed incompetent? Stigmatization and affirmative action efforts” (Journal of Applied Psychology). “White racial identity attitude theories: A rose by any other name is still a rose” (The Counseling Psychologist). “The affirmative action stigma of incompetence: Effects of performance information ambiguity” (Academy of Management Journal).

Associate Professor of Psychology and Education Department of Counseling and Clinical Psychology EDUCATION B.A., Hampshire College; Ph.D., Yale University SCHOLARLY INTERESTS Coping with grief and trauma. Emotion and emotion regulation. The adaptive consequences of self-deception. SELECTED PUBLICATIONS “When avoiding unpleasant emotions might not be such a bad thing: Verbal-autonomic response dissociation and midlife conjugal bereavement” (Journal of Personality and Social Psychology). “Facial expressions of emotion and the course of conjugal bereavement” (Journal of Abnormal Psychology). “Toward an integrative perspective on bereavement” (Psychological Bulletin). “When children tell their friends they have AIDS: Possible consequences for psychological well-being and disease progression” (Psychosomatic Medicine). George Clement Bond

William F. Russell Professor of Anthropology and Education Department of International and Transcultural Studies

George Clement Bond William F. Russell Professor of Anthropology and Education

EDUCATION B.A., Boston University; M.A., Ph.D., London School of Economics SCHOLARLY INTERESTS Education and elite formation in the United States and Africa. African studies. African religions and politics. Agrarian transformations. Cultural dimensions of urban and minority populations. SELECTED PUBLICATIONS The Politics of Change in a Zambian Community (Chicago University Press). African Christianity (Academic Press, co-ed). The Social Construction of the Past (Routledge). AIDS in Africa and the Caribbean (Westview). Witchcraft Dialogues (Ohio University Press). Contested Terrains and Constructed Categories (Westview). James H. Borland

Professor of Education Chair of the Department of Curriculum and Teaching EDUCATION B.A., Johns Hopkins University; M.S., Clarion State College; Ph.D., Teachers College SCHOLARLY INTERESTS Education of gifted students. Economically disadvantaged gifted students. Conceptions of giftedness. SELECTED PUBLICATIONS Planning and Implementing Programs for the Gifted (Teachers College Press). Rethinking Gifted Education (Teachers College Press). “Gifted education and the threat of irrelevance” (Journal for the Education of the Gifted). “Identifying young, potentially gifted, economically disadvantaged students” (Gifted Child Quarterly). “The construct of giftedness” (Peabody Journal of Education).

Marla R. Brassard

Associate Professor of Psychology and Education Department of Health and Behavior Studies EDUCATION B.A., Whitworth College; Ph.D., Columbia University SCHOLARLY INTERESTS Parent-child relations. Crime and violence in schools. Psychological maltreatment/psychological aggression against children in families, schools and peer relationships. Preschool assessment. SELECTED PUBLICATIONS “Psychological Maltreatment” (APSAC Handbook on Child Maltreatment). “The Psychological Maltreatment Rating Scales” (Child Abuse and Neglect). “Psychological maltreatment of children” (Sage Publications). “Escalation-deescalation: Teacher interventions.” (School Violence and Children in Crises)

Marla R. Brassard Associate Professor of Psychology and Education

FA C U LT Y Jeanne Brooks-Gunn

Virginia and Leonard Marx Professor of Child and Parent Development and Education Department of Human Development Co-Director, National Center for Children and Families EDUCATION B.A., Connecticut College; M.Ed., Harvard University; Ph.D., University of Pennsylvania SCHOLARLY INTERESTS Early childhood interventions and education; Adolescent transitions and development; Neighborhoods and Poverty; Growing up female; Child and family policy and programs. SELECTED PUBLICATIONS Early Child Development in the 21st Century: Profiles of Current Research Initiatives. (Teachers College Press, co-author). Neighborhood Poverty: Context and Consequences for Children (Volume 1). Policy Implications in Studying Neighborhoods (Volume 2). (Russell Sage Foundation Press co-author). “Do you believe in magic?: What we can expect from early childhood intervention Programs” (Social Policy Report, Society for Research in Child Development, 17 (1), 1–14.) “The effects of early maternal employment on child cognitive development” (Child Development, 73 (4), 1052–1072, co-author). “Transitions and turning points: Navigating the passage from childhood through adolescence.” (Developmental Psychology, 32(4), 768–776, co-author). John M. Broughton

Associate Professor of Psychology and Education Department of Arts and Humanities EDUCATION 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. Achievement Gap in Humanities/Arts SELECTED PUBLICATIONS Critical Theories of Psychological Development (Plenum Press). “Smart weapons and military TV” (Technoscience and Cyberculture). “The experience of the father” (Insights). “Hollywood ultraviolence as educator” (Psychoanalysis and Education). “What the transgender child teaches us.” (Bank Street College Occasional Papers).

W. Warner Burke Professor of Psychology and Education

W. Warner Burke

Edward Lee Thorndike Professor of Psychology and Education Department of Organization and Leadership EDUCATION B.A., Furman University; M.A., Ph.D., University of Texas SCHOLARLY INTERESTS Organizational change. Leader and manager competencies. Self-awareness and performance. SELECTED PUBLICATIONS Organization Change: Theory and Practice (Sage Publications)Organization Development: A Process of Learning and Change (AddisonWesley). Organization Development: Principles and Practices (Harper Collins). “Leadership Development” (What Works:

Training and Development Practices). Business Climate Shifts (Butterworth Heineman). Judith M. Burton

Professor of Art Education Department of Arts and Humanities EDUCATION National Diploma in Design, Hornsey College of Art, London; Academic Diploma, University of London; M.Ed., University of Manchester; Ed.D., Harvard University SCHOLARLY INTERESTS Artistic-aesthetic development of children and adolescents. Learning, and transfer of learning in the arts. Instructional methods in the arts. Role of artists in the education of children. Cultural experiences in arts education. SELECTED PUBLICATIONS “The practice of teaching in K–12 schools: Devices and desires” (The Handbook of Research and Policy in Art Education, NAEA). “The configuration of meaning: Learner centered art education” (Studies in Art Education) “Learning in and through the arts: The question of transfer” (Studies in Art Education) Natural allies: Children, teachers and artists” (Beyond Enrichment, ACA). “The arts in school reform: Other conversations” (Teachers College Record).

SELECTED PUBLICATIONS Teaching Science for Social Justice (Teachers College Press); Feminist Science Education (Teachers College Press). “Critical ethnography: Science education in urban settings: Seeking new ways of praxis through critical ethnography” (Journal of Research in Science Teaching). “Preservice teachers developing ideas of multicultural science education” (Journal of Curriculum Studies). “Teaching science with homeless children: Pedagogy, representation and identity” (Journal of Research in Science Teaching). Lucy McCormick Calkins

Professor of English Education Department of Curriculum and Teaching EDUCATION B.A., Williams College; M.A., University of Hartford; Ph.D., New York University SCHOLARLY INTERESTS Teaching of reading and writing. Reforming schools. SELECTED PUBLICATIONS The Art of Teaching Reading (Allyn & Bacon). The Art of Teaching Writing (Heinemann). Lessons From a Child (Heinemann). A Teacher’s Guide to Standardized Reading Tests: Knowledge is Power (Heinemann). Raising Lifelong Learners: A Parent’s Guide (Perseus). Living Between the Lines (Heinemann). Robert T. Carter

Angela Calabrese Barton

Associate Professor of Science Education Department of Mathematics, Science, and Technology EDUCATION B.S., University of Notre Dame; Ph.D., Michigan State University SCHOLARLY INTERESTS Urban science education, qualitative research, feminist and critical theories and science education.

Professor of Psychology and Education Department of Counseling and Clinical Psychology EDUCATION B.A., Columbia University; Ed.M., Teachers College; Ph.D., University of Maryland SCHOLARLY INTERESTS Multicultural education. Race and racial identity. Cross-cultural psychology. Career development. Gender issues. Psychotherapy process, race and legal issues as consultantexpert witness, does diversity training and organization development. 69

FA C U LT Y SELECTED PUBLICATIONS The Influence of Race and Racial Identity in Psychotherapy: Toward a racially inclusive model (Wiley). Racial Identity Theory: Applications to Individuals, Groups and Organizations (Earlbaum). Addressing cultural issues in organizations: Beyond the corporate context (Sage). Multicultural Counseling Competencies (Sage). “Racial identity and education” (Review of Research in Education). Multicultural Education, 2 volume issue (Teachers College Record, co-editor). “Reimagining race in education” (Teachers College Record). Madhabi Chatterji

Associate Professor of Measurement, Evaluation, and Education Department of Human Development EDUCATION B.Sc., University of Calcutta (India); B.Ed., University of Bombay (India); M.Ed., University of Madras (India); Ph.D., University of South Florida SCHOLARLY INTERESTS Evaluation methods and theory. Instrument design and validation using classical and Rasch measurement models. Classroom assessment (traditional and performance assessments). Survey research. Standardsbased education reforms. SELECTED PUBLICATIONS “Designing and Using Tools for Educational Assessment” (Allyn & Bacon). “Models and Methods for Examining Standards-based Reforms and Accountability Initiatives” (Review of Educational Research). “Using and Iterative Model to Conceptualize, Pilot-test, and Validate a Teacher Measure of Reform Readiness” (Educational and Psychological Measurement). “Measuring Leader Perceptions of School Readiness for Reforms: Use of an Iterative Model combining Classical and Rasch Methods” (Journal of Applied Measurement). “Examining the Applicability of the Joint Committee’s 1994 Stan70

dards to International Evaluations” (Teachers College Record: Special Issue on Program Evaluation, in press). Peter T. Coleman

Assistant Professor of Psychology and Education Director of International Center for Cooperation and Conflict Resolution (ICCCR) Department of Organization and Leadership EDUCATION B.A., University of Iowa; Ph.D., Teachers College SCHOLARLY INTERESTS Development of theory and intervention strategies that foster constructive social change and social justice. Research in individual and social factors that facilitate the constructive use of social power; fostering ripeness in seemingly intractable conflict; conflict resolution training evaluation; and conflict resolution and difference. SELECTED PUBLICATIONS “The Mediation of Inter-ethnic Conflict in Schools” (Toward a Common Destiny: Improving Race and Ethnic Relations in America). “Redefining Ripeness: A Social-Psychological Perspective” (Peace and Conflict: Journal

of Peace Psychology). “Introducing cooperation and conflict resolution into schools: A systems approach” (Peace, Conflict and Violence: Peace Psychology for the 21st Century). The Handbook of Constructive Conflict Resolution: Theory and Practice (JosseyBass). “Power and conflict” (The Handbook of Constructive Conflict Resolution: Theory and Practice, Jossey-Bass). Lambros Comitas

Gardner Cowles Professor of Anthropology and Education Department of International and Transcultural Studies EDUCATION A.B., Ph.D., Columbia University SCHOLARLY INTERESTS Sociocultural change. Education in the developing world. Drugs and society. Caribbean. Latin America. Migration studies. SELECTED PUBLICATIONS The Complete Caribbeana 1900–1975: A Bibliographic Guide to the Scholarly Literature (4 vols, Kraus Thomson). Ganja in Jamaica: A Medical Anthropological Study of Chronic Marihuana Use (Mouton). West Indian Perspectives (4 vols, Anchor Press/Doubleday). Interdisciplinary Research and Doctoral Training: A Study of the Link ping University (Sweden). Tema Departments (Swedish National Board of Universities and Colleges). “Ethics in Anthropology: Dilemmas and Conundrums.” (New York Academy of Sciences). With Ithaca on My Mind: An Anthropologist’s Journey (Teachers College). “Ethnology: West Indies” (16 vols of Handbook of Latin American Studies). Madonna G. Constantine

Peter T. Coleman Assistant Professor of Psychology and Education

Associate Professor of Psychology and Education Chair of the Department of Counseling and Clinical Psychology EDUCATION B.S., Xavier University of Louisiana; M.A., Xavier Uni-

versity of Louisiana; Ph.D., University of Memphis SCHOLARLY INTERESTS Multicultural issues in counseling, training, and supervision. Professional development issues, particularly issues concerning predoctoral internship training and people of color. Vocational and psychological issues of underserved populations. SELECTED PUBLICATIONS “Social desirability attitudes, sex, and affective and cognitive empathy as predictors of selfreported multicultural counseling competence” (The Counseling Psychologist). “Self-report multicultural counseling competence scales: Their relation to social desirability attitudes and multicultural case conceptualization ability”(Journal of Counseling Psychology). Isobel Contento

Mary Swartz Rose Professor of Nutrition and Education Department of Health and Behavior Studies EDUCATION B.Sc., University of Edinburgh; M.A., Ph.D., University of California, Berkeley SCHOLARLY INTERESTS Behavioral aspects of nutrition; use of psychosocial theory to study factors influencing food choice and decision-making processes in children, adolescents and adults; children’s and adolescents’ understandings of the impact of food and food systems on the environment; development, implementation, and evaluation of nutrition education interventions. SELECTED PUBLICATIONS “Cognitive, motivational, social and environmental influences on children’s food choices” (Health Psychology). “Food choice criteria of adolescents: Role of weight and dieting status” (Appetite). “Effectiveness of nutrition education and implications for nutrition education policy, programs and research: A review of research” (Journal of Nutrition Education). “Adoles-

FA C U LT Y Principals for Teaching and Learning in a Multicultural Society” (Phi Delta Kappan). “Fostering Moral Democracy” (Educational Leadership). Encyclopedia of the Sociology of Education, Co-ed (Garland Press). School Choice: The Struggle for the Soul of American Education (Yale University Press).

ate Behavioral Research). Tree Models of Similarity and Association (Sage). “A graph-theoretic method for organizing overlapping clusters into trees, multiple trees, or extended trees” (Journal of Classification , coauthor). “Using clustering methods to explore the structure of diagnostic tests. (Cognitively Diagnostic Assessment)

James E. Corter

Isobel Contento Mary Swartz Rose Professor of Nutrition and Education

cents’ perspectives and food choice behaviors in relation to the environmental impacts of food production practices” (Journal of Nutrition Education). Usefulness of psychosocial theory variables in explaining fatrelated dietary behavior in Chinese Americans: Association with degree of acculturation. (Journal of Nutrition Education& Behavior). Review and Analysis of evaluation measures used in nutrition education intervention research (Journal of Nutrition Education & Behavior).

Associate Professor of Statistics and Education Chair of the Department of Human Development EDUCATION B.A., University of North Carolina; Ph.D., Stanford University SCHOLARLY INTERESTS Computational models of human learning and categorization. The nature of statistics expertise and probability problem-solving. Judgment and decision-making. Clustering and scaling methods for multivariate data. SELECTED PUBLICATIONS “Allocation of attention in neural network models of categorization” (Proceedings of the Twenty-Fourth Annual Conference of the Cognitive Science Society, coauthor). “An efficient metric combinatorial algorithm for fitting additive trees” (Multivari-

Peter W. Cookson, Jr.

Associate Professor of Education Department of Organization and Leadership President of TC Innovations and the Doris Dillon Center EDUCATION B.A., M.A., Ph.D., New York University, C.A.S, Harvard University SCHOLARLY INTERESTS Sociology of Education, Educational Reform, Educational Leadership, Change in Higher Education SELECTED PUBLICATIONS Expect Miracles: Charter Schools and the Politics of Hope and Despair (Westview Press/Perseus Books). “Diversity Within Unity: Essential

Margaret Smith Crocco

Associate Professor of Social Studies and Education Department of Arts and Humanities EDUCATION B.A., Georgetown University; M.A., Ph.D., University of Pennsylvania SCHOLARLY INTERESTS Diversity issues in social studies education. Citizenship education. Technology and the social studies. Teacher education. SELECTED PUBLICATIONS “Bending the Future to Their Will”: Civic Women (Social Education, and Democracy). Pedagogies of Resistance: Women Educator Activists, 1880–1960 (Teachers College Press); “Social Studies in the New York City Public Schools: A Descriptive Study” (Journal of Curriculum and Supervision). “hom*ophobic Hallways: Is Anyone Listening?” (Theory and Research in Social Education). “Inquiring Minds Want to Know: An Action Research Project in a New York City Classroom” (Journal of Teacher Education). Lori A. Custodero

James E. Corter Associate Professor of Statistics and Education

Assistant Professor of Music Education Department of Arts and Humanities EDUCATION Bachelor of Music, University of Redlands; M.A., California State University, Northridge; D.M.A., University of Southern California SCHOLARLY INTERESTS Music in the lives of young children and families. Contextual influences on music learn-

Margaret Smith Crocco Associate Professor of Social Studies and Education

ing. Musical engagement and development. SELECTED PUBLICATIONS “Challenging perspectives: A longitudinal study of children’s music learning” (Arts and Learning Journal). “Seeking challenge, finding skill: Flow experience in music education”(Arts Education and Policy Review). “Inviting, seeking, and initiating: The musical lives of children” (Zeroto-Three Bulletin). “Observing flow in young people’s music learning” (General Music Today). “Music for everyone: Creating context of possibility in early childhood education” (Early Childhood Connections). Lawrence T. DeCarlo

Assistant Professor of Psychology and Education Department of Human Development EDUCATION B.A., SUNY, Stony Brook; M.A., Boston University; M.S., Columbia University; Ph.D., SUNY, Stony Brook SCHOLARLY INTERESTS Statistical modeling of psychological processes, measurement, latent class analysis, categorical data analysis, structural equation modeling, multilevel and longitudinal data analysis, item response theory. 71

FA C U LT Y SELECTED PUBLICATIONS “Signal detection theory with finite mixture distributions: Theoretical developments with applications to recognition memory” (Psychological Review). “A latent class extension of signal detection theory, with applications” (Multivariate Behavioral Research). “Signal detection theory and generalized linear models” (Psychological Methods). “On the meaning and use of kurtosis” (Psychological Methods). Ronald E. DeMeersman

Professor of Applied Physiology and Education Department of Biobehavioral Sciences EDUCATION B.S., M.S., University of Utah; Ph.D., Indiana University SCHOLARLY INTERESTS Modulators of autonomic outflow. The effects of aerobic improvements on autonomic and blood pressure regulation. Non-invasive assessment of physiologic data. SELECTED PUBLICATIONS “Influence of respiration on metabolic, hemodynamic, psychometric, and R-R Interval Spectral Parameters” (American Journal of Physiology). “Vagal Withdrawal as a function of audience” (American Journal of Physiology). “Deriving respiration from Pulse Wave: A new signal-processing technique” (American Journal of Physiology). “Effect of provocative maneuvers on heart rate variability in subjects with paraplegia” (American Journal of Physiology). “Estrogen and vascular stiffness” (American Journal of Physiology).

EDUCATION B.A., Washington University; M.A., Ph.D., Harvard University SCHOLARLY INTERESTS The community college. Higher education policy and reform. Higher education finance. College students. K–12 educational reform. Sociology of education. SELECTED PUBLICATIONS The Contradictory College: The Conflicting Origins, Impacts and Futures of Community College (SUNY Press). “The evolving role of the community college: Policy issues and research questions” (Higher Education: Handbook of Theory and Research). “Educational organization” (The Encyclopedia of Sociology). “Community colleges and contract training” (Teachers College Record). “Mass higher education: What is its impetus? What is its impact?” (Teachers College Record). “Educational Organization” (The Encyclopedia of Sociology, co-author). “Opportunity to learn standards: A sociological critique” (Sociology of Education). Barry A. Farber

Professor of Psychology and Education Department of Counseling and Clinical Psychology EDUCATION B.A., Queens College, CUNY; M.A., Teachers College; Ph.D., Yale University

Kevin J. Dougherty

Associate Professor of Higher Education Department of Organization and Leadership Senior Research Associate, Community College Research Center Barry A. Farber Professor of Psychology and Education

SCHOLARLY INTERESTS Psychotherapy research. Selfdisclosure. Burn-out in teaching and the helping professions. SELECTED PUBLICATIONS The Psychotherapy of Carl Rogers (Guilford). Crisis in American Education: Stress and Burnout in the American Teacher (JosseyBass). “Gender and representation in psychotherapy” (Psychotherapy). “The therapist as attachment figure” (Psychotherapy). “Disclosure to therapists: What is and is not discussed in psychotherapy” (Journal of Clinical Psychology). Clea Fernandez

Assistant Professor of Psychology and Education Department of Human Development EDUCATION B.A., Barnard College; Ph.D., University of Chicago SCHOLARLY INTERESTS Primary interest: The development of mathematical thinking in school settings with a special emphasis on cross-cultural comparisons and on understanding what knowledge base teachers need to teach mathematics effectively and how they can be supported in developing such a knowledge base. Secondary interest: Parents’ views of their children’s intellectual development and how they can support it, particularly in the area of mathematics. SELECTED PUBLICATIONS “Learning mathematics from classroom instruction: Crosscultural and experimental perspectives” (Basic and applied perspectives on learning, cognition, and development: The Minnesota Symposium on Child Psychology, coauthor). “Cultures of mathematics instruction in Japanese and American elementary classrooms” (Teaching and learning in Japan, co-author). “Translating lesson study for a U.S. context: Practical information and advice for teachers interested in conducting lesson study” (Phi

Delta Kappan, co-author) “A U.S.-Japan lesson study collaboration reveals critical lenses for examining practice”(Teaching and Teacher Education). “Learning from Japanese approaches to professional development: The case of lesson study” (Journal of Teacher Education). V.P. Franklin

Professor of History and Education Department of Arts and Humanities EDUCATION B.A., Pennsylvania State University; M.A.T., Harvard University; Ph.D., University of Chicago SCHOLARLY INTERESTS History of African American education. Urban educational history. Student culture and student activism. SELECTED PUBLICATIONS “My Soul Is A Witness”: A Chronology of the Civil Rights Era, 1954–1965 (Henry Holt). Sisters in the Struggle: African American Women in the Civil Rights-Black Power Movement (New York University Press). Living Our Stories, Telling Our Truths: Autobiography and Making of the African-American Intellectual Tradition (Oxford University Press). The Education of Black Philadelphia: A Social and Educational History of a Minority Community, 1900–1950 (University of Pennsylvania Press). “Vindicating The Race: Contributions To The African-American Intellectual Tradition” (The Journal of Negro History). Ofelia García

Professor of Bilingual Education Department of International and Transcultural Studies EDUCATION B.A., M.A., Hunter College, CUNY; Ph.D., Graduate Center, CUNY SCHOLARLY INTERESTS Language in society and schools. The education of language minorities. Bi/Multilingualism. Bilingual Education. Urban Education. Teacher Edu-

FA C U LT Y cation. Language policy and language planning. US Spanish language policy and planning. Teaching English Language Learners. The teaching of languages other than English. SELECTED PUBLICATIONS “New York´s Multilingualism: World Languages and their Role in a U.S. City” (The Multilingual Apple: Languages in New York City, co-ed). “Bilingual Education” (The Handbook of Sociolinguistics). “English in Cuba: From Imperialist Design to Imperative Need” (Post Imperialist-English, co-auth). “Spanish Language Loss as a Determinant of Income among US Latinos: Implications for language policy in schools” (Power and Inequality in Language Education). “Multilingualism for all? General Principles” (Multilingualism for All, co-auth).

Celia Genishi Professor of Education

Celia Genishi

Professor of Education Department of Curriculum and Teaching EDUCATION B.A., Barnard College; M.A.T., Harvard University; Ph.D., University of California, Berkeley SCHOLARLY INTERESTS Early childhood education. Language in the classroom. Qualitative research. Childhood bilingualism.

SELECTED PUBLICATIONS Ways of Assessing Children and Curriculum: Stories of Early Childhood Practice (Teachers College Press). The Need for Story: Cultural Diversity in Classroom and Community (National Council of Teachers of English). “Talking their way into print: English language learners in a pre-kindergarten classroom” (Beginning Reading and Writing). “Teaching in early childhood education: Understanding practices through research and theory” (Handbook of Research on Teaching, 4th ed.). Ways of Studying Children (Teachers College Press).

Martha A. Gephart

Michele Genor Assistant Professor of Education

Michele Genor

Antoinette M. Gentile

Assistant Professor of Education Department of Curriculum and Teaching EDUCATION B.A., M.A., University of St. Thomas; C.A.S., Harvard University; Ph.D., University of Wisconsin, Madison SCHOLARLY INTERESTS Teacher education. Learning communities. Social theories of learning. Action research. Multicultural education. Urban schools. Professional development. School and University partnerships. Reflective practice. Supervision. Portfolios/ Performance assessment. SELECTED PUBLICATIONS “Exploring race: Teacher educators bridge their personal and professional identities” (Multicultural Perspectives). “ The assessment of urban teaching-in a not so urban setting” (Designing Performance Assessment Systems for Urban Teacher Preparation). “The Island of Anyplace Teacher’s Guide: Supplemental Curriculum Guide to the American Repertory Theatre’s Performance” (www.amrep.org/island).

Professor of Psychology and Education Department of Biobehavioral Sciences EDUCATION B.S., Brooklyn College, CUNY; M.S., P.E.D., Indiana University; Ph.D., SUNY, Stony Brook SCHOLARLY INTERESTS Motor learning and development. Neuromotor control processes. Rehabilitative strategies. SELECTED PUBLICATIONS “Instructional cues and Parkinsonian gait” (Neurological Report, co-author). “Prehension in children with Down’s syndrome” (Acta Psychologica, coauthor). “Exercise program for individuals with Parkinson’s disease: Effects of functional ability and quality of life” (Neurological Report, co-author). “Skill acquisition: Action, movement and neuromotor processes” (Movement Sciences: Foundation for Physical Therapy in Rehabilitation). “Implicit and explicit processes during acquisition of functional tasks” (Scandinavian Journal of Occupational Therapy)

Research Associate Professor of Education Department of Organization and Leadership Co-Director, J.M. Huber Institute for Learning in Organizations EDUCATION A.B., Stanford University; M.A., Ph.D., Columbia University SCHOLARLY INTERESTS Organizational learning and performance. Assessment of organizational learning and links to performance in diverse organizational and inter-organizational settings. Organizational and community contexts that promote effective learning and development. Evaluation of programs and interventions in complex organizational settings. SELECTED PUBLICATIONS “Measuring Learning Linked to Performance” (Performance Measurement and Management: Research and Action). “Learning Organizations Come Alive” (Training and Development). “The Road to High Performance” (Training and Development). “Neighborhoods and Communities as Contexts for Development” (Neighborhood Poverty: Context and Consequences for Children). The Organizational Characteristics of Supportive Environments for Youth (Public/Private Ventures). Herbert P. Ginsburg

Jacob H. Schiff Foundations Professor of Psychology and Education Department of Human Development EDUCATION B.A., Harvard University; M.S., Ph.D., University of North Carolina SCHOLARLY INTERESTS Intellectual development. Mathematics education. Testing and assessment. SELECTED PUBLICATIONS Children’s Arithmetic (Pro-Ed). Piaget’s Theory of Intellectual Development (Prentice-Hall). Entering the Child’s Mind (Cambridge). The Teacher’s Guide to 73

FA C U LT Y Flexible Interviewing in the Classroom: Learning What Children Know About Math (Allyn Bacon).

A. Lin Goodwin Associate Professor of Education

A. Lin Goodwin

Associate Professor of Education Department of Curriculum and Teaching EDUCATION B.S., Central Connecticut State University; M.A., Ed.M., Ed.D., Teachers College SCHOLARLY INTERESTS Teacher education for urban and multicultural contexts. Teacher beliefs. Equity education. Asian American educational experiences and identity development. SELECTED PUBLICATIONS “Teacher preparation and the education of immigrant children” (Education and Urban Society). “Honoring the ways of knowing” (Women’s Educational Equity Act Digest). Assessment for Equality and Inclusion: Embracing All Our Children (Routledge). “Voices from the margins: Asian American teachers’ experiences in the profession” (Teacher Education Yearbook V: Research on the Education of Our Nation’s Teachers). “The case of one child: Making the shift from personal knowledge to professionally informed practice” (Teaching Education)

Alternation (Cascadilla Press). “The truth-value judgment task” (Methods for Assessing Children’s Syntax). “Red rats eater exposes recursion in children’s word formation” (Cognition).

Andrew Gordon

Associate Professor of Movement Sciences and Education Department of Biobehavioral Sciences EDUCATION B.A., Hampshire College; M.S., Pennsylvania State University; Ph.D., Karolinska Institute; Postdoctoral Fellow, University of Minnesota SCHOLARLY INTERESTS The use of sensory information during the learning and control of well-learned manual skills (sensorimotor control). The biological basis of hand impairments in populations with movement disorders that disrupt sensorimotor control (e.g., children with early brain damage and adults with diseases of the basal ganglia). SELECTED PUBLICATIONS “Coordination of prehensile forces during precision grip in Huntington’s disease” (Experimental Neurology, coauth). “Impaired force coordination during object release in children with hemiplegic cerebral palsy” (Developmental Medicine and Child Neurology, coauth). “Action tremor during object manipulation in Parkinson’s disease” (Movement Disorders, co-auth). “Relation between clinical measures and fine manipulative control in children with hemiplegic cerebral palsy” (Developmental Medicine and Child Neurology, coauth). “Fingertip forces during object manipulation in children with hemiplegic cerebral palsy. II: Bilateral coordination” (Developmental Medicine and Child Neurology, co-auth). “Fingertip forces during object manipulation in children with hemiplegic cerebral palsy. I: Anticipatory scaling (Developmental Medicine and Child Neurology, co-auth).

R. Douglas Greer

Peter Gordon Associate Professor of Speech and Language Pathology

Peter Gordon

Associate Professor of Speech and Language Pathology Program Coordinator for Neurosciences and Education Department of Biobehavioral Sciences EDUCATION B.A., University of Stirling (Scotland); Ph.D., Massachusetts Institute of Technology SCHOLARLY INTERESTS Language acquisition and processing, Developmental Neuroscience of Language and Cognition, Cross-cultural studies of numerical cognition and linguistic knowledge. Infant event representations and verb argument structure, Behavioral Genetics of Language, Magnetic Resonance Imaging of brain functioning in language processing. SELECTED PUBLICATIONS “Frequency effects and the representation status of regular inflections” (Journal of Memory and Language). “The acquisition and creolization of Condition C ‘violations’ of Kadiweu and Portuguese” (Cadernos de Estudos Linguisticos). “Are lions and tigers substitutes or associates? Evidence against slot filler accounts of children’s early categorization” (Child Development). Learnability of the Chinese Dative

Professor of Psychology and Education Department of Health and Behavior Studies EDUCATION B.M.E., M.M.E., Florida State University; Ph.D., University of Michigan SCHOLARLY INTERESTS Comprehensive Application of Behavior Analysis to Schooling (CABAS®).Teaching operations for the acquisition of verbal behavior by students with language deficits. Research in the learn-unit as a natural fracture of teaching. Peer Conditioning of Reinforcement. SELECTED PUBLICATIONS Designing Teaching Strategies: A behavior analysis systems approach (Academic Press, in press). “The educational crisis” (Social Problems in American Society and Solutions). “Is the learn unit the fundamental measure of pedagogy?” (The Behavior Analyst). Voices for all children: Advanced and comprehensive applications of behavior analysis to education (Academic Press). George Gushue

Assistant Professor of Psychology and Education Department of Counseling and Clinical Psychology EDUCATION A.B., Fordham University; M.Phil., Ph.D., Columbia University SCHOLARLY INTERESTS The psychological impact of race/culture on social cognition (especially perception, judgment, memory, and attribution). Social cognitive factors in client evaluation, counseling practice, and career development. Health psychology. Group and family counseling.

FA C U LT Y The psychosocial dimensions of HIV/AIDS. SELECTED PUBLICATIONS “Lazarus in group psychotherapy: AIDS in the era of protease inhibitors” (The Counseling Psychologist). “Remembering race: White racial identity attitudes and two aspects of social memory” (Journal of Counseling Psychology). “School counselors’ ethnic tolerance attitudes as predictors of their multicultural case conceptualization of an immigrant student” (Journal of Counseling and Development).

SELECTED PUBLICATIONS “The role of Counseling Psychology in preventing male violence against female partners” (The Counseling Psychologist). “Becoming Stronger at Broken Places: A Model for Group Work with Young Adults from Divorced Families” (Journal for Specialists in Group Work). “Prevention and Counseling Psychology: Revitalizing commitments for the 21st century” (The Counseling Psychologist). “Prevention: A call to action” (The Counseling Psychologist). “Group intervention with college students from divorced families” (Journal of College Student Psychotherapy). Irving Hamer, Jr.

Gregory W. Hamilton Assistant Professor of English Education

Sally M. Hage

Assistant Professor of Psychology and Education Department of Clinical and Counseling Psychology EDUCATION B.A., University of St. Thomas; M.Div., University of Notre Dame; Ph.D., University of Minnesota SCHOLARLY INTERESTS Prevention in counseling psychology. Dating violence prevention. Multicultural counseling supervision and training. Spirituality and diversity in counseling. Resiliency and buffering effects of trauma.

Professor of Practice in Education Department of Organization and Leadership EDUCATION B.A., Ottawa University; M.Ed., Ed.D., Harvard University SCHOLARLY INTERESTS Closing the achievement gap. Integrating technology into the teaching and learning experience. The elimination of lowperforming schools. Bilingual education. SELECTED PUBLICATIONS Language in the Classroom (Teachers College Press). “The large city high school” (NASSP Bulletin). “Admissions policy” (New York City High Schools).

SELECTED PUBLICATIONS “Linking Science and Literature Through Technology” (Journal of Adolescent & Adult Literacy). “Mapping A History of Adolescence and Adolescent Literature” (ALAN Review). “Listening, Learning, and Talking It Through” (Becoming (Other) wise). “Jack” (Rationales for Young Adult Literature). “Reading Jack” (English Education). ZhaoHong Han

Associate Professor of Language and Education Department of Arts and Humanities EDUCATION B.A., Central China Normal University; M.A., Moray House Institute of Education, University of Edinburgh; Ph.D., Birkbeck College, University of London SCHOLARLY INTERESTS Second language learnability and teachability; comparative grammar; linguistic universals; the interface of lexical semantics and syntax. SELECTED PUBLICATIONS “The persistence of the implicit influence of NL: The case of the pseudo-passive” (Applied Linguistics). “Error persistence: An empirical pedagogy” (Language Teaching Research). “Fine- tuning correc-

tive feedback” (Foreign Language Annals). “A study of the impact of recasts on tense consistency in L2 output” (TESOL Quarterly). “Fossilization: From simplicity to complexity” (International Journal of Bilingual Education and Bilingualism). David T. Hansen

Professor of Philosophy and Education Department of Arts and Humanities EDUCATION B.A., University of Chicago; M.A., Stanford University; Ph.D., University of Chicago SCHOLARLY INTERESTS Philosophy of education. Teaching and teacher education. Moral and ethical issues in educational practice. Philosophical foundations of inquiry. SELECTED PUBLICATIONS Exploring the Moral Heart of Teaching: Toward a Teacher’s Creed (Teachers College Press). “Teaching as a Moral Activity” (Handbook of Research on Teaching, 4th ed.). “The Moral Environment in an Inner-City Boys’ High School” (Teaching and Teacher Education). “WellFormed, not Well-Filled: Montaigne and the Paths of Personhood” (Educational Theory).

Gregory W. Hamilton

Assistant Professor of English Education Department of Arts and Humanities EDUCATION B.A., Lewis and Clark College; M.A., Ed.D., Teachers College SCHOLARLY INTERESTS Middle school readers and young adult literature. Classroom discourse. Curriculum and staff development. Middle school reform. Teaching for diversity and social justice. David T. Hansen Professor of Philosophy and Education

FA C U LT Y Charles C. Harrington

Professor of Anthropology, Psychology and Education Chair of the Department of Organization and Leadership EDUCATION A.B., Syracuse University; Ph.D., Harvard University SCHOLARLY INTERESTS Human development in social and cultural contexts. The study of resiliency, resistance, invulnerability and success in at-risk populations. Psychological anthropology and education. Psychoanalytic anthropology. SELECTED PUBLICATIONS Paths to Success: Beating the Odds in American Society (Harvard University Press). Educational Policy in an Era of Conservative Reform (AMS Press). Race, Sex, and National Origin: Public Attitudes of Desegregation (AMS Press). Psychological Anthropology and Education (AMS Press). ALERTA: A Multicultural, Bilingual Approach to Teaching Young Children (Addison-Wesley). Barbara Hawkins

Associate Professor of Language and Education Department of Arts and Humanities EDUCATION B.A., Holy Names College; M.A., University of California, Los Angeles; Ph.D., University of California, Los Angeles

Barbara Hawkins Associate Professor of Language and Education 76

SCHOLARLY INTERESTS Second language acquisition as it relates to subject matter education, K–6. Classroom interaction/Classroom discourse. Second language literacy development. Teacher Education: How teachers learn to connect theory and practice, especially as it relates to education for students learning content in their second language. Research questions: What affects practice? Is language learning different than other kinds of learning? Can second language children achieve parity in content area education? SELECTED PUBLICATIONS “Supporting second language children’s content learning and language development in K–5” (Teaching English as a Second or Foreign Language, 3rd ed.). “Reexamining instructional paradigms for K–12 second language learners” (The CATESOL Journal). “Teaching children to read in a second language” (Teaching English as a Second or Foreign Language, 2nd ed.). “Second language acquisition: An experiential approach” (Advances In Applied Psycholinguistics, co-author). “Is an ‘appropriate response’ always so appropriate?” (Input In Second Language Acquisition). Jeffrey R. Henig

Professor of Political Science and Education Department of Organization and Leadership EDUCATION B.A., Cornell University, Ph.D., Northwestern University SCHOLARLY INTERESTS The boundary between private action and public action in addressing social problems. Privatization, race and urban politics, the politics of urban education reform, and school choice. SELECTED PUBLICATIONS Rethinking School Choice: Limits of the Market Metaphor (Princeton). Shrinking the State: The Political Underpinnings of Privatization (Cambridge). The Color

of School Reform: Race, Politics and the Challenge of Urban Education (Princeton). Building Civic Capacity: The Politics of Reforming Urban Schools (Kansas). Mayors in the Middle: Politics, Race and Mayoral Control of Urban Schools (Princeton, forthcoming) Jay P. Heubert

Associate Professor of Education Department of Organization and Leadership Adjunct Associate Professor of Law Columbia Law School EDUCATION B.A., Swarthmore College; M.A.T., Duke University; J.D., Harvard Law School; Ed.D., Harvard Graduate School of Education SCHOLARLY INTERESTS Legal issues in education. Equal educational opportunity. High-stakes testing. Law and school reform. Interprofessional collaboration. SELECTED PUBLICATIONS High Stakes: Testing for Tracking, Promotion, and Graduation (National Academy Press). Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing (National Academy Press). Law and School Reform: Six Strategies for Promoting Educational Equity (Yale University Press). “Schools Without Rules? Charter Schools, Federal Disability Law, and the Paradoxes of Deregulation” (Harvard Civil Rights-Civil Liberties Law Review). “The More We Get Together: Improving Collaboration Between Educators and Their Lawyers” (Harvard Educational Review). Linda Hickson

Professor of Education Department of Health and Behavior Studies EDUCATION B.A., College of New Rochelle; M.A., Ph.D., George Peabody College, Vanderbilt University SCHOLARLY INTERESTS Education of children and adults with mental retardation

and autism. Cognitive, motivational, and emotional aspects of decision-making. Prevention of abuse and victimization. Cognition, comprehension, and problem solving. SELECTED PUBLICATIONS “The role of motivation in the interpersonal decision making of people with mental retardation” (Personality and motivational differences in persons with mental retardation, co-author). “Decision-making and mental retardation” (International Review of Research in Mental Retardation). “A closer look at interpersonal decision-making in adults with and without mental retardation” (American Journal on Mental Retardation). “Decisionmaking by adults with mental retardation in simulated situations of abuse” (Mental Retardation). Mental Retardation: Foundations of Educational Programming (Allyn & Bacon). Christopher R. Higgins

Assistant Professor of Philosophy and Education Department of Arts and Humanities EDUCATION B.A., Yale University; Ph.D., Teachers College SCHOLARLY INTERESTS Teacher Identity. Professional Development. Teacher Education. Liberal Learning. The Teacher-Student Relationship. Dialogue. Ethics. Aesthetics. Hermeneutics. Psychoanalysis. Philosophy of Educational Research. SELECTED PUBLICATIONS “Teaching and the Good Life: A Critique of the Ascetic Ideal in Education” (Educational Theory). “Teaching and the Dynamics of Recognition” (Philosophy of Education). “Gluck des Lehrers” or “The Flourishing of the Teacher” (Zeitschrift fur Padagogik). “From Reflective Practice to Practical Wisdom: Three Models of Liberal Teacher Education” (Philosophy of Education). “Transference love

FA C U LT Y Teaching). “Connecting girls and science: A feminist teacher-researcher study of a high school prenatal testing unit” (Journal of Research in Science Teaching). Luis A. Huerta

Christopher R. Higgins Assistant Professor of Philosophy and Education

from the couch to the classroom: A psychoanalytic perspective on the ethics of teacher-student romance” (Philosophy of Education). Elaine Virginia Howes

Assistant Professor of Science Education Department of Mathematics, Science and Technology EDUCATION B.A., Oakland University Honors College; Ph.D., Michigan State University SCHOLARLY INTERESTS Feminist and culturally relevant pedagogy in science, environmental education, and teacher education. Qualitative research and teacher research. SELECTED PUBLICATIONS Connecting girls and science: Constructivism, feminism, and science education reform (Teachers College Press). “A feminist revisioning of infinity: Small speculations on a big subject” ((Post) Modern Science (Education): Proposition and Alternative Paths, co-author). “Visions of ‘science for all’ in the elementary classroom” (Teaching science in diverse settings: Marginalized discourses and classroom practice). “Developing research that attends to the ‘all’ in ‘science for all’: Response to Mary M.Atwater’s critique” (Journal of Research in Science

Assistant Professor of Education Department of Organization and Leadership EDUCATION B.A., University of California, Davis; M.A., California State University, Fresno; Ph.D., University of California, Berkeley. SCHOLARLY INTERESTS Education Policy. Decentralization in education. School choice. Privatization in education. School finance. SELECTED PUBLICATIONS “The Loss of Public Accountability? A Home Schooling Charter School in Rural California” (Inside Charter Schools: The Paradox of Radical Decentralization). “An Empowering Spirit is Not Enough: A Latino Charter School Struggles Over Leadership” (Inside Charter Schools: The Paradox of Radical Decentralization). “Straw Into Gold, Resources Into Results: Spinning out the Implications of the ‘New’ School Finance” (Policy Analysis for California Education). Sharon Lynn Kagan

Virginia and Leonard Marx Professor of Early Childhood and Family Policy Department of Curriculum and Teaching Co-director, Center for Children & Families EDUCATION B.A., University of Michigan; M.A., Johns Hopkins University; Ed.D., Teachers College SCHOLARLY INTERESTS Application of child and parent development research to the formation and implementation of public policies. The impact of institutions (family, childcare) on the development of low income children.

SELECTED PUBLICATIONS “Leadership in early care and education” (National Association for the Education of Young Children, co-ed.). Reinventing early care and education: A vision for a quality system (Jossey-Bass, coed.). Putting families first: America’s family support movement and the challenge of change (JosseyBass, co-ed.). Integrating services for children and families (Yale University Press). The care and education of America’s young children: Obstacles and opportunities (National Society for the Study of Education, 90th Yearbook, ed.). United we stand: Collaboration for childcare and early education services (Teachers College Press). Pearl Rock Kane

The Klingenstein Family Professor for the Advancement of Independent Schools Department of Organization and Leadership EDUCATION B.A., City College of New York; M.A., Smith College; Ed.D., Teachers College SCHOLARLY INTERESTS Independent schools. Private school governance. School choice and privatization. Professional development of teachers and administrators. SELECTED PUBLICATIONS The Colors of Excellence (TC Press);Independent Schools, Independent Thinkers (Jossey-Bass). The First Year of Teaching: Real World Stories from America’s Teachers (Walker). The Challenge of Trusteeship (Association of Governing Boards). “Leadership at the Millennium” (Independent Schools). Danielle Kaplan

Assistant Professor of Technology and Education Department of Mathematics, Science and Technology

EDUCATION B.F.A., Tisch School of the Arts, New York University; M.E.S., Yale University School of Forestry and Environmental Studies; M.A., Ed.M., Ph.D., Teachers College SCHOLARLY INTERESTS Distance Instructions/Learning, Cognition and Reasoning, Multimedia Development and Evaluation, Learning and Assessment via Technology/ Media, Media Literacy, Environmental Education, Arts Education, Social Ecology and Community Development. SELECTED PUBLICATIONS “MLT: A database driven WWW Media Literacy Tool” (Proceedings of the World Conference on Educational Multimedia and Hypermedia, co-author). “Geographic Information Systems (GIS) and mental model reasoning about causal systems” (AERA, co-author). “Development and evaluation of a technology-supported map skills curriculum, Where are we?” (Journal of Geoscience Education, co-author). “Computerbased Tools for the Development and Investigation of Mental Model Reasoning about Causal Systems” (Proceedings of the World Conference on Educational Multimedia and Hypermedia, co-author). “The Development of Cognitive Skills to Support Inquiry Learning” (Journal of Cognition and Instruction, co-author). Alexander P. Karp

Assistant Professor of Mathematics Education Department of Mathematics, Science and Technology EDUCATION B.A., M.A., Leningrad State Pedagogical University; M.A., Ph.D., St. Petersburg State Pedagogical University SCHOLARLY INTERESTS Curriculum. Teacher Training. Student Achievement Level in Mathematics. Problem Solving. History of Mathematics Education.

FA C U LT Y cation Technology). Phonics, Phonemic Awareness, and Word Analysis for Teachers (MerrillPrentice Hall). “A description of the impact of multimedia anchored instruction on classroom interactions” (Journal of Special Education Technology). “The convergence of literacy instruction with networked technologies for information, communication, and education” (Reading Research Quarterly). “Designing Technology to Support Reflection” (Educational Technology Research and Development). Jo Anne Kleifgen

Barbara Kiefer (right) Robinson Professor in Children’s Literature

SELECTED PUBLICATIONS “The Preparation of Teachers for the Mathematically Gifted: An International Perspective” (NCSSSMST Journal, coauthor). “Exams in Mathematics (secondary school)—Russian experience: Traditions, Changes, Difficulties” (The 9th International Congress On Mathematical Education). “Combining Russian and Western Approaches in Teaching Mathematics to Students of Humanities” (Proceedings of the Conference “Cultural Diversity in Mathematics (Education): CIEAEM 51”). “Thirty Years after: The Lives of Former Winners of Mathematical Olympiads” (Roeper Review). “Mathematics Problems in Blocks: How to Write Them and Why” (PRIMUS) Barbara Kiefer

Robinson Professor of Children’s Literature Department of Curriculum and Teaching EDUCATION B.A., M.Ed., Westminister College; Ph.D., Ohio State University SCHOLARLY INTERESTS Children’s literature. Reading, language arts. Literacy education.

SELECTED PUBLICATIONS Children’s Literature in the Elementary School, 8th Ed. (McGraw Hill). The Potential of Picture-books: From Visual Literacy to Aesthetic Understanding (Prentice Hall). An Integrated Language Perspective in the Elementary School: Theory into Action, 3rd. Edition (Longman). “Picture-books as contexts for literary, aesthetic and real world understandings” (Language Arts).

Associate Professor of Linguistics and Education Department of International and Transcultural Studies EDUCATION B.A., Our Lady of the Lake of San Antonio; M.A., The University of Alabama; Ph.D., University of Illinois, Urbana Champaign SCHOLARLY INTERESTS Discourse Analysis. Multimodal Discourse and Literacies. Children’s Second Language and Literacy Development. Computers and Communication in Schools, Communities and the Workplace.

Charles Kinzer

Professor of Education Department of Mathematics, Science and Technology EDUCATION B.A., M.A., University of British Columbia (Canada); Ph.D., University of California, Berkeley SCHOLARLY INTERESTS Language and Literacy. Vocabulary development and reading comprehension. Memory processes in reading and writing. Models of reading and composing. Computer, multimedia and “future literacies.” SELECTED PUBLICATIONS “An analysis of the impact of anchored instruction on teaching and learning activities in two ninth grade language arts classes” (Journal of Special Edu-

JoAnne Kleifgen Associate Professor of Linguistics and Education

SELECTED PUBLICATIONS “Assembling talk: Social alignments in the workplace” (Research on Language and Social Interaction). “Cerrando la brecha digital/Closing the digital divide” (Panamanian Ministry of Education).” Assessing websites for young learners of English: A Hallidayan framework” (Journal of the Applied Linguistics Association of Korea). “Assembling knowledge” (Research on Language and Social Interaction). “Kreyol Ekri, Kreyol Li: Haitian children and computers” (i). “Achieving coherence in multilingual interaction” (Discourse Processes). L. Lee Knefelkamp

Professor of Psychology and Education Department of Organization and Leadership EDUCATION B.A., Macalester College; M.A., Ph.D., University of Minnesota SCHOLARLY INTERESTS Theories of intellectual, ethical, and identity development in college students and adults. Curriculum transformation of course content and pedagogy. Intercultural Communication Theory and Practice. The design of effective learning communities. Women and minorities in higher education. Feminist pedagogy, theory, and research. intellectual and ethical development. Leadership for organizational change. Diversity in higher education. SELECTED PUBLICATIONS Workbook for the Practice-to-Theory Model (American College Personnel Association). New Directions in Higher Education: Applying New Developmental Findings (Jossey-Bass). “Higher education and the consumer society,” “Seasons of academic life: Honoring our collective autobiography,” “The multicultural curriculum and communities of peace” (Liberal Education). “Education for a world lived in common with others” (Education and Democ-

FA C U LT Y racy, College Board). “Integrating Jewish Issues into the Teaching of Psychology” (with Beck, E.T. and Goldberg, J.L.) In “Teading Gender and Multicultural Awareness: Resources for the Psychology Classroom. (Bronstein & Quina, editors). Washington, DC: APA.

(Theory into Practice). “(In)(Di)Visible Identities of Youth: College preparation programs from a Feminist Standpoint” (SUNY Press). “Finding Our Way: Challenging Oppressive Educational and Societal Practices” (The Thought and Practice of AntiRacist Teaching, Routledge). Robert E. Kretschmer

Michelle G. Knight Assistant Professor of Education

Michelle G. Knight

Assistant Professor of Education Department of Curriculum and Teaching EDUCATION B.A., Franklin and Marshall College; M.A., Monterey Institute of International Studies; Ph.D., University of California, Los Angeles SCHOLARLY INTERESTS Equity issues in urban education. Teacher education. Multicultural feminisms and feminist pedagogies. African-American teaching practices with diverse populations. SELECTED PUBLICATIONS “The Intersections of race, class, and gender in the teacher preparation of an AfricanAmerican social justice educator” (Equity & Excellence in Education). (De)constructing (in)visible parent consent forms: Negotiating power, reflexivity, and the collective within qualitative research. (Qualitative Inquiry). “Ethics in qualitative research: Multicultural feminist activist research”

Associate Professor of Education and Psychology Department of Health and Behavior Studies EDUCATION B.S., M.A., Northwestern University; Ph.D., University of Kansas SCHOLARLY INTERESTS Teaching of the deaf and hard of hearing. Linguistics of English and ASL. Literacy development. Text structure. School psychology. Auditory streaming. SELECTED PUBLICATIONS Reading and Hearing Impaired Individuals (Alexander Graham Bell Association). “Metacognition, metalinguistics and intervention” (Applied Psycholinguistics). “The psycho-educational assessment of hearing impaired children” (Auditory Disorders in School Children). “Educational consideration of at-risk hearing impaired children” (Speech, Language and Hearing Services in the Schools). “Teachers-asresearchers: Supporting professional development” (Volta Review). “Multihandicapped, hearing impaired students as thinkers and ‘feelers’” (Volta Review).

SCHOLARLY INTERESTS Cognitive development across the life span and implications for educational theory and practice. SELECTED PUBLICATIONS “A developmental model of critical thinking” (Educational Researcher). The Skills of Argument (Cambridge University Press). “Children and adults as intuitive scientists” (Psychological Review). “Education for thinking: What can psychology contribute?” (Promoting Cognitive Growth Over the Life Span). Young-Sun Lee

Assistant Professor of Psychology and Education Department of Human Development EDUCATION B.A., M.A., Ewha Womans University (South Korea); Ph.D., University of Wisconsin, Madison SCHOLARLY INTERESTS Item Response Theory, Applied Statistics, Educational and Psychological Measurement. SELECTED PUBLICATIONS “Applications of Isotonic Regression in Item Response Theory” (Dissertation). “ Recovery of Item Parameters in the Nominal Response Model: A Comparison of Marginal Likelihood Estimation and Markov Chain

Deanna Kuhn

Professor of Psychology and Education Department of Human Development EDUCATION B.S., University of Illinois; Ph.D., University of California, Berkeley

Monte Carlo Estimation” (Applied Psychological Measurement). A Comparison of Kernel Smoothing Estimation and Isotonic Regression Estimation in ICC estimation (in press). Techniques for Developing Health Quality of Life Scales for Point of Service Use. (Unpublished manuscript, Department of Statistics, University of Wisconsin-Madison, co-author). A Parameter Recovery Study for the Nominal Response Model. (Unpublished manuscript, Department of Educational Psychology, University of Wisconsin-Madison). Hope Jensen Leichter

Elbenwood Professor of Education Department of International and Transcultural Studies Director of the Elbenwood Center for the Study of the Family as Educator EDUCATION A.B., Oberlin College; Ph.D., Harvard University SCHOLARLY INTERESTS Families and communities as educators. Family memories and narratives. Kinship networks and grandparents as educators. The mediation of television by the family. Education in community settings: museums, libraries. Families and school reform. Immigration, migration and family education. SELECTED PUBLICATIONS “Stories are Learning” (The Museum as a Place of Learning, Cornell University). Kinship and Casework: Family Networks and Social Intervention (Russell Sage Foundation). Families and Communities as Educators (Teachers College Press). “The school and parents” (The Teachers Handbook). “The concept of educative style” (Teachers College Record). “Family contexts of television” (Educational Communication and Technology). “Families and museum” (Marriage and Family Review).

Young-Sun Lee Assistant Professor of Psychology and Education

FA C U LT Y Stephen Lepore

Professor of Health Education Department of Health and Behavioral Studies EDUCATION B.A. Clark University; Ed.M. Harvard University; PhD. University of California Irvine SCHOLARLY INTERESTS Health psychology. Social disparities in health. Psychosocial interventions for promoting health and quality of life. SELECTED PUBLICATIONS “The Writing Cure: How Expressive Writing Influences Health and Well-Being” (American Psychological Association, co-editor). “A social-cognitive processing model of emotional adjustment to cancer” (Psychosocial interventions for cancer). “Talking facilitates cognitive-emotional processes of adaptation to an acute stressor” (Journal of Personality and Social Psychology, co-author). “Optimism about cancer enhances mood by reducing negative social interactions” (Cancer Research, Therapy and Control, co-author). “Problems and prospects for the social support-reactivity hypothesis” (Annals of Behavioral Medicine). Nancy Lesko

Professor of Education Department of Curriculum and Teaching EDUCATION B.S., Georgetown University; M.S., Ph.D., University of Wisconsin, Madison SCHOLARLY INTERESTS Curriculum theory and history. Conceptions of children and youth in theory and practice. Gender issues in education. Citizenship education in times of war. SELECTED PUBLICATIONS “Denaturalizing adolescence: The politics of contemporary representations” (Youth & Society). “Past, present, and future conceptions of adolescence” (Educational Theory). “The ‘leaky needs’ of school-aged mothers: An examination of 80

U.S. programs and policies” (Curriculum Inquiry). Act Your Age: A Cultural Construction of Adolescence (Routledge Press). Masculinities at School (Sage Press). Reducing the Risk: Schools as Communities of Support (Falmer Press). Henry M. Levin

William Heard Kilpatrick Professor of Economics and Education Department of International and Transcultural Studies Director, National Center for the Study of Privatization in Education (NCSPE) EDUCATION B.S., New York University; M.A., Ph.D. (Economics), Rutgers University SCHOLARLY INTERESTS Economics of education. Costeffectiveness analysis. School reform. Educational vouchers. SELECTED PUBLICATIONS Cost Effective Analysis: Concepts and Applications, 2nd Ed. (Sage Publications). Privatizing Education (Westview Press). “Educational vouchers: Effectiveness, choice, and costs” (Journal of Policy Analysis and Management). “Educational performance standards and the economy” (Educational Researcher). “Accelerated schools: A Decade of Evolution,” (International Handbook of Educational Change). “Raising school productivity: An XEfficiency Approach” (Economics of Education). Arthur E. Levine

President of Teachers College Professor of Education Department of Organization and Leadership EDUCATION B.A., Brandeis University; Ph.D., SUNY, Buffalo SCHOLARLY INTERESTS College students and multiculturalism. College and university leadership. Curriculum. History of higher education.

SELECTED PUBLICATIONS When Hope and Fear Collide: A Portrait of Today’s College Student (Jossey-Bass). Beating the Odds: How the Poor Get to College (Jossey-Bass). “How the Academic Profession is Changing” (Daedalus). When Dreams and Heroes Died: A Portrait of Today’s College Students (Jossey-Bass). Lisa Lewis

Assistant Professor of Nursing Education Department of Health and Behavioral Studies EDUCATION B.S.N, Syracuse University; M.A., New York University; Ph.D., University of Missouri, Columbia SCHOLARLY INTERESTS Women’s health. Substance abuse treatment for women Spirituality and health. Health promotion in minority populations. SELECTED PUBLICATIONS “Self-resolution of alcohol problems in young adulthood: A process of securing solid ground” (Qualitative Health Research, co-auth). “Development of scholars interested in community-based health promotion research” (Western Journal of Nursing Research, co-auth). Xiaodong Lin

Associate Professor of Technology and Education Department of Mathematics, Science, and Technology EDUCATION B.A., Teachers College, HeNan University (China); M.A., Louisana State University; Ph.D., Purdue University SCHOLARLY INTERESTS Metacognition and problem solving. Technology-mediated cultural interactions and their impact on teacher professional development and reflection, and student domain subject understanding. Influence of technology-rich learning environments on lesson development. Transcultural collaboration among teachers and students.

Xiaodong Lin Associate Professor of Technology and Education

SELECTED PUBLICATIONS “Technology, culture and adaptive mind” (Mind, Culture & Activities, co-author, in press). “Reflection at the crossroad of cultures” (Mind, Culture & Activities, co author, in press). “Reflective adaptation of a technology artifact: A case study of classroom change” (Cognition & Instruction). “Designing metacognitive activities” (Educational Technology Research & Development). “Supporting learning of variable control in a computerbased biology environment: Effects of prompting college students to reflect on their own thinking” (Journal of Research In Science Teaching) Suniya S. Luthar

Professor of Psychology and Education Departments of Human Development and Counseling and Clinical Psychology EDUCATION B.Sc., M.Sc., Delhi University (India); Ph.D., Yale University SCHOLARLY INTERESTS Developmental psychopathology and resilience among children and families at risk.

FA C U LT Y SELECTED PUBLICATIONS Poverty and Children’s Adjustment (Sage). “The construct of resilience: A critical evaluation and guidelines for future work” (Child Development). Resilience and vulnerability: Adaptation in the context of childhood adversities (Cambridge University Press). “Relational Psychotherapy Mothers’ Group: A developmentally informed intervention for at-risk mothers” (Development and Psychopathology).

SELECTED PUBLICATIONS Informal and Incidental Learning in the Workplace (Routledge). Sculpting the Learning Organization (Jossey-Bass). Team Learning Survey (Organization Design and Development). Facilitating Learning Organizations: Making Learning Count (Gower). “Informal Learning on the Job” (Advances in Developing Human Resources, Berrett Koehler) Susan Garni Masullo

Assistant Professor of Practice in Education Reading Specialist M.A. Program Department of Health and Behavior Studies EDUCATION B.A., Thomas More College, Fordam University; M.A., Teachers College; Ph.D., Fordam University SCHOLARLY INTERESTS Reading assessment and intervention. Adult literacy; vocational and workplace literacy. Learning disabilities. Robert O. McClintock Victoria J. Marsick Professor of Education

Victoria J. Marsick

Professor of Education Co-director, The J.M. Huber Institute for Learning in Organizations Department of Organization and Leadership EDUCATION B.A., Notre Dame University; M.I.P.A., Maxwell School; Ph.D., University of California, Berkeley SCHOLARLY INTERESTS Informal workplace learning; team learning; action learning; strategic organizational learning and knowledge management.

John L. and Sue Ann Weinberg Chair in the Historical and Philosophical Foundations of Education Department of Mathematics, Science and Technology EDUCATION A.B., Princeton University; M.A., Ph.D., Columbia University SCHOLARLY INTERESTS Applications of digital technology to educational reform. Interaction of political and educational theory. The city as educator. Education as a selforganizing, emergent process. SELECTED PUBLICATIONS “Digital Learning Communities: Promoting Democracy through Education” (e-seminar, Columbia Interactive). The Educators Manifesto: On the Social Construction of Digital Learning Communities (Institute for Learning Technologies). Power and Pedagogy: Transforming Education Through Information Tech-

nology (Institute for Learning Technologies). Elizabeth Midlarsky

Professor of Psychology and Education Department of Counseling and Clinical Psychology EDUCATION B.A., Brooklyn College, CUNY; M.A., Ph.D., Northwestern University SCHOLARLY INTERESTS Altruism and religiousness through the life span. Violence and mental health. Aging and gender issues. Families of people with disabilities. SELECTED PUBLICATIONS “Competence and adjustment among siblings of children with mental retardation” (American Journal of Mental Retardation). Altruism in Later Life (Sage). “Altruism and the Vietnam War veteran” (Journal of Traumatic Stress). “Altruistic moral judgment among older adults” (Aging and Human Development). “Altruism through the life course” (Family Caregiving Across the Lifespan). “The generous elderly” (Psychology and Aging). “Competence, reticence and helping” (Developmental Psychology). “Echoes of the Holocaust” (International Journal of Group Tensions). “Perceptions of responsibility and mental health help-seeking” (Journal of Clinical Geropsychology).

Janet L. Miller Professor of English Education

Janet L. Miller

Professor of English Education Department of Arts and Humanities EDUCATION A.B., Grove City College; M.A., University of Rochester; Ph.D., Ohio State University SCHOLARLY INTERESTS Feminist curriculum theorizing. Constructions of teachers’ identities in collaboration and school reform efforts. Representation in qualitative research and writing. Issues in the writing of educational biography and autobiography. SELECTED PUBLICATIONS Creating Spaces and Finding Voices: Teachers Collaborating for Empowerment (SUNY Press). A Light in Dark Times: Maxine Greene and the Unfinished Conversation (Teachers College Press, co-ed). “What’s Left in the Field . . . A Curriculum Memoir” (Journal of Curriculum Studies). “English education in the making” (English Education). Lisa Miller

Assistant Professor of Psychology and Education Department of Counseling and Clinical Psychology EDUCATION B.A., Yale College; Ph.D., University of Pennsylvania Elizabeth Midlarsky Professor of Psychology and Education

FA C U LT Y SCHOLARLY INTERESTS Religion & spirituality, depression and substance abuse, related risk factors and protective factors. SELECTED PUBLICATIONS “Religion and substance use and abuse among adolescents in the National Cormorbidity Survey” (Journal of the American Academy of Child and Adolescent Psychiatry). “Religion and depression; Ten year follow-up of depressed mothers and offspring” (Journal of the American Academy of Child & Adolescent Psychiatry). Dennis E. Mithaug

Professor of Education Department of Health and Behavior Studies EDUCATION B.A., Dartmouth College; M.A., M.Ed., Ph.D., University of Washington SCHOLARLY INTERESTS Equal opportunity. Empirical, Moral and Policy Theories. Self-determination. Self-regulation. Social Policy. Special Education Leadership. SELECTED PUBLICATIONS Self-Determined Learning Theory: Construction, Verification, and Evaluation (Earlbaum). Learning to Theorize: A FourStep Strategy (Sage). Inclusive Schooling: National and International Perspectives (Earlbaum). Equal Opportunity Theory (Sage). Self-Regulation Theory: How Optimal Adjustment Maximizes Gain (Praeger). Jane A. Monroe

Associate Professor of Statistics and Education Department of Human Development EDUCATION B.A., Midwestern University; M.S., University of Wisconsin, Madison; Ed.D., Teachers College SCHOLARLY INTERESTS Probability. Statistical inference. Multivariate techniques. Psychological factors that relate to performance in statistics, cognitive abilities and attitudes. 82

Leader as Partner). “The Role of Personality Assessment in Organization Development” (Organization Development: A Process of Learning and Changing). “The Tiller of Authority in a Sea of Diversity: Empowerment, Disempowerment, and the Politics of Identity” (Dynamic Consultation in a Changing Workplace).

SELECTED PUBLICATIONS Introductory Statistics (Scott Foresman). Gary Natriello

Professor of Sociology and Education Department of Human Development EDUCATION A.B. Princeton University; A.M., Ph.D. Stanford University SCHOLARLY INTERESTS Social organization of online learning. Social dimensions of performance assessment. School and classroom organization. Schooling for at risk-youth. SELECTED PUBLICATIONS Bridging the Second Digital Divide: What can sociologists of education contribute? “ (Sociology of Education). From Cashbox to Classroom: The Impact of the Quality Education Act in New Jersey (Teachers College Press).”The impact of evaluation processes on students” (Educational Psychologist). “The effectiveness of the Title I Compensatory Education Program: 1965–1997” (Journal of Education for Students Placed At Risk). “The development and impact of high stakes testing” (Harvard Civil Rights Project). Anna Neumann

Professor of Higher Education Department of Organization and Leadership EDUCATION B.A., University of TexasAustin; M.A., University of Texas-Pan American; Ph.D., University of Michigan-Ann Arbor. SCHOLARLY INTERESTS Scholarly learning in lifespan perspective. Professors and their intellectual careers. Learning and teaching in higher education. Women’s scholarly development. Academic cultures. Qualitative research methodology, interview research methods. The learning of research.

Kathleen A. O’Connell Anna Neumann Professor of Higher Education

SELECTED PUBLICATIONS “Learning the practice of educational research” (Issues in Education Research: Problems and Possibilities). “On experience, memory and knowing: A PostHolocaust (auto) biography” (Curriculum Inquiry). Learning From Our Lives: Women, Research, and Autobiography in Education (Teachers College Press). “Context, cognition and culture: A case analysis of collegiate leadership and cultural change” (American Educational Research Journal). “On the Making of Hard Times and Good Times: The Social Construction of Resource Stress.” (The Journal of Higher Education).

Isabel Maitland Stewart Professor of Nursing Education Department of Health and Behavior Studies EDUCATION B.S.N., College of Mount St. Joseph-on-the-Ohio; M.A., Ph.D., University of Kansas SCHOLARLY INTERESTS Behavior change. Smoking cessation and relapse. Reversal theory. Theory of self-control strength. SELECTED PUBLICATIONS “Highly tempting situations associated with abstinence, temporary lapse, and relapse among participants in smoking cessation programs” (Journal of Consulting and Clinical Psychology). “Reversal theory and smoking: a state-based approach to ex-smokers’ highly tempting situations” (Journal of Consulting and Clinical Psychol-

Debra A. Noumair

Associate Professor of Psychology and Education Department of Organization and Leadership EDUCATION B.S., Boston University; Ed.M., Ed.D., Teachers College SCHOLARLY INTERESTS Group and organizational dynamics and the application of systems thinking to individual, team, and organizational performance; analysis of diversity issues in groups, organizations, and social systems. SELECTED PUBLICATIONS “Group Relations Reader 3” (forthcoming). “The Multiplicity of Roles and Demands for the Leader as Partner” (The

Kathleen A. O’Connell Isabel Maitland Stewart Professor of Nursing Education

FA C U LT Y ogy). “Why rational people do irrational things: The theory of psychological reversals” (Journal of Psychosocial Nursing). “Coping in real time: Using ecological momentary assessment techniques to assess coping with the urge to smoke” (Research in Nursing and Health). “Playfulness, arousal-seeking, and rebelliousness during smoking cessation” (Personality and Individual Differences). Honor O’Malley

Associate Professor of Audiology Department of Biobehavioral Sciences EDUCATION B.A., Marymount Manhattan College; M.S., Ph.D., Purdue University SCHOLARLY INTERESTS Function of the normal ear. Psychoacoustics and auditory physiology. Intraoperative monitoring of hearing during neurotologic surgery. SELECTED PUBLICATIONS “Influence of temporal masking on Click-Pair Discriminability” (Perception and Psychophysics). “Two-tone auditory spectral resolution” (Journal of the Acoustical Society of America). “Relationship between psychophysical tuning curves and suppression” (Journal of the Acoustical Society of America). “The relationship between loudness-intensity functions and the Click-ABR Wave V Latency Functions” (Ear and Hearing). “Cross-modality matching and the loudness growth function for Click Stimuli” (Journal of the American Academy of Audiology). Margaret Terry Orr

Associate Professor of Education Department of Organization and Leadership EDUCATION B.A., Denison University; M.A., Ed.M., Ph.D., Teachers College

SCHOLARLY INTERESTS Leadership preparation. Problem solving and organizational change. Reforming secondary and post-secondary education connections. Evaluation and action research. SELECTED PUBLICATIONS “Developing quality leadersconnecting the educational leadership crisis to leadership preparation programs” (in press). “Community colleges and their communities: collaboration for new workforce development” (The new vocationalism in American community colleges, New Directions for Community Colleges). Cheri Ostroff

Professor of Psychology and Education Department of Organization and Leadership EDUCATION B.A., University of Texas, Austin; M.A., Ph.D., Michigan State University SCHOLARLY INTERESTS Human resource management systems and firm performance. Levels of analysis issues. Person-organization fit. Socialization of newcomers. Selection. Training. SELECTED PUBLICATIONS “The strength of the HRM system, organizational climate formation, and firm performance (Academy of Management Review). “Does whom you work with matter? Effect of referent group gender and age composition on managers’ compensation” (Journal of Applied Psychology). “Organizational culture and climate (Comprehensive Handbook of Psychology, Wiley). “Meta-analysis, level of analysis, and best estimates of population correlations: Cautions for interpreting meta-analytic results in organizational behavior” (Journal of Applied Psychology). “The relationship between satisfaction, attitudes and performance: An organizational level analysis” (Journal of Applied Psychology).

(Curriculum Inquiry). Integrated curriculum and service learning: Linking school-based knowledge and social action (English Education). Aaron Pallas

Celia Oyler Associate Professor of Education

Celia Oyler

Associate Professor of Education Department of Curriculum and Teaching EDUCATION B.S., Southern Connecticut State College; M.Ed., University of Vermont; Ph.D., University of Illinois, Chicago SCHOLARLY INTERESTS Classroom-based collaborative research on issues of social justice, equity, and accessible pedagogy. Inclusion of students with disabilities in general education classrooms. SELECTED PUBLICATIONS Making room for students: Sharing teacher authority in Room 104 (Teachers College Press). “Teaching beyond the progressive-traditional dichotomy: Sharing authority and sharing vulnerability” (Curriculum Inquiry). “Sharing authority: Student initiations during teacher-led read-alouds of information books” (Teaching and Teacher Education). “Us and them: Finding irony in our teaching methods” (Journal of Curriculum Studies). Silenced gender: The construction of a male primary educator (Teaching and Teacher Education). Extending narrative inquiry

Professor of Sociology and Education Department of Human Development EDUCATION B.A., University of Virginia; Ph.D., Johns Hopkins University SCHOLARLY INTERESTS Educational stratification, sociology of the life course, research methodology, school effects and effectiveness, and social organization of schools. SELECTED PUBLICATIONS “The effects of schooling on individual lives.” (Handbook of Sociology and Education). “Preparing education doctoral students for epistemological diversity.” (Educational Researcher). “Class size and eighth grade math achievement in the United States and abroad.” (Educational Evaluation and Policy Analysis, co-author). “The development and impact of high-stakes testing.” (Raising standards or raising barriers? Inequality and high-stakes testing in public education, co-author). “Educational participation across the life course: Do the rich get richer?”(New Frontiers in Socialization: Advances in Life Course Research). Rupal Patel

Assistant Professor of Speech and Language Pathology Department of Biobehavioral Sciences EDUCATION B.Sc., University of Calgary; M.H.Sc., Ph.D., University of Toronto SCHOLARLY INTERESTS Acoustics and prosody of motor speech disorders; Alternative and augmentative communication; Multimodal assistive technology.

FA C U LT Y

Rupal Patel Assistant Professor of Speech and Language Pathology

SELECTED PUBLICATIONS “Prosodic control in severe dysarthria: Preserved ability to mark the question-statement contrast”(Journal of Speech, Language and Hearing Research). “How Speakers with and without Speech Impairment mark the Question-Statement Contrast” (Proceedings of the International Conference on Spoken Language Processing, Denver). “Phonatory control in adults with cerebral palsy and severe dysarthria” (Alternative and Augmentative Communication). “Rethinking Technology Design in AAC: A User Centered Approach.” (Silent Voices: International Conference on Augmentative and Alternative Communication). “Teachable interfaces for individuals with severe physical and speech disabilities.” (American Association for Artificial Intelligence workshop on Assistive Technology).

remediation in community colleges. Adult education and workplace literacy. SELECTED PUBLICATIONS “Effects of text, domain and learner variables on the academic writing of developmental reading students” (Higher Education). “Effects of repetition on informational writing of developmental reading students” (Journal of Developmental Education). “Academic-occupational integration as a reform strategy for the community college: Classroom perspectives” (Teachers College Record). “Promising approaches for remediation” (Community College Journal). “Professionalizing adult literacy: Would a credential help?” (Journal of Adolescent and Adult Literacy). “Workplace literacy assessment” (Dyslexia). “Assessing the reading-writing relation in adult literacy students” (Reading Psychology). Elissa L. Perry

Associate Professor of Psychology and Education Department of Organization and Leadership EDUCATION B.S., Trinity College; M.S., Ph.D., Carnegie Mellon University SCHOLARLY INTERESTS The effects of demographic characteristics (age, gender, disability, race) on human resource judgments (e.g., age discrimination in employment)

Dolores Perin

Associate Professor of Psychology and Education Department of Health and Behavior Studies EDUCATION B.A., Ph.D., University of Sussex SCHOLARLY INTERESTS Reading and writing disabilities in children and adults. Academic preparedness and

Dolores Perin Associate Professor of Psychology and Education

and organizational behavior (e.g., sexual harassment); social cognition and human resource decision making organizational efforts (e.g., training) to address sexual harassment and manage diversity. SELECTED PUBLICATIONS “Ironic evaluation processes: Effects of thought suppression on evaluations of older job applicants” (Journal of Organizational Behavior). “An exploration of access and treatment discrimination and job satisfaction among college graduates with and without physical disabilities” (Human Relations). “Moderating effects of personal and contextual factors in age discrimination” (Journal of Applied Psychology). “Explaining gender-based selection decisions: A synthesis of contextual and cognitive approaches” (Academy of Management Review). “Individual differences in the effectiveness of sexual harassment awareness training” (Journal of Applied Social Psychology). Stephen T. Peverly

Associate Professor of Psychology and Education Department of Health and Behavior Studies EDUCATION B.A., Manhattan College; M.S., Ed.S., SUNY, Albany; Ph.D., Pennsylvania State University SCHOLARLY INTERESTS Cognition and instruction, studying, memory. SELECTED PUBLICATIONS “College Adults are not Good at Self-Regulation: A study on the Relationship of Self-regulation, Note-taking, and Testtaking (Journal of Educational Psychology, in press) “The contribution of reading comprehension ability and metacognitive control to the development of studying adolescence” (Journal of Research in Reading, coauthor, in press). “American and Chinese children’s understanding of distance, time and speed interrelations” (Cognitive Development). “The effect

of adjunct questions and feedback on improving the reading comprehension of learning disabled adolescents” (Contemporary Educational Psychology). “Curriculum based assessment of reading skills” (Psychology in the Schools).

Lenore Pogonowski Associate Professor of Music Education

Lenore Pogonowski

Associate Professor of Music Education Department of Arts and Humanities EDUCATION B.S., Western Connecticut State University; M.A., University of Connecticut; D.M.A., Temple University SCHOLARLY INTERESTS Development of musicality. Musical creativity and problem solving. Metacognition. Interdisciplinary arts education. Contextual Teaching and Learning Music Creative Arts Laboratory SELECTED PUBLICATIONS “Critical thinking and music listening” (Music Educators Journal). “Metacognition: A dimension of musical thinking” (Dimensions of Musical Thinking). “Attitudinal assessment of upper elementary students in a process-oriented music curriculum” (Journal of Research in Music Education). “Creative Arts

FA C U LT Y Laboratory” (Final Report-U.S. Department of Education, Fund for Innovative Education). “Arts curricula in transition” (Journal of Aesthetic Education). “Experience, critical thinking and problem solving in music teacher preparation” (Music Educators Journal). “The role of context in teaching and learning music” (Dimensions of Teaching and Learning Music). “A personal retrospective on the MMCP” (Music Educators Journal). James E. Purpura

Associate Professor of Language and Education Director of TESOL Program Department of Arts and Humanities EDUCATION B.A., Marietta College; M.A., University of Colorado; Ph.D., University of California, Los Angeles SCHOLARLY INTERESTS Second language assessment; Language Program Evaluation; Conversational analysis; Sociopsychological dimensions of second language acquisition. SELECTED PUBLICATIONS Assessing Grammar (Cambridge University Press, in press). Strategy Use and Second Language Test Performance (Cambridge University Press). Validating Questionnaires to Examine Personal Factors in L2 Test Performance. In M. Milanovich & C. Weir (Eds.), European Language Testing in a Global Context. Proceedings of the Association of Language Testers of Europe (ALTE) Conference of Barcelona. Cambridge: Cambridge University Press. “An analysis of the relationships between test takers’ cognitive and metacognitive strategy use and second language test performance” (Language Learning). The development and construct validation of an instrument designed to investigate the cognitive background characteristics of test takers (Lawrence Erlbaum Associates). “A Review of Bialystok’s Communication Strategies” (Issues in Applied Linguistics).

Associate Professor of Psychology and Education Department of Organization and Leadership EDUCATION B.S., M.Ed., Pennsylvania State University; Ph.D., New York University SCHOLARLY INTERESTS Career development of women. Identity. Work/family issues. SELECTED PUBLICATIONS Vocational Counseling (coauthor). The Psychotherapy of Carl Rogers: Cases and Commentary (Guilford). “The relationship between coping styles, attachments and career salience in partnered working women with children” (Journal of Career Assessment). “Career maturity: The construct’s validity, vitality, and viability” (Career Development Quarterly).

SELECTED PUBLICATIONS “Becoming an infant caregiver: Three profiles of personal and professional growth”(Journal of Research in Childhood Education). “Caregiver perceptions and child-caregiver interactions in a newly-inclusive infant child care center” (Early Childhood Education Journal). “Social communication and response to ambiguous stimuli in toddlers with visual impairments” (Journal of Applied Developmental Psychology). “Establishing intersubjective experience: Developmental challenges for young children with congenital blindness and autism and their caregivers” (Blindness and Psychological Development in Young Children). “Play and concept development in infants with severe visual impairments: A constructivist view” Journal of Visual Impairment and Blindness).

Susan L. Recchia

D. Kim Reid

Associate Professor of Education Department of Curriculum and Teaching EDUCATION B.A., University of California, Santa Cruz; M.A., California State University, Northridge; Ph.D., University of California, Los Angeles SCHOLARLY INTERESTS Social and emotional development of young children. Adultchild relationships across contexts. Infants and preschoolers with special needs. Early childhood professional development.

Professor of Education Department of Curriculum and Teaching EDUCATION B.A., Montclair State University; M. Ed., Temple University; Ph.D., Temple University SCHOLARLY INTERESTS Sociohistorical construction of disability; inclusive instruction; classroom discourse. SELECTED PUBLICATIONS Language development, differences, and disorders: A perspective for general and special education teachers and classroom-based speech language pathologists (PRO-ED). “La colaboración en el aula como medio dy ayuda a los alumnos con dificultades de apredizaje del languaje” (Ediciones Pirámide).

Patricia M. Raskin

Craig E. Richards

Susan L. Recchia Associate Professor of Education

Professor of Education Department of Organization and Leadership EDUCATION B.S., University of Wisconsin, Green Bay; M.S., University of Wisconsin, Milwaukee; M.A., Ph.D., Stanford University

D. Kim Reid Professor of Education

SCHOLARLY INTERESTS School finance. Institutional incentives. Market approaches to education. Performance accountability systems. Strategic management and organizational learning concepts. SELECTED PUBLICATIONS The Ecology of Educational Systems: Data, Models and Tools (forthcoming, Merrill Publishing, co-author). “Risky Business: Private Management of Public Schools” (Economic Policy Institute). Rethinking Effective Schools (Prentice-Hall). Microcomputer Applications for Strategic Management in Education: A Case Study Approach (Longman). Elaine L. Rigolosi

Professor of Nursing Education Department of Organization and Leadership EDUCATION B.S., Columbia Union College; M.N., University of Florida; Ed.D., University of Massachusetts; J.D., Benjamin N. Cardozo School of Law, Yeshiva University SCHOLARLY INTERESTS Health care administration. Health care law. Nursing administration and education. Consumer satisfaction with health care. Humanistic applications in health care delivery. Empathy.

FA C U LT Y SELECTED PUBLICATIONS The Empathy Construct Rating Scale (Consulting Psychology Press). The LaMonica Empathy Profile (Consulting Psychology Press). Management in Health Care: A Theoretical and Experiential Approach (Macmillan). Management in Nursing: An Experiential Approach that Makes Theory Work for You (Springer). Francisco L. Rivera-Batiz

Professor of Economics and Education Department of International and Transcultural Studies EDUCATION A.B., Cornell University; Ph.D., Massachusetts Institute of Technology SCHOLARLY INTERESTS Education and economic development. Ethnicity and gender in the labor market. Immigrants and education. The Latino population of the United States. SELECTED PUBLICATIONS Tigers in Distress: The Political Economy of the East Asian Crisis (Edward Elgar Publishers). Island Paradox: Puerto Rico in the 1990s (Russell Sage Foundation). Reinventing Urban Education: Multiculturalism and the Social Context of Schooling (IUME Press). “Undocumented workers in the labor market: Illegal Mexican immigrants in the United States” (Journal of Population Economics). Janice S. Robinson

Special Counsel to the President, Office of the President—Diversity and Community Assistant Professor of Higher Education Department of Organization and Leadership EDUCATION B.S., Bridgeport University; M.A., Ed.M., Teachers College; J.D., St. John’s University School of Law; Post Graduate Certificate, Harvard University Graduate School of Education

SCHOLARLY INTERESTS Affirmative action in higher education and legal education. Legal issues in education. Access and diversity in higher education. University and professional school leadership. SELECTED PUBLICATIONS “Collective Self Esteem and Perceived Social Support as Predictors of Cultural Congruity among Black and Latino College Students” (The Journal of College Student Development, co-author). “Unlocking the Doors to Legal Education: Rutgers-Newark’s Law School’s Minority Student Program” (NJ Lawyer—The Magazine). “Harbinger of Hope” (The Rutgers Tradition). Anne Sabatini

Assistant Professor of Practice in Education Department of Curriculum and Teaching EDUCATION B.A., College of Mount St. Vincent; M.S., Hunter College; M.S., Pace University; Ed.D., Teachers College SCHOLARLY INTERESTS Professional development of teachers. Teacher education. Teacher retention. Equity. Qualitative methodologies. SELECTED PUBLICATIONS School-based Collaborative Decision Making at a New York City Comprehensive Public High School (Bell & Howell). “What keeps beginning teachers of Latino and African-American heritage teaching in inner city New York public schools?” (A Resource for Teacher Educators, Teachers College). “Monitoring and assessing a collaborative teaching internship: A case of responsive evaluation” (Texas A&M University). “Skill-building activities for elementary school children” (Science: It’s A Changing World, National Geographic World). “Problem solving and enrichment lessons” (Elementary School Mathematics, Grade Five and Grade Six).

Philip Saigh

Frances Schoonmaker

Professor of Psychology and Education Department of Health and Behavior Studies EDUCATION BA, University of North Carolina-Wilmington, MA University of Georgia-Athens, Ph.D., University of Georgia-Athens SCHOLARLY INTERESTS Etiology, epidemiology, assessment, and cognitive-behavioral treatment of child-adolescent posttraumatic stress disorder. SELECTED PUBLICATIONS “In vitro flooding of an adolescent’s posttraumatic stress disorder (Journal of Clinical Child Psychology). Posttraumatic stress disorder: A comprehensive text (Allyn & Bacon, co-editor). “Academic impairments among traumatized adolescents” (Behaviour Research and Therapy). “The Children’s PTSD Inventory: Development and reliability” (Journal of Traumatic Stress, co-author). “A comparative analysis of the internalizing and externalizing behaviors of traumatized urban youth with and without PTSD (Journal of Abnormal Psychology).

Professor of Education Department of Curriculum and Teaching EDUCATION B.A., University of Washington; M.A., George Peabody College for Teachers, Vanderbilt University; Ed.D., Teachers College SCHOLARLY INTERESTS Curriculum, teaching, and supervision: history, theory and practice. Teacher preparation. Caring and values education. Religious education. SELECTED PUBLICATIONS Growing Up Teaching: From Personal Knowledge to Professional Practice (Teachers College Press). “Promise and possibility: Learning to teach” (Teachers College Record). Curriculum making, models, practics and issues: A knowledge fetish? 100th Yearbook of the National Society for the Study of Education (University of Chicago Press). “The place of theory in a practical profession” (Contributions to Jewish Education). “Curriculum making, models, practices and issues: A knowledge fetish?” (100th Yearbook of the National Society for the Study of Education). “Does theory leads practice? Teacher constructs on teaching: top-down perspectives” (Advances in Early Education and Day Care, co-author).

John Saxman

Professor of Speech and Language Pathology Chair of the Department of Biobehavioral Sciences EDUCATION B.A., San Diego State University; M.S., Ph.D., Purdue University SCHOLARLY INTERESTS Communication disorders. Phonatory behaviors across the life-span. Experimental Phonetics. SELECTED PUBLICATIONS Introduction to Communication Disorders (Prentice-Hall). “Acoustic observations in young children’s non-cry vocalization” (Journal of the Acoustical Society of America). “A comparison of selected phonatory behaviors of healthy aged and young adults” (Journal of Speech and Hearing Research).

Keith Sheppard

Assistant Professor of Science Education Department of Mathematics, Science and Technology EDUCATION B.Sc., Liverpool University; P.G.C.E., Christ’s College, Liverpool University; Ed.D., Teachers College SCHOLARLY INTERESTS Student scientific understanding and conceptual change learning. The role of computers and technology in science teacher education.

FA C U LT Y ing with Intractable American Dilemmas (Co-Auth, Stanford University Press). “The Politics of Urban School Reform” (Educational Policy). Marjorie Siegel

Keith Sheppard Assistant Professor of Science Education

SELECTED PUBLICATIONS “Lessons from the Committee of Ten” (The Physics Teacher). “Physics First” (Principal Leadership). Dorothy Shipps

Assistant Professor of Education Department of Organization and Leadership EDUCATION B.A., University of California; M.A., University of California; Ph.D., Stanford University SCHOLARLY INTERESTS History and politics of urban school reform. Private interests in school governance. Civic capacity and educational change; policy analysis. SELECTED PUBLICATIONS “How Do Educational Leaders Interpret the Multiple Accountabilities they Face?” (co-author, in press). “Chicago: Race, Ethnicity, and Regime Change in the National “Model” for Mayor-centric School Reform” (Mayors in the Middle, Princeton University Press). “The Businessman’s Educator: Mayoral Takeover and Non-traditional Leadership in Chicago” (Powerful Reforms with Shallow Roots, Teachers College Press). Reconstructing the Common Good in Education: Cop-

Associate Professor of Education Department of Curriculum and Teaching EDUCATION B.S., University of Wisconsin, Madison; M.S., Ed.D., Indiana University SCHOLARLY INTERESTS Reading in mathematics classrooms. Cultural and critical perspectives on literacy education. Literacy and the arts. Literacy and Technology. SELECTED PUBLICATIONS Reading Counts: Expanding the Role of Reading in Mathematics Classrooms (Teachers College Press). “Critical approaches” (Handbook of Research on Reading, Vol 3). “Supporting students’ mathematical inquiries through reading” (Journal for Research in Mathematics Education). “More than words: The generative power of transmediation for learning” (Canadian Journal of Education).

tice” (Teaching and Teacher Education). Proposals that work: A guide for planning dissertations and grant proposals, 4th ed. (Sage). Student learning in physical education: Applying research to enhance instruction, 2nd ed. (Human Kinetics) Thomas Sobol

Christian A. Johnson Professor of Outstanding Educational Practice Department of Organization and Leadership EDUCATION A.B., Harvard College; A.M. in Teaching, Harvard Graduate School of Education; Ed.D., Teachers College SCHOLARLY INTERESTS Education policy. Elementary and secondary education reform. Public school governance and finance. The development of reflective education practitioners. SELECTED PUBLICATIONS Your Child in School (Arbor House). “Revising the New York State Social Studies Curriculum” (Teachers College Record). Teaching in Cities (Whitbread PLC). “Beyond standards: The rest of the agenda” (Teachers College Record).

Stephen J. Silverman

Professor of Education Department of Biobehavioral Sciences EDUCATION B.S., Temple University; M.S., Washington State University; Ed.D., University of Massachusetts, Amherst SCHOLARLY INTERESTS Physical education. Research on teaching. Research methodology. SELECTED PUBLICATIONS “Task structures, student practice, and student skill level in physical education” (Journal of Education Research). “The unit of analysis in field research: Issues and approaches to design and data analysis” (Journal of Teaching in Physical Education). “Teacher feedback and achievement in physical education: Interaction with student prac-

(Leske & Budrich). “Transferring education, displacing reform” (Comparative Studies Series). “Minority-inclusive history curricula in secondary schools: Adopting methods of comparison and multiperspectivity” (European Journal of Intercultural Studies).

Gita Steiner-Khamsi

Associate Professor of Education Department of International and Transcultural Studies EDUCATION B.A., M.A., Ph.D., University of Zurich SCHOLARLY INTERESTS Educational transfer and globalization from an international comparative perspective. Civic literacy and political socialization. Forced and voluntary migration, multiculturalism and educational policy studies. Colonial and postcolonial studies in education. SELECTED PUBLICATIONS New Paradigms and Recurring Paradoxes in Education for Citizenship: An International Comparison (Elsevier Science, coed.). Multicultural Educational Policies in Postmodern Societies

Derald Wing Sue

Professor of Psychology and Education Department of Counseling and Clinical Psychology EDUCATION B.S., Oregon State University; M.S., Ph.D., University of Oregon SCHOLARLY INTERESTS Multicultural counseling and psychotherapy. Psychology of racism and antiracism. Cultural diversity. Cultural competence. Multicultural organizational development. SELECTED PUBLICATIONS Understanding Abnormal Behavior (Houghton Mifflin). Counseling the Culturally Diverse: Theory and Practice (Wiley). Overcoming Our Racism: The Journey to Liberation (Jossey Bass). “The diversification of psychology: A multicultural revolution” (American Psychologist). “Multidimensional Facets

Derald Wing Sue Professor of Psychology and Education

FA C U LT Y of Cultural Competence” (The Counseling Psychologist). Multicultural Counseling Competencies: Individual, Professional and Organizational Development (Sage). Graeme L. Sullivan

Associate Professor of Art Education Department of Arts and Humanities EDUCATION Dip. Art Ed. (Hons); M.A., Ohio State University; Ph.D. Ohio State University SCHOLARLY INTERESTS Cognition and artistic practice and research methods for arts disciplines. SELECTED PUBLICATIONS “Ideas and Teaching; Making meaning from contemporary art”, in Contemporary Issues in Art Education. “Artistic thinking as transcognitive practice: A reconciliation of the processproduct dichotomy” (Visual Arts Research). “Critical interpretive inquiry: A qualitative study of five contemporary artists’ ways of seeing” (Studies in Art Education). Seeing Australia: Views of Artists and Artwriters (Piper Press). Patricia Sweeting

Associate Professor of Practice in Speech and Language Pathology Department of Biobehavioral Sciences EDUCATION B.A., College of New Rochelle; M.A., Teachers College; Ph.D., Columbia University SCHOLARLY INTERESTS Voice Disorders. Speech across the Life Span. Clinical Education. Robert P. Taylor

Associate Professor of Computing and Education Department of Mathematics, Science and Technology EDUCATION B.A., Denison University; B.D., M.A., University of Chicago; Ed.D., Teachers College

Robert P. Taylor Associate Professor of Computing and Education

SCHOLARLY INTERESTS Computer-based technology in education, across the curriculum, and around the world, including its utility for human survival in a balanced ecosystem. SELECTED PUBLICATIONS The Computer in the School: Tutor, Tool, Tutee (Teachers College Press). “Communicative technology and the emerging global curriculum” (ACM Siccue Outlook). “The use of the computer in teaching mathematics” (Journal of Technology and Teacher Education). “Educational problems and solutions incorporating technology” (Memorias: Il Congresso Colobiano de Informatica Educativa). www.tc.columbia.edu/taylor

SELECTED PUBLICATIONS “Subject Specific Teaching Methods: History” (Subject-specific Instructional Methods and Activities). “Legitimacy in the social studies curriculum” (Education Across a Century: The Centennial Volume, 100th Yearbook of the National Society for the Study of Education, Part 1). “From Content to Subject Matter” (The Social Studies). “Social Studies in the New York City Public Schools: A Descriptive Study,” (Journal of Curriculum and Supervision).

Mun C. Tsang Maria Emilia Torres-Guzman

Associate Professor of Bilingual Education Department of International and Transcultural Studies EDUCATION B.A., Universidad de Puerto Rico; M.A., University of Michigan; M.A., Ph.D., Stanford University SCHOLARLY INTERESTS Cross-cultural communication and classroom interaction. Diversity and teacher education. Bicultural/bilingual curriculum. Parental involvement in bilingual/bicultural education. Spanish language arts. SELECTED PUBLICATIONS Defining and Documenting Success for Bilingual Learners: A Collective Case Study (Bilingual Research Journal). “Multi-

Stephen J. Thornton

Associate Professor of Social Studies and Education Department of Arts and Humanities EDUCATION B.A., M.A., University of Newcastle (Australia); Diploma of Education, Mitchell College (Australia); A.M., Ph.D., Stanford University SCHOLARLY INTERESTS Social studies education. Curriculum and teacher education. The study of history and geography.

Professor of Education Director for the Center on Chinese Education Department of International and Transcultural Studies EDUCATION B.S., M.S., Massachusetts Institute of Technology; M.A., Ph.D., Stanford University SCHOLARLY INTERESTS Costs and financing of education. Chinese education policy. Education and economic development. SELECTED PUBLICATIONS “Intergovernmental grants for financial compulsory education in China” (Harvard China Review). “Education and national development in China since 1949: Oscillating policies and enduring dilemmas” (China Review). “Financial reform of basic education in China” (Economics of Education Review). “Cost analysis of educational inclusion of marginalized population” (UNESCO). “School Choice in the People Republic of China” (book chapter, Teachers College Press). Economic analysis of education policy (Education Science Press.) Hervé Varenne

Maria Emilia Torres-Guzman Associate Professor of Bilingual Education

cultural Education, Part II & I” (Teachers College Record). “Stories about differences in a collaborative with middle school students” (Theory into Practice). “Language, culture and literacy in Puerto Rican communities” (Literacy in Diverse Communities). “Recasting frames: Latino parent involvement” (Policy and Practice in Bilingual Education: Extending the Foundations). “Language minorities: Moving from the periphery to the center?” (Educational Forum).

Professor of Education Chair of the Department of International and Transcultural Studies EDUCATION License-ès-Lettres, Université d’Aix-Marseille; M.A., Ph.D., University of Chicago

FA C U LT Y

Hervé Varenne Professor of Education and Chair of the Department of International and Transcultural Studies

SCHOLARLY INTERESTS Culture and communication theory. Comparative study of education in and out of school. Family structure. SELECTED PUBLICATIONS Ambiguous Harmony (Ablex). American School Language (Irvington). Americans Together (Teachers College Press). Successful Failure (Westview). Symbolizing America (Nebraska).

EDUCATION B.A., Purdue University; M.A., University of Illinois, UrbanaChampaign; Ph.D., University of Wisconsin, Madison SCHOLARLY INTERESTS Development theory and history. Gender issues in education. Education and demographic change. Educational reform in Africa. SELECTED PUBLICATIONS “Governmentality in an era of ‘empowerment’: The case of Tanzania” (Educational Knowledge: Changing Relationships between the State, Civil Society, and the Educational Community). “Gender and educational research, policy, and practice in Sub-Saharan Africa: Theoretical and empirical problems” (Women and Education in SubSaharan Africa: Power, Opportunities, and Constraints). “Making distinctions: privatization and the (un) educated girl on Mount Kilimanjaro, Tanzania (International Journal of Educational Development). “Postcoloniality and English: Exploring Language Policy and the Politics of Development in Tanzania” (TESOL Quarterly). Ruth Vinz

Frances K. Vavrus

Assistant Professor of Education Department of International and Transcultural Studies

Frances K. Vavrus Assistant Professor of Education

Enid and Lester Morse Professor in Teacher Education Department of Arts and Humanities EDUCATION B.S., Montana State University; M.A., Boise State University; Ph.D., New York University SCHOLARLY INTERESTS Teacher Preparation and the Professional Education of Teachers. Culturally Responsive Teaching. The Teaching and Learning of Secondary School Literacies. SELECTED PUBLICATIONS Composing A Teaching Life (Heinemann, Boynton/Cook). On Writing Qualitative Research: Living by Words (Falmer). “Horrorscapes: (In)Forming adolescent identity and desire” (Journal of Curriculum Theorizing).

Cally L. Waite

Ruth Vinz Enid and Lester Morse Professor in Teacher Education

“Opening moves: Conversations on the first year of teaching” (English Education). “The things we carry: Working ‘In Relation’ to the past” (English Education). Becoming (Other)Wise: Critical perspectives on reading literature (Calendar Island).

Assistant Professor of History and Education Department of Arts and Humanities EDUCATION B.A., New College; M.A., Stanford University; Ed.D., Harvard University SCHOLARLY INTERESTS The transformation of higher education in the late 19th century; education for African Americans in the north during the 19th century; historical theory and methodology. SELECTED PUBLICATIONS Permission to Remain Among Us: The Limits of Intergration at Oberlin, 1880–1914 (Greenwood Press). “The Invisible ‘Talented Tenth’, Women and Dubois” (Feminist Engagements). “Segregation of black students at Oberlin College after reconstruction” (History of Education Quarterly).

Bruce R. Vogeli

Clifford Brewster Upton Professor of Mathematical Education Department of Mathematics, Science and Technology EDUCATION B.S., Mount Union College; A.M., Kent Sate University; Ph.D., University of Michigan SCHOLARLY INTERESTS International and comparative mathematics education. Education of the mathematically gifted. Curriculum development and evaluation. Fullbright Senior Specialist (2002–2007) SELECTED PUBLICATIONS SBG Mathematics 2001 (sixbook series, Silver Burdett and Ginn.) Special Schools for the Mathematically Talented—an International Panoramaa, fundacion andes (Lampadia Foundation). Houghton Mifflin Mathematics 2002 (seven-book series; senior author). Activating Mathematical Talent (NCSM 2003. ed.). Houghton Mifflin Math 2005 (in press).

Cally L. Waite Assistant Professor of History and Education

Erica Walker

Assistant Professor of Mathematics and Education Department of Mathematics, Science, and Technology EDUCATION B.S., Birmingham-Southern College; M.A., Wake Forest University; Ed.D., Harvard University SCHOLARLY INTERESTS Racial and gender equity in mathematics education; student persistence in advanced 89

FA C U LT Y mathematics; mathematics education policy. SELECTED PUBLICATIONS “Student Voices: African Americans and Mathematics” (NCTM Yearbook). Who Can Do Mathematics? In Identifying and Nurturing Mathematically Talented Students (Houghton Mifflin). Getting To The Right Algebra: The Equity 2000 Initiative In Milwaukee Public Schools (Manpower Demonstration Research Corporation, Coauthor). “Student Voices: African Americans and Mathematics” (National Council of Teachers of Mathematics Yearbook: Gender and Multicultural Equity in the Mathematics Classroom, Co-Author).

Francis Timothy Walsh Assistant Professor of Practice in Languages and Education

Francis Timothy Walsh Barbara C. Wallace

Associate Professor of Health Education Department of Health and Behavior Studies EDUCATION A.B., Princeton University; M.A., Ph.D., City University of New York SCHOLARLY INTERESTS Diversity training for multicultural competence. Invisible, covert and visible overt violence. Primary, secondary and tertiary violence prevention in school- and community-based settings. Domestic violence. Addictions and dependencies, especially to crack and cocaine. Drug abuse and HIV/AIDS. Health promotion in multicultural settings. Global health. SELECTED PUBLICATIONS A Multicultural Approach to Understanding and Dealing With Violence: A Handbook for Psychologists and Educators (Sage Publications). Adult Children of Dysfunctional Families: Prevention, Intervention and Treatment for Community Health Promotion (Praeger). Crack Cocaine: A Practical Treatment Approach for the Chemically Dependent (Brunner/Mazel). The Chemically Dependent: Phases of Treatment and Recovery (Brunner/Mazel).

Assistant Professor of Practice in Language and Education Department of Arts and Humanities B.A., Colgate University; M.F.A., University of Pennsylvania; M.A., San Francisco State University; Ph.D., New York University SCHOLARLY INTERESTS TESOL and bilingual teacher knowledge development. Action research in TESOL teacher education. Second language literacy and aesthetic education. SELECTED PUBLICATIONS Concerning the spiritual in ESL Literacy, Bilingual teachers as action researchers, A mathematics curriculum for Vocational English As a Second Language (VESL), Literacy for amnesty applicants, Using student generated photos in ESL literacy.

SCHOLARLY INTERESTS Educational policy. Race and education. Charter schools. School desegregation. School choice policy. SELECTED PUBLICATIONS Where Charter School Policy Fails: Issues of Accountability and Equity (Teachers College Press, editor). Stepping Over the Color Line: African-American Students in White Suburban Schools (Yale University Press, co-author). “Defining Democracy in the Neoliberal Age: Charter School Reform and Educational Consumption” (American Educational Research Journal co-author). “Reactions to the Supreme Court Ruling on Voucher: Introduction to an Online Special Issue” (Teachers College Record http://www.tcrecord.org). “The politics of accountability: California School Districts and charter school reform” (The Stanford Law and Policy Review).

Joanna P. Williams

Amy Stuart Wells Professor of Sociology and Education

Amy Stuart Wells

Professor of Sociology and Education Department of Human Development EDUCATION B.A., Southern Methodist University; M.S., Boston University; Ph.D., Teachers College

SCHOLARLY INTERESTS Using people’s reasons in applied behavioral research. Job satisfaction, turnover, and employee attitudes. Human resource management and survey research. Employee health and well-being. SELECTED PUBLICATIONS “Identifying specific factors underlying attitudes toward change: Using multiple methods to compare expectancyvalue theory to reasons theory” (Journal of Applied Social Psychology). “Self-reported reasons: A test and application of reasons theory on occupational behavior” (Basic and Applied Social Psychology). “Presence of others and task performance in Japan and the United States: A laboratory investigation” (International Journal of Psychology). “Antecedents of injury among youth in agricultural settings: A longitudinal examination of safety consciousness, dangerous risk taking, and safety knowledge” (Journal of Safety Research).

James D. Westaby`

Assistant Professor of Psychology and Education Department of Organization and Leadership EDUCATION B.A., University of Wisconsin; Ph.D., University of Illinois

Professor of Psychology and Education Department of Human Development EDUCATION A.B., Brown University; Ed.M., Harvard University; M.S., Ph.D., Yale University SCHOLARLY INTERESTS Text comprehension. Beginning reading. Students with learning disabilities and other at-risk students. SELECTED PUBLICATIONS “Improving the comprehension of disabled readers” (Annals of Dyslexia). “Teaching decoding with an emphasis on phoneme analysis and phoneme blending” (Journal of Educational Psychology). “Learning-disabled adolescents’ difficulties in solving personal/social problems” (Teaching Decision-Making to Adolescents). “Comprehension of students with and without learning disabilities: Identification of narrative themes and idiosyncratic

FA C U LT Y text representations” (Journal of Educational Psychology). Leslie R. Williams

Professor of Education Department of Curriculum and Teaching EDUCATION B.A., Wellesley College; M.A.T., Harvard University; Ed.D., Teachers College SCHOLARLY INTERESTS Early childhood education. Multicultural education. Curriculum/program development and implementation. History of early childhood education. SELECTED PUBLICATIONS Multicultural Education: A Source Book (Routledge/Falmer, coauthor), Kaleidoscope: A Multicultural Approach for the Primary School Classroom (Prentice-Hall, co-author). Encyclopedia of Early Childhood Education (Garland, co-author). ALERTA: A Multicultural, Bilingual Approach to Teaching Young Children (Addison-Wesley, co-author). “Does practice lead theory? Teachers’ constructs about teaching: Bottom-up perspectives” (Advances in Early Education and Day Care, Jai Press). Randi L. Wolf

Research Assistant Professor of Health Education Department of Health and Behavior Studies EDUCATION B.S., Cornell University; M.P.H., Ph.D., University of Pittsburgh SCHOLARLY INTERESTS Factors influencing colorectal cancer screening behaviors. Nutrition and osteoporosis. SELECTED PUBLICATIONS “Knowledge beliefs and barriers relevant to colorectal cancer screening in an urban population: A pilot study” (Family Community Health, co-author). “Factors associated with calcium absorption efficiency in pre- and perimenopausal women” (American Journal of Clinical Nutrition). “Update on the epidemiology of Osteo-

Randi L. Wolf Research Assistant Professor of Health Education

porosis” (Current Rheumatology Report). Epidemiology: The Magnitude of Concern In Preventing and Managing Osteoporosis (Springer Publishing). “Diet, bone loss, and fracture: A review of recent literature” (Current Opinion in Orthopedics). Christine J. Yeh

Associate Professor of Psychology and Education Department of Counseling and Clinical Psychology EDUCATION B.A., Swarthmore College; Ed.M., Harvard University; Ph.D., Stanford University SCHOLARLY INTERESTS Cultural conceptualizations of self, coping, and mental health. Cross-cultural school counseling. SELECTED PUBLICATIONS “Interdependence in ethnic identity and self: Implications for theory and practice” (Journal of Counseling and Development). “Asian-American coping styles and help seeking attitudes: A comparison of within group differences” (Journal of College Student Development). “The collectivistic nature of ethnic identity development among Asian-American college students” (Adolescence). “Taiwanese Students’ Collective Self-Esteem and Independent

Self-Construal as Predictors of Help Seeking Attitudes” (Cultural Diversity and Ethnic Minority Psychology). “Self and coping among college students in Japan” (Journal of College Student Development, co-author).

tional behavior” (Academy of Management Review). “Boundary management in Action Reflection Learning Research: Taking the Role of a Sophisticated Barbarian” (Academy of Human Resource Development Quarterly).

Lyle Yorks

Karen Kepler Zumwalt

Associate Professor of Adult and Continuing Education Department of Organization and Leadership EDUCATION B.A. Tusculum College; M.A. Vanderbilt University; M.A., Ed.D. Columbia University SCHOLARLY INTERESTS Action Learning. Collaborative Inquiry. Qualitative Research Methods. Strategic Approaches to Human Resource Development. SELECTED PUBLICATIONS “Toward a Theory and Practice for Whole-Person Learning: Reconceptualizing Experience and the Role of Affect.” (Adult Education Quarterly). Collaborative Inquiry in Practice: Action Reflection and Meaning Making (Sage). “Action learning: Successful strategies for individual, team, and organizational development” (Advances in Developing Human Resources). “Hawthorne, Topeka, and the issue of science versus advocacy in organiza-

Evenden Professor of Education Department of Curriculum and Teaching EDUCATION B.A., Mount Holyoke College; M.A.T., Harvard University; Ph.D., University of Chicago SCHOLARLY INTERESTS Curriculum. Teaching. Teacher education. Alternative routes to certification. SELECTED PUBLICATIONS “Research on teaching: Policy implications for teacher education” (NSSE Yearbook). “Improving Teaching” (ASCD Yearbook). “Curriculum implementation” (AERA Handbook of Research on Curriculum). “Beginning professional teachers: The need for a curricular vision of teaching” (AACTE Knowledge Base for Beginning Teachers).

Christine J. Yeh Assistant Professor of Psychology and Education

S P E C I A L T E R M FA C U LT Y ARTS

AND

HUMANITIES

Philip E. Aarons Adjunct Assistant Professor of Arts Administration B.A., Columbia University, 1973; J.D., 1976 Joseph Amorino Adjunct Assistant Professor of Art Education B.A., New Jersey City University, 1976; M.A., 1980; Ed.D., Teachers College, 1999 Dino Anagnost Adjunct Professor of Music Education B.A., Boston University, 1966; M.S., The Juilliard School, 1969; A.M., Columbia University, 1973 David Johnathan Blacker Adjunct Assistant Professor of Philosophy and Education B.A., University of Texas, 1988; M.A., University of Illinois,1990; Ph.D.,1994 Gay Brookes Adjunct Associate Professor of Education B.A., New Hampshire College; A.M., Columbia University, 1962; Ed.M., 1984; Ed.D., 1987 J.J. Chambliss Adjunct Professor of Philosophy and Education B.S., Illinois State Normal University 1950; M.A., University of Alabama, 1954; Ph.D., University of Illinois1959

Eugenia Earle Adjunct Associate Professor of Music Education B.A., Birmingham Southern College, 1943; A.M., Columbia University, 1952; Ed.D., 1979 Jennifer B.K. Eddy Adjunct Assistant Professor of the teaching of Spanish B.A., SUNY Purchase, 1985; M.A., University of South Florida, 1988; M.Ed., Teachers College, 1993; M.Phil, 1998; Ph.D., 1999 Glalol Ekbatani Adjunct Associate Professor of Language and Education B.A., Teheran University, 1972; M.A., University of Illinois, 1974; Ph.D., 1981 Alvin Fossner Adjunct Associate Professor of Music Education B.A., New England Conservatory of Music, 1947; A.M., Columbia University, 1949; Ed.D., 1969 Susan J. Glaser Adjunct Assistant Professor of Music and Education B.S., Indiana University, 1980; M.M., Northwestern University, 1981; D.M.A., The Juilliard School, 1995 Jeanne C. Goffi Adjunct Assistant Professor of Music Education B.A., Boston University, 1984; M.A., Boulder, 1988; Ed.D., Teachers College, 1996

Lan-Ku Chen Adjunct Associate Professor of Music Education B.A., Chinese Culture University, 1973; M.A., Yale University, 1977; Ed.D., 1983

Franklin E. Horowitz Adjunct Associate Professor of Linguistics and Education A.B., Columbia University, 1953, Ph.D., 1971

Angiola Churchill Adjunct Professor of Art and Education B.S., Teachers College, 1944; M.A., 1958; Ed.D., 1967

Thomas H. Hoyt Adjunct Assistant Professor of Music and Education B.A., SUNY Purchase, 1987; M.M., Yale University, 1989; D.M.A., SUNY Stony Brook, 1992

Joan Jeffri Adjunct Professor of Arts Administration B.F.A., Boston University, 1967 Chin Kim Adjunct Assistant Professor of Music Education D.M., The Juilliard School, 1989 I. Fred Koenigsberg Adjunct Assistant Professor of Arts Administration B.A., Cornell University; M.A., University of Pennsylvania; J.D., Columbia University Bert Konowitz Adjunct Professor of Music Education B.A., Queens College, 1953; A.M., Columbia University, 1954; Ed.D., 1969 John Douglas Kuentzel Lecturer in Arts & Humanities B.A., Catawba College, 1974; M.A., Presbyterian School of Christian Education, 1982; M. Div., Union Theological Seminary in Virginia, 1984; Ph.D., Princeton Theological Seminary, 1999 Leonard Leibowitz Adjunct Assistant Professor of Arts Administration B.A., Bucknell University, 1960; J.D., Brooklyn College, 1965 Joseph Sander Lukinsky Adjunct Professor of Religion and Education A.B., Roosevelt University, 1951; M.H.S., Jewish Theological Seminary, 1956; Ed.D., Harvard University, 1968 Robert H.I. Martin Adjunct Assistant Professor of Political Science and Education B.A., Smith College, 1967; M.A., Teachers College, 1970; Ph.D., Columbia University, 1977

Bede McCormack Lecturer in Teaching of English as a Second Language B.A., Grinnell College, 1984; M.A., Durham University, 1990; Ph.D., 2001 Solomon Mikowsky Adjunct Associate Professor of Music Education B.S., Juilliard School of Music, 1960; M.S., 1961; Ed.D., Columbia University, 1973 Angelo Miranda, Jr. Adjunct Professor of Music Education B.A., City College, CUNY, 1981; M.A., Teachers College, 1984; Ed.D. 1996. Joy Moser Adjunct Associate Professor of Art Education B.A., Sarah Lawrence College, 1954; M.A., New York University, 1963; Ph.D., 1981 Alison Nowak Adjunct Assistant Professor of Music Education B.A., Bennington College, 1970; A.M., Columbia University, 1972, D.M.A., 1980 Gerardo Pina Rosales Adjunct Associate Professor of the Teaching of Spanish B.A., CUNY, 1977; M.Phil, 1982; Ph.D., 1985 Charles Edward Robins Adjunct Associate Professor of Philosophy and Education B.A., Caroll College, 1965; S.T.L., Universitas Gregoriana, 1969; S.T.D., 1975; Ph.D., Columbia University, 1980 Lisa Jo Sagolla, Lecturer in Dance Education B.A., The College of William and Mary, 1980; M.A., Teachers College, 1986; Ed.D., 1992 Prabha Sahasrabudhe (Honorary) Adjunct Assistant Professor of Art Education B.S., Agra (India), 1947; B.A., 1951; M.A., New York University, 1955; Ed.D., 1961

S P E C I A L T E R M FA C U LT Y Hadassah Sahr Adjunct Associate Professor of Music Education Artist Diploma, The Juilliard School, 1944; B.S., Columbia University, 1954; A.M., Charles 1955; Ed.D., 1969 Barbara Salander Adjunct Assistant Professor of Art Education B.A., Barnard College, 1972; M.A., Teachers College, 1996; Ed.D., 2001 John F. Schuder Adjunct Assistant Professor of Music Education B.M., Wittenberg University, 1970; M.S.M., Union Theological Seminary, 1972; D.M.A., The Juilliard School, 1978 J. Mark Schuster Adjunct Professor of Arts Administration A.B., Harvard College, 1972; Ph.D., Massachusetts Institute of Technology, 1979 Marilyn Shaw Lecturer in English Education B.A., SUNY, New Paltz, 1970; M.S., 1980; Ed.D., Teachers College, 1999 Barbara L. Tischler Adjunct Assistant Professor of History and Education B.A., Douglass College, 1971; A.M., Columbia University, 1978; M.Phil., 1980; Ph.D., 1983 Hansun Shang Waring Adjunct Assistant Professor of Language and Education B.A., Beijing University, 1988; M.A., Central Missouri State University, 1992; Ed.M., Teachers College, 1995; Ed.D., 2000

Jerry Weiner Adjunct Associate Professor of Social Studies and Education B.A., Brooklyn College, 1963; M.A., 1972; Ph.D., CUNY, 1980 Howard A. Williams Lecturer in Applied Linguistics B.A., Boston University, 1973; M.A., University of Washington, 1979; M.A.T.E.S.L., 1986; Ph.D., UCLA, 1996 Haruko Yoshizawa Adjunct Assistant Professor of Music Education B.M., Manhattan School of Music, 1984; M.A., Teachers College, 1992; M.Ed., 1993; Ed.D., 1999.

BIOBEHAVIORAL SCIENCES Sergei Aleshinsky Adjunct Associate Professor M.S. Moscow State University, 1968; Ph.D., 1977 Mark Budde Adjunct Assistant Professor of Speech and Language Pathology B.S., Moorhead State University, 1974; M.S.U., University of Wisconsin, 1975; Ed.M., Teachers College, 1990; Ed.D., 1992 Catherine Crowley Distinguished Practitioner B.A., University of Rochester, 1975; M.A., Kean College of New Jersey, 1979; J.D., Rutgers Law School, 1985 Terry Kaminski Adjunct Associate Professor of Movement Sciences B.S., SUNY, Syracuse, 1976; Ed.D., Teachers College, 1986 Carol Kaufman Instructor B.S., St. Boston University, 1961; M.S., Southern Connecticut State University, 1976

David Lefkowitz Visiting Professor of Neurosciences and Education and of Speech Language Pathology B.A., Brandeis University, 1974; Ph.D., City University of New York, 1979 Steven Lichtman Adjunct Associate Professor of Movement Sciences and Education M.S., Fairleigh Dickinson University, 1981; Ed.D, Teachers College, 1996 Roger Muzii Adjunct Assistant Professor of Movement Sciences B.A., New York University, 1974; M.A., Teachers College, 1980; Ph.D., Columbia University, 1988 Lori Quinn Adjunct Associate Professor of Movement Sciences and Education B.S., University of Connecticut, 1989; M.A., Teachers College, 1993; Ed.M., 994; Ed.D., 1996 Lorraine Ramig Adjunct Professor of Speech Language Pathology B.S., University of Wisconsin, 1972; M.S., 1975; Ph.D., Purdue University, 1980 Ashwini K. Rao Adjunct Assistant Professor of Movement Sciences and Education B.A., Institute for the Physically Handicapped, 1988; M.A., New York, University, 1993; Ed.D., Teachers College, 1999 Justine Sheppard Adjunct Associate Professor of Speech Pathology B.A., New York University, 1959; M.A., Teachers College, 1964; Ph.D., Columbia University, 1979 Jaclyn Spitzer Adjunct Professor of Speech and Language Pathology B.A., Brooklyn College, 1972; M.S., Teachers College, 1973; Ph.D., 1978

Ronald Tikofsky Adjunct Professor of Speech and Language Pathology B.A., Brooklyn College, 1952; Ph.D., University of Utah, 1957 Karen Wexler Adjunct Associate Professor of Speech Pathology (Honorary) F.M., Uppsala (Sweden), 1968; M.A., Columbia University, 1971; Ph.D., 1978 Adrienne Stevens Zion Adjunct Assistant Professor of Movement Sciences and Education B.F.A., The Juilliard School, 1983; M.A., Teachers College, 1995; M.Ed., 1997; Ed.D., 2000

COUNSELING AND CLINICAL PSYCHOLOGY Jill Backfield Adjunct Assistant Professor of Psychology and Education B.S., Brooklyn College, 1986; M.S., Teachers College, 1988; Ph.D., 1996 Ron Balamuth Adjunct Assistant Professor of Psychology and Education B.A., Tel-Aviv University, 1981; M.A., New York University, 1986; Ph.D., 1990 Michele M. Bartnett Adjunct Assistant Professor of Psychology and Education B.A., City University of New York, 1971; M.A., Teachers College, 1979; M.A., New York University, 1986; Ph.D., 1992 Susan Bodnar Adjunct Assistant Professor of Psychology and Education B.A., Wesleyan University, 1982; Ph.D., New York University, 1986; Ph.D., City University of New York, 1992 Anita Bohensky Adjunct Assistant Professor of Psychology and Education B.A., New York University, 1967; M.A., 1969; Ph.D., 1981

S P E C I A L T E R M FA C U LT Y Ghislaine Boulanger Adjunct Associate Professor of Psychology and Education B.A., Hunter College, 1975; M.S., Teachers College, 1979; Ph.D., Columbia University, 1981

Jesse Geller Adjunct Associate Professor of Psychology and Education B.A., City College of New York, 1960; M.A., University of Connecticut, 1961, Ph.D., 1966

Samuel D. Johnson, Jr. Adjunct Professor of Psychology and Education B.A., Ripon College, 1969; M.A., Colgate University, 1970; Ph.D., University of Minnesota, 1982

Clarissa Bullitt Adjunct Assistant of Psychology and Education B.A., Boston University,1978; M.S., Columbia University,1984; Ph.D., Teachers College, 1999

Valerie Golden Adjunct Assistant Professor of Psychology and Education A.B., Stanford University, 1976; J.D., Denver College of Law, 1980; Ph.D., Teachers College, 1998

Maryann Diviney Juska Adjunct Assistant Professor of Psychology and Education B.A., Saint Joseph’s College, 1970; M.A., New School for Social Research, 1980; M.A., Long Island University, 1987; Ph.D., 1992

Johnathan Cohen Adjunct Associate Professor of Psychology and Education B.A., Antioch University, 1975; Ph.D., City University of New York, 1979

Jacqueline J. Gotthold Adjunct Assistant Professor of Education B.A., Case Western Reserve University, 1975; M.A., 1975; Psy.D., Yeshiva University, 1984

William Dubin Adjunct Professor of Psychology and Education B.A., New York University, 1950; M.A., Columbia University, 1953; Ph.D., 1958 Morris Eagle Adjunct Assistant Professor of Psychology and Education B.A., City College, 1949; Ph.D., New York University, 1958 Nancy Eppler-Wolff Adjunct Assistant Professor of Psychology and Education B.S., Union College, 1975; M.S., Bank Street College, 1978; Ph.D., Teachers College, 1985 James Fosshage Adjunct Professor of Psychology and Education B.A., University of Colorado, 1962; Ph.D., Columbia University, 1968 Kevin Fried Adjunct Assistant Professor of Psychology and Education B.A., New York University, 1986; M.A., Long Island University, 1988; Ph.D., 1993

Valentina Fischer Harrell Adjunct Assistant Professor of Psychology and Education B.S., Ohio State University, 1965; M.Sc., 1966; M.Sc., Teachers College, 1975; Ph.D., 1979 Evelyn Hartman Adjunct Assistant Professor of Psychology and Education B.A., Columbia University,1978; M.A., Long Island University,1986; Ph.D.,1990 Arthur Heiserman Adjunct Assistant Professor of Psychology and Education B.A., Bennington College, 1979; M.A., City University of New York, 1987; M.S., Teachers College, 1990, M.Phil., 1990; Ph.D.,1993 Bruce Hubbard Adjunct Assistant Professor of Psychology and Education B.A., Purchase College; 1982; Ph.D., Binghamton University, 1990 Christiane Humke Adjunct Assistant Professor of Psychology and Education B.A., Hunter College, 1989; M.A., Farleigh Dickinson University, 1995, Ph.D., 1999

Richard Kestenbaum Adjunct Assistant Professor of Psychology and Education B.A., New York University, 1963; Ph.D., 1968 Beth E. King Adjunct Assistant Professor of Psychology and Education B.A., Mount Holyoke College, 1977; M.S., Bank Street College, 1980; Ph.D., Columbia University, 1990 Michael J. Koski Adjunct Assistant Professor of Psychology and Education B.S., New York University, 1969; M.S., Hunter College, 1973; Ed.M., Teachers College, 1990; Ph.D., Columbia University, 1998 Jerome Kosseff Adjunct Professor of Psychology and Education B.A., City University of New York, 1939; M.A., Columbia University, 1941; Ph.D., New York University, 1951 Nanette A. Kramer Adjunct Associate Professor of Psychology and Education B.A., Rochester University, 1974; M.A., University of Southern California, 1977; Ph.D., 1981 Elizabeth Krimendahl Adjunct Assistant Professor of Psychology and Education B.A., Duke University, 1982; M.A., New York University, 1989; Psy.D., 1992

Emily Kuriloff Adjunct Assistant Professor of Psychology and Education B.A., Vassar College, 1980; Psy.D., Yeshiva University, 1985 Lauren Levine Adjunct Assistant Professor of Psychology and Education B.A., Brown University, 1983; M.A., City College, 1988; Ph.D., 1990 Laurence R. Lewis Adjunct Assistant Professor of Psychology and Education A.B., Columbia College, 1959; M.A., Ph.D., City University of New York, 1975 Wilma Lewis Adjunct Assistant Professor of Psychology and Education B.S., New York University, 1963; M.A., 1968; Ph.D., University of Pennsylvania, 1974 Lisa Litt Adjunct Assistant Professor of Psychology and Education B.A., B.S., University of Pennsylvania, 1987; M.A., Adelphi University, 1990; Ph.D., 1996 Ruth Hedrick Livingston Adjunct Assistant Professor of Psychology and Education B.A., University of North Carolina, 1970, M.S., Teachers College, 1993, M.Phil, 1996; Ph.D., 1997 Wendy Lubin Adjunct Assistant Professor of Psychology and Education B.A., Boston University, 1971; M.A., New York University, 1975; Ph.D., 1985 Judith Lukoff Adjunct Assistant Professor of Psychology and Education B.A., University of California, Los Angeles, 1977; M.A., Teachers College, 1948; Ph.D., 1977

S P E C I A L T E R M FA C U LT Y John Mathews Adjunct Assistant Professor of Psychology and Education A.B., Harvard University, 1980; Ph.D., New York University, 1991 Linda A. Mayers Adjunct Assistant Professor of Psychology and Education B.A., McGill University, 1967; M.A., Teachers College, 1968; Ph.D., Yeshiva University, 1975 Alan Melowsky Adjunct Assistant Professor of Psychology and Education B.A., Queens College, 1963; M.A., New York University, 1966; Ph.D., Columbia University, 1975 Samuel E. Menahem Adjunct Assistant Professor of Psychology and Education B.A., Queens College, 1968; M.S., Teachers College, 1972; Ph.D., United States International University, 1976 Ernesto Mujica Adjunct Assistant Professor of Psychology and Education B.A., Bennington University, 1979; M.A., New York University, 1986; Ph.D., 1991 Robin Nemeroff Adjunct Associate Professor of Psychology and Education B.A., Amherst College,1991; M.S., Columbia University, 1998, M. Phil., 1998 Ph.D., 1999 Debra Nevas Adjunct Assistant Professor of Psychology and Education B.A., Trinity College, 1986; M.A., Teachers College, 1991; M.Phil., 1993; Ph.D., 1997 Laura Nisco Adjunct Assistant Professor of Psychology and Education B.A., Cornell University, 1985; Ph.D. Teachers College, 1998

Elizabeth Owen Adjunct Associate Professor of Psychology and Education B.A., University of Louisville, 1992; M.S., Teachers College, 1996, M. Phil., 1999, Ph.D., Columbia University, 2001

Richard Rubens Adjunct Professor of Psychology and Education B.A., Yale University, 1968; B.H.L., Hebrew Union College, 1971; Ph.D., Columbia University, 1976

Eva Dubska Papiasvili Adjunct Associate Professor of Psychology and Education Ph.D., Charles (Prague), 1976

Susan Shachner Adjunct Assistant Professor of Psychology and Education B.A., Hamilton College, 1976; M.S., Teachers College, 1989; Ph.D., Columbia University, 1995

Arecelia Pearson-Brok Adjunct Associate Professor of Psychology and Education B.A., Lehman College, 1977; Ph.D., Columbia University, 1985 Billie Ann Pivnick Visiting Associate Professor of Psychology and Education B.A., Oberlin College, 1971; M.Ed., New England College, 1974; M.S., Columbia University, 1987; Ph. D., 1990 David Pollens Adjunct Assistant Professor of Psychology and Education B.A., Yale University, 1974; M.Phil., Teachers College, 1983; Ph.D., 1985 Steven Reisner Adjunct Associate Professor of Psychology and Education B.A., Princeton University 1976; M.S., Columbia University, 1986; Ph.D., 1989 Susan Rose Adjunct Assistant Professor of Psychology and Education B.A., Barnard College, 1977; M.S., Ohio University, 1980; PhD., 1983 June Rousso Adjunct Associate Professor of Psychology and Education B.A., Hofstra University, 1971; M.A., New School for Social Research, 1973; Ph.D., 1977

Richard Shadick Adjunct Assistant Professor of Psychology and Education B.A., SUNY, Albany, 1987; M.S., Pennsylvania State University, 1990, Ph.D., 1992 Norma Plavnick Simon Adjunct Associate Professor of Psychology and Education B.A., New York University, 1962; M.A., Columbia University, 1953; Ed.D., 1968 Hawthorne Emery Smith Adjunct Assistant Professor of Psychology and Education B.S., Georgetown University, 1987; M.A., Columbia University, 1992; M.Phil, Teachers College, 1995, Ph.D., 1999 Arlene Steinberg Adjunct Assistant Professor of Psychology and Education B.A., New York University, 1979; M.A., Yeshiva University, 1983; Psy.D., 1986 William M. Tortorella Visiting Associate Professor of Psychology and Education B.A., Fordham University, 1959; M.A., 1963; Ph.D., 1967 Joseph Turkel Adjunct Assistant Professor of Psychology and Education B.A., City College of New York, 1967; Ph.D., McMaster, 1974

Robert I. Watson, Jr. Adjunct Assistant Professor of Psychology and Education B.A., Weslyan University, 1969; Ph.D., Harvard University, 1974 Sara L. Weber Adjunct Assistant Professor of Psychology and Education B.S., Boston University, 1969; M.A., New York University, 1977; Ph.D., 1983 M. Margit Winckler Adjunct Assistant Professor of Psychology and Education B.A., City College of New York, 1972; M.A., New York University, 1976; Ph.D., 1981 Arnold Wolf Adjunct Professor of Psychology and Education B.A., New York University, 1966; M.A., 1968; Ph.D., 1977 David Yourman Adjunct Assistant Professor of Psychology and Education B.A., Oberlin College, 1981; M.A. City College of New York, 1993; Ph.D., Teachers College, 2000

CURRICULUM AND TEACHING Leonard Barham Adjunct Assistant Professor of Education B.A., City College of New York,1970; M.S., Hunter College,1975; Ed.M., Teachers College,1980; Ed.D.,1985 Lynne M. Bejoian Adjunct Assistant Professor of Education B.A., Smith College,1977; M.S. Ed., University of Southern California, 1981; Ph.D., 1989 Lyn Corno Adjunct Professor of Education B.A., Arizona State University, 1972; M.A., Stanford University, 1977; Ph.D., 1978

S P E C I A L T E R M FA C U LT Y Beatrice Fennimore Adjunct Professor of Education B.A., St. Josephs College, 1970; M.S., Brooklyn College, 1977; Ed.M., Teachers College, 1982; Ed.D., 1986

Eileen Marzola Adjunct Assistant Professor of Education B.A., Barnard College, 1979; M.A., Teachers College, 1972; Ed.M., 1979; Ed.D., 1985

Sheila Amato Adjunct Assistant Professor of Education B.A., Queens College, 1972; M.A., Teachers College, 1975; Ed.M., 1996; Ed.D., 2000

Jean Erickson Gaumer Adjunct Professor of Education B.S., Louisiana State University, 1963; M.S., Western Connecticut University, 1990; Ed.D., Teachers College, 2000.

Diane Newman Adjunct Assistant Professor of Education B.A., Queens College, 1969; M.Ed., Penn State University, 1970; Ph.D., Northwestern University, 1980

Lynne Bejoian Adjunct Assistant Professor of Education B.A., Smith College, 1977; M.S.Ed., University of Southern California, 1981; Ph.D., 1989

David Erlanger Adjunct Assistant Professor of Education and Psychology B.M., The JuIlliard School, 1980; Ph.D., Teachers College, 1996

Carol Prendergast Adjunct Assistant Professor of Education B.S., Syracuse University, 1979; M.S., Wheelock College, 1983; Ed.D., Teachers College, 2000

Janice Berchin-Weiss Adjunct Assistant Professor of Education M.S., Adelphi University, 1977; Ed.M., Columbia University, 1984; Ph.D., 1988

Mindy Thompson Fullilove Adjunct Associate Professor of Health Education A.B., Bryn Mawr College, 1971; M.S., Columbia University, 1974; M.D., 1978

Bonnie Bernstein Adjunct Assistant Professor of Nutrition and Education B.A., Brooklyn College, CUNY, 1970; M.A., New York University, 1979; Ph.D., 1985

Robert E. Fullilove III Adjunct Associate Professor of Health Education B.A., Colgate University, 1966; M.S., Syracuse University, 1972; Ed.D., Columbia University, 1984

John Carl Gray Adjunct Professor of Education B.S., West Virginia University, 1961; M.Ed., University of Delaware, 1965; Ed.D., Teachers College, 2002. Janet Andron Hoffman Adjunct Assistant Professor of Education B.A., Boston University, 1975; M.S.W., Columbia School of Social Work, 1977; Ed.D., Teachers College, 1993 Heidi Hayes Jacobs Adjunct Associate Professor of Education B.A., University of Utah, 1970; Ed.M., University of Massachusetts, 1976; Ed.D., Teachers College, 1981 Joann Jacullo-Noto Adjunct Associate Professor of Education B.A., Douglass College, 1968; M.A., New York University, 1970; Ed.M., Columbia University, 1978; Ed.D., 1980 Elaine Kanas Adjunct Assistant Professor of Education B.S, Skidmore College, 1973; M.F.A, University of Minnesota, 1975; Ed.D, Teachers College, l994 Lori Langer de Ramirez Adjunct Assistant Professor of Education B.A., SUNY New Paltz, 1990; M.S., CUNY, Queens College, 1994; Ed.D., Teachers College, 1998

Robert Southworth Adjunct Assistant Professor of Education A.B., Dartmouth College, 1981; M.Ed., Tufts University, 1983; C.A.S., Harvard Graduate School of Education, 1990; Ed.D., Teachers College, 1999 Susan Ellen Stires Adjunct Assistant Professor of Education B.S., West Chester University of Pennsylvania, 1967; M.Ed., Boston University, 1970; Ed.D., Teachers College, 2002 Lisa Wright Adjunct Associate Professor of Education B.A., Mount Saint Mary, 1980; M.A., New York University, 1981; Ed.D., Columbia University, 1987

H E A LT H A N D B E H AV I O R STUDIES Sharon Akabas Adjunct Assistant Professor of Nutrition and Education A.M., Columbia University, 1980; M.S., 1983; Ph.D., 1988

Caroline Camunas Adjunct Associate Professor of Nursing Education B.S., Long Island University, 1975; Ed.M., Teachers College, 1981; Ed.D., 1991 Gay Culverhouse Adjunct Assistant Professor of Education and Psychology B.A.E., University of Florida, 1969; M.A., Teachers College, 1970; Ed.D., 1982 Craig Demmer Adjunct Assistant Professor of Health Education B.S., University of Natal (South Africa), 1983; M.S., 1985; M.A., Brooklyn College, CUNY, 1994; Ed.D., Teachers College, 1998 Diane Dillon Adjunct Assistant Professor of School Psychology B.A., Hamilton College, 1987; Ed.M., University of Massachusetts, Amherst, 1993, Ph.D., 1996

Karen Reznick Dolins Adjunct Assistant Professor of Nutrition B.A., Washington University, 1977; M.S., New York University, 1981; Ed.D., Teachers College, 2001

Linda Lanting Gerra Adjunct Assistant Professor of Psychology and Education B.S. Western Michigan University, 1970; M.S., Wheelock College, 1974; Ed.D., Teachers College, 1992 Lesley L. Green Adjunct Assistant Professor of Health Education B.S., Michigan State University, 1991; M.P.H., Columbia University School of Public Health, 1993; Ed.D., Teachers College, 2002 Roseanne C. Gotterbarn Adjunct Assistant Professor of School Psychology B.A., Fordham University, 1983; M.A., Hofstra University, 1985; Ph.D., 1989 Thomas M. Kelly Adjunct Assistant Professor in Education M.A., Teachers College, 1989; M.Ed., 1990; M.Phil., Columbia University, 1994; Ph.D., 1995

S P E C I A L T E R M FA C U LT Y Dolleen-Day Keohane Adjunct Assistant Professor of Education B.A., Pace University, 1974; M.A., New York University, 1976; M.A. Teachers College, 1993; M.Phil., Columbia University, 1996; M.Ed., Teachers College, 1997; Ph.D., Columbia University, 1997 Pamela Donofrio Koch Adjunct Professor of Nutrition B.S., Cook College, Rutgers University, 1988; M.S., Rutgers University, 1992; M.Ed., 1998; Ed.D., Teachers College, 2000 Michael Koski Adjunct Assistant Professor of Psychology and Education B.S., New York University, 1969; M.A., Hunter College, 1973; Ed.M., Teachers College, 1990; Ph.D., 1998 Barbara Krainovich-Miller Adjunct Professor of Nursing Education R.N., St. Vincent’s Hospital School of Nursing, 1963; B.S., Hunter College, 1971; M.S., 1972; Ed.D., Teachers College, 1988 Noelle Regina Leonard Adjunct Assistant Professor of Psychology and Education B.A., Salve Regina College, 1983; M.S., Adelphi University, 1986; Ph.D., University of Massachusetts, 2001 Susan Lipokowitz Adjunct Assistant Professor of Education B.A., Hunter College, 1976; M.S., Fordam University, 1980; M.Ed., Bank Street College, 1990; Ed.D., Teachers College, 2000 Toni Liquori Adjunct Associate Professor of Nutrition B.A., Emmanuel College, 1972; M.P.H., Columbia University, 1979; Ed.D., Teachers College, 1995

C. Ronald MacKenzie Visiting Associate Professor of Health Education B.Sc., Western Ontario, 1974; M.D., Calgary, 1977 Ray Marks Adjunct Assistant Professor of Health Education B.Sc., Witwatersrand University, 1970; B.Sc., 1972; M.Sc., University of Alberta, 1988; Ed.D., Teachers College, 2001 Sheila O’Shea Melli Adjunct Assistant Professor of Nursing Education B.S., Boston College, 1967; M.S., Seton Hall University, 1981; Ed.D., Columbia University, 1987 Laura Menikoff Adjunct Assistant Professor of Psychology and Education B.A., Hamilton (Kirkland College), 1973; M.S., Bank Street College, 1981; M.S., Queens College, 1992; Ph.D., The Graduate Center of the City of New York, 1999 Jose Eduardo Nanin Adjunct Professor of Health Education B.A., New York University, 1990; M.A., 1993; M.S., Teachers College, 2001; Ed.D., 2001 Clarence E. Pearson Adjunct Professor of Health Education B.S., Northern Illinois University, 1950; M.P.H., North Carolina University, 1952 Margaret G.E. Peterson Adjunct Associate Professor of Health Education B.S., Durham University, 1960; Ph.D., 1967 John T. Pinto Adjunct Associate Professor of Nutrition and Education B.S., St. John Fisher College, 1968; Ph.D., University of Medicine and Dentistry of New Jersey, 1973

Barbara A. Principe Adjunct Professor of Psychology and Education B.A., University of Windsor, 1972; M.A., Antioch New England Graduate School, 1984; Ph.D., Teachers College 2001

Elizabeth A. Walker Visiting Associate Professor of Health Education B.S., Chestnut Hill College, 1968; M.A., Notre Dame College, 1969; B.S., Creighton University, 1976; D.N.Sc., Catholic State University, 1988

Russell Rosen Adjunct Assistant Professor of Special Education Co-coordinator of the Program in Teaching American Sign Language in a Foreign Language A.B., University of Chicago, 1978; A.M., Columbia University, 1983; Ph.D., 1996

Mary Margaret Whelley Adjunct Assistant Professor of Psychology and Education B.S., St. Lawrence University, 1979; M.A., New York University, 1989; Ed.M., Teachers College, 1999; M.A., 2001; Ph.D., 2002

Lora A. Sp*rny Adjunct Associate Professor of Nutrition and Education B.S., University of Pittsburgh, 1985; M.A., New York University, 1987; M.Ed., Teachers College, 1988; Ed.D., 1992

Janet P. Alperstein Adjunct Assistant Professor of Sociology and Education B.A., Barnard College; M.A., Teachers College, 1992; Ph.D., 2001

Virginia S. Stolarski Adjunct Assistant Professor of Education Co-Director of the Program for Learners with Blindness and Visual Impairment B.A., SUNY Buffalo, 1986; A.M., Columbia University, 1987; Ed.M., 1989; Ed.D., 1991 Janet Twyman Adjunct Assistant Professor of Special Education B.A., University of Kentucky, 1984; M.S., 1992; M.Phil., Columbia University, 1996; Ph.D., 1996 Tina K.Urv Adjunct Assistant Professor of Education B.A., University of Washington,1985; M.A., Teachers College 1990; M. Phil, Ph.D., 1998

HUMAN DEVELOPMENT

Ivo Antoniazzi Adjunct Assistant Professor of Statistics and Education B.Sc., Universidade de Caxias do Sul, RS (Brazil), 1970; M.A., State University of New York (Buffalo), 1974; Ed.D., Teachers College, 1982 Ann E. Cami Adjunct Assistant Professor of Psychology and Education B.A., Harvard University, 1989; Ed.M., 1992; Ph.D., 2002 Hugh F. Cline Adjunct Professor of Psychology and Education B.A., Pennsylvania State University, 1956, M.S.S., Stockholms Universitetet (Sweden), 1961; Ph.D., Harvard University, 1966 Howard T. Everson Adjunct Professor of Psychology and Education B.A., Brooklyn College, 1972; M.A. Montclair State College, 1975; Ph.D., City University of New York, 1985

S P E C I A L T E R M FA C U LT Y Linda Hirsch Adjunct Professor of Education B.A., City University of New York, 1971; M.A., State University of New York (Stony Brook) 1972; Ph.D., New York University, 1986

Susan Lowes Adjunct Assistant Professor of Education B.A., Goucher College, 1962; M.Phil., Teachers College, 1993; Ph.D., Columbia University, 1994

Vanessa S. Morest Adjunct Assistant Professor of Sociology and Education B.A., College of William and Mary, 1991; M.A., Teachers College, 1997; Ph.D., 2002

Michael J. Passow Adjunct Professor of Science Education B.A., Columbia University, 1970; M.A.T, Teachers College, 1971; Ed.D. 1974, M. Ed., 1987

I N T E R N AT I O N A L A N D T R A N S C U LT U R A L STUDIES Joseph Paul Martin Adjunct Professor of Education Ph.L., Angelicum, 1960; S.T.L., 1964; A.M., Columbia University, 1968; Ph.D., 1973 Betty Reardon Adjunct Associate Professor of Education B.A., Wheaton College, 1951; M.A., New York University, 1957; Ed.D., Columbia University, 1986 Dale Snauwaert Visiting Assistant Professor of Politics and Education B.A., University of Illinois (Urbana-Champaign), 1983; M.A., 1988; Ph.D., 1990

M AT H E M AT I C S , SCIENCE AND TECHNOLOGY Jamsheed Akrami Visiting Assistant Professor of Communication and Education M.A., Columbia University, 1979; Ed.D., 1986 Howard Budin Adjunct Associate Professor of Computing and Education B.A., Columbia University, 1968; M.S., City College of New York, 1975; Ed.D., Teachers College, 1996

Henry O. Pollak Visiting Professor of Mathematics Education B.A., Yale University, 1947; M.A., Harvard University, 1948; Ph.D., 1951 Laurie Seminara Adjunct Assistant Professor of Science Education B.S., Barnard College, 1983; M.A., Teachers College, 1992; Ed.D., 1997

Zacharias C. Zacharia Adjunct Assistant Professor of Science Education B.A., Rutgers University, 2001; M.A., Teachers College, 1999; M.Sc., 2000; M.Phil., 2001; Ph.D. 2002

O R G A N I Z AT I O N LEADERSHIP

AND

Jeanne E. Bitterman Lecturer of Adult and Continuing Education B.A., City College of New York, 1973; M.A., New York University, 1977; M.A., Columbia University, 1980; Ed.D., 1983 Isora Bosch Adjunct Assistant Professor of Adult and Continuing Education B.A., University of Psychology, 1969, Diplomate, Central University of Madrid, 1973; M.A., Teachers College, 1982; Ed.D., 1987; M.S.W., New York University, 1995

J. Philip Smith Visiting Professor of Mathematics Education B.A., Dartmouth College, 1962; M.S., Stanford University, 1964; Ph.D., Columbia University, 1973

Sarah J. Brazaitis Adjunct Assistant Professor of Psychology and Education B.A., University of Pennsylvania, 1990; Ed.M., Teachers College, 1993; Ph.D., 1998

Robert V. Steiner Adjunct Assistant Professor of Science Education B.S., University of California, Berkeley, 1978; M.S., Yale, 1980, Ph.D., 1985

Stephen David Brookfield Adjunct Professor of Adult and Continuing Education B.A., Lanchester Polytechnic Institute, 1970; M.A., Reading, 1974; Ph.D., Leicester, 1980

Robin S. Stern Adjunct Assistant Professor of Communication and Education B.A., New York University, 1973, Ph.D., 1994; M.A., New School for Social Research, 1979

David X. Cheng Adjunct Assistant Professor of Education B.A., Soochow University (China), 1982; M.A., Virginia Institute and State University, 1987; Ed.D., 1990

Thane B. Terrill Adjunct Associate Professor of Computing and Education B.S., Boston College, 1982; M.A.(American History), 1986; M.A.(in Teaching, MAT), 1986; Ed.D., Columbia University, 1993

Monica Christensen Adjunct Assistant Professor of Higher Education B.A., Dartmouth College, 1989; M.A., Teachers College, 1992; M.Ed., 1994; Ed.D., 1997

Tara A. Cortes Adjunct Associate Professor of Nursing Education B.S.N., Villanova University, 1967; M.A., New York University, 1971; Ph.D., 1976 Celeste Coruzzi Adjunct Associate Professor of Psychology and Education B.S., Fordham University, 1980; M.A., Teachers College, 1982; Ph.D., 1988 Christine Coughlin Adjunct Assistant Professor of Nursing Education B.S.N., Adelphi University, 1978; M.A., New York University, 1984; Ed.D., Teachers College, 1998 Loretta Donovan Instructor of Adult and Continuing Education, B.S., College of Mount Saint Vincent, 1966; M.A., Manhattanville College Joseph d’Oronzio Adjunct Associate Professor of Nursing Education A.B., Syracuse University, 1959; Ph.D., 1965; M.P.H., Harvard University, 1980 Paul J. Edelson Adjunct Professor of Adult and Continuing Education B.A., Brooklyn College, 1966; M.A., New York University, 1970; Ed.D., 1973 Beverly Falk Adjunct Associate Professor of Education B.A., Sarah Lawrence College, 1970; Ed.M., City College of New York, 1975; Ed.D., Teachers College, 1993 Philip E. Fey Adjunct Associate Professor of Adult and Continuing Education B.A., Fordham University, 1958, J.D., 1961; M.A., Columbia University, 1967; Ed.D., 1976

S P E C I A L T E R M FA C U LT Y Charles W. Fowler Adjunct Assistant Professor of Education B.S., State University of New York, 1960; M.S., Teachers College, 1961; Ed.D.,1969 Keville C. Frederickson Adjunct Professor of Nursing Education B.S., Columbia University, 1964; Ed.M., 1971; Ed.D., 1975 Virginia G. Gonzalez Adjunct Assistant Professor of Adult and Continuing Education B.A., Moravian College, 1972; Ed.M., Boston University, 1973; M.A., Teachers College, 1992; Ed.D., 1995 Joseph Hankin Adjunct Professor of Higher Education B.A., City College of New York, 1961; M.A., Columbia University, 1962; Ed.D., 1967 Wendy L. Heckelman Adjunct Assistant Professor of Psychology and Education B.A., University of Miami, 1983; M.A., Teachers College, 1986; Ph.D., 1992 William H. Johnson Adjunct Assistant Professor of Education B.A., St. Bernard’s College, 1966; M.A., Fairfield University, 1969; Ed.M., Teachers College, 1974; Ed.D., 1976 Jeffrey Kuhn Instructor of Adult and Continuing Education B.A., Indiana University of Pennsylvania, 1984; M.A., Teachers College, 1999 Arthur M. Langer Adjunct Assistant Professor of Higher Education BA, Queens College, CUNY, 1979; M.B.A., Iona, 1987; Ed.D., Teachers College, 1999

Georgene G. Lasko-Weisenfeld Adjunct Assistant Professor of Education B.S., New York University, 1988; M.S., Bank Street College, 1990; Ed.M., Teachers College, 1994; Ed.D., 1995 Barbara Macauley Adjunct Assistant Professor of Adult and Continuing Education B.S., Springfield College, 1971; M.Ed., Worcester State College, 1977; M.A., Teachers College, 1993; Ed.D., 1995 Gibran Majdalany Adjunct Assistant Professor of Education B.A., University of Kansas, 1979; M.A., Teachers College, 1981; Ed.M., 1982; Ed.D., 1995 Sheila O’Shea Melli Adjunct Assistant Professor of Nursing Education B.S., Boston College, 1967; M.S., Seton Hall University, 1981; Ed.D., Teachers College, 1987 Susan Meyer Adjunct Assistant Professor of Adult and Continuing Education B.A., SUNY Albany, 1967, M.A., New York University, 1969; M.A., 1977; Ed.D., Teachers College, 1986 Lucienne Muller Adjunct Assistant Professor of Adult and Continuing Education Licence, University of Geneve,1973, M.A., Teachers College, 1983; Ed.D., 1992 Joann Pietro Adjunct Associate Professor of Nursing Education B.A., Rutgers University, 1982; J.D, City University of New York Law School, 1986 Mary Price Instructor of Nursing Education B.S.N., Fairleigh Dickinson University, 1969; M.A., Teachers College, 1974; Ed.M., 1980

Michael Rebell Adjunct Associate Professor of Education A.B., Harvard College, 1965; LL.B., Yale Law School, 1970

Ross Tartell Adjunct Assistant Professor of Psychology and Education B.A., Hofstra University, 1974; M.A., Teachers College, 1976; M.B.A., 1981; Ph.D., 1984

Linda Richter Adjunct Assistant Professor of Psychology and Education B.A., Brooklyn College, CUNY, 1992; M.A., University of Maryland, College Park, 1994; Ph.D., 1997

Amy S. Taylor Lecturer of Psychology and Education B.A., Dickinson College, 1990; M.A., Teachers College, 1995; Ph.D., 2000

Vincent T. Rudan Adjunct Assistant Professor of Nursing Education B.S.N., State University of New York, 1977; M.A., New York University, 1979; Ed.D., Teachers College, 1998

Amy A. Titus Adjunct Assistant Professor of Education B.A., Union College, 1975; M.A., University of Minnesota, 1979; Ed.D., Teachers College, 1988

Sandra V. Sandy Adjunct Assistant Professor of Psychology and Education Ph.D., Teachers College

Ruud van der Veen Adjunct Associate Professor of Adult and Continuing Education B.S., Katholieke Universiteit Nijmegen, The Netherlands, 1966; M.S., 1969; Ph.D., 1982

Richard E. Segal Adjunct Assistant Professor of Education B.A., Indiana University, 1967; M.A., University of Connecticut, 1971, M.B.A., 1983; Ed.D., Teachers College, 1994 Franceska B. Smith Adjunct Assistant Professor of Adult and Continuing Education B.A., Radcliffe College, 1967; M.A., Teachers College, 1973; Ed.D., 1983 Marvin Sontag Adjunct Associate Professor of Psychology and Education B.A., Brooklyn College, CUNY, 1954; Ph.D., New York University, 1967

Marie P. Volpe Adjunct Assistant Professor of Adult and Continuing Education A.A., Elizabeth Seton College, 1979; B.S., Iona College, 1981; M.A., Columbia University, 1983; Ed.D., 1992 Rita Reis Wieczorek Adjunct Professor of Nursing Education B.S., College of Mount St. Joseph, 1964; M.A., New York University, 1966; Ed.D., Teachers College, 1975

Barbara V. Strobert Adjunct Assistant Professor of Education B.A., Montclair State College, 1959; M.A., Jersey City State College, 1969; Ed.D., Teachers College,1990

OFFICERS NOT

ACTIVE SERVICE

Winthrop R. Adkins. Professor Emeritus of Psychology and Education A.B., Princeton, 1955; M.A., Ph.D., Columbia, 1963 William G. Anderson. Professor Emeritus of Education B.S., Brooklyn College, 1955; M.A., Ohio State, 1957; Ed.D., Teachers College, 1961 Thurston A. Atkins. Associate Professor of Education B.S., Towson State, 1952; M.A., Teachers College, 1962, Ed.D., 1968 Ronald J. Baken. Professor Emeritus of Speech Science A.B., Columbia, 1963; M.S., Municipal University of Omaha, 1965; Ph.D., Columbia, 1969 Arno A. Bellack. Professor Emeritus of Education B.S., Wisconsin, 1940; A.M., Columbia, 1946, Ed.D., 1952; Ph.D., h.c., Helsinki, 1977; Ph.D., h.c., Uppsala, 1977 Leonard S. Blackman. Professor Emeritus of Education and Psychology A.B., Syracuse, 1950, M.S. (Ed.), 1951; Ph.D., Illinois, 1954

Norman Dale Bryant. Professor Emeritus of Psychology and Education A.B., North Texas State, 1945, A.M., 1951; Ph.D., Texas, 1955 R. Freeman Butts. William F. Russell Professor Emeritus in the Foundations of Education A.B., Wisconsin, 1931, A.M., 1932, Ph.D., 1935 Frances Partridge Connor. Richard March Hoe Professor Emeritus of Education A.B., St. Joseph’s, 1940; A.M., Columbia, 1948, Ed.D., 1953; L.H.D., New Rochelle, 1974 Harold Cook. Professor Emeritus of Psychology and Education B.A., California State, Los Angeles, 1959; Ph.D., California, Los Angeles, 1967 Robert L. Crain. Professor Emeritus of Sociology and Education B.A., University of Louisville, 1958; Ph. D., University of Chicago, 1964 Joel R. Davitz. Professor Emeritus of Psychology and Education B.S., Illinois, 1947; A.M., Columbia, 1949, Ph.D., 1951

Lois Bloom. Edward Lee Thorndike Professor Emeritus of Psychology and Education B.A., Pennsylvania State, 1956; M.A., University of Maryland, 1958; Ph.D., Columbia, 1968

Morton Deutsch. Edward Lee Thorndike Professor Emeritus of Psychology and Education B.S., City College of New York, 1939; M.S.(hon.), Pennsylvania, 1940; Ph.D., Massachusetts Institute of Technology, 1948; L.H.D., City College of New York, 1990

Ann E. Boehm. Professor Emeritus of Psychology and Education B.A., Wheaton College, 1960; M.A., Teachers College, 1963; Ph.D., Columbia, 1966

John Fanselow. Professor Emeritus of Language and Education B.A., Northern Illinois, 1960, M.A., 1961; Ph.D., Teachers College, 1971

Robert A. Bone. Professor Emeritus of English Education A.B., Yale, 1945, A.M., 1949, Ph.D., 1955

100

John H. Fischer. Professor Emeritus of Education and President Emeritus B.S., Johns Hopkins, 1940; A.M., Columbia, 1949, Ed.D., 1951; L.H.D., 1964, Cleveland State, 1968, Towson State, 1973; LL.D., Morgan State, 1955, Goucher, 1959, Akron, 1963; Litt.D., Jewish Theological Seminary of America, 1968, Muskingum, 1969 Daniel P. Girard. Professor Emeritus of French A.B., Columbia, 1926, A.M., 1929; Diplome de la Sorbonne, 1928 Ruth Z. Gold. Associate Professor of Statistics and Education A.B., Hunter, 1941; A.M., Columbia, 1943, Ph.D., 1960 Joseph C. Grannis. Professor Emeritus of Education A.B., Harvard, 1954, M.A.T., 1955; Ph.D., Washington, 1965 Maxine Greene. William F. Russell Professor Emeritus in the Foundations of Education A.B., Barnard, 1938; A.M., New York University, 1949; Ph.D., 1955; L.H.D., Lehigh, 1975; Hofstra, 1985; Bank Street, 1987; Colorado, 1990; Goddard, 1991; Indiana, 1993 Gary A. Griffin. Professor Emeritus of Education B.A., M.Ed., Ed.D., California, Los Angeles Joan Dye Gussow. Mary Swartz Rose Professor Emeritus of Nutrition and Education A.B., Pomona, 1950; Ed.M., Columbia, 1974, Ed.D., 1975 Bernard Gutin. Professor Emeritus of Applied Physiology and Education A.B., Hunter, 1960; A.M., New York University, 1961, Ph.D., 1965

Elizabeth P. Hagen. Edward Lee Thorndike Professor Emeritus of Psychology and Education A.B., Western Maryland, 1936; A.M., Columbia, 1948, Ph.D., 1952 Kenneth Frederick Herrold. Professor Emeritus of Psychology and Education A.B., Bucknell, 1936; M.S.P.H., Michigan, 1940; Ed.D., Columbia, 1948 Joseph R. Higgins. Professor Emeritus of Education A.B., San Fernando Valley State, 1960; M.S., Utah State, 1962; Ed.D., Stanford, 1970 Clifford A. Hill. Arthur I. Gates Professor Emeritus of Language and Education B.A., Wheaton College, 1961; M.A., Columbia, 1963; Ph.D., Wisconsin, 1971 Harvey A. Hornstein. Professor Emeritus of Psychology and Education B.B.A., Baruch College, CUNY; M.A., Teachers College, 1962, Ph.D., 1964 Chang-Tu Hu. Professor Emeritus of History and Education A.B., Fu-Tan (China), 1942; Ph.D., Washington, 1953 Dwayne E. Huebner. Professor Emeritus of Education A.M., Chicago, 1949; Ph.D., Wisconsin, 1959 Francis A. J. Ianni. Professor Emeritus of Education B.S., Pennsylvania State, 1949, A.M., 1950, Ph.D., 1952 Carroll F. Johnson. Professor Emeritus of Education A.B., Chattanooga, 1935; M.S., Georgia, 1940; A.M., Columbia, 1945, Ed.D., 1950

OFFICERS NOT

Milton A. Kaplan. Professor Emeritus of English B.S.S., City College, 1929, M.S., 1934; A.M., Columbia, 1937, Ph.D., 1946 Henry Kavkewitz. Professor Emeritus of Psychology and Education B.S.S., City College, 1934, M.S., 1935; Ph.D., New York University, 1954 Frederick D. Kershner, Jr. Professor Emeritus of History A.B., Butler, 1937; A.M., Wisconsin, 1939, Ph.D., 1950 Ursula Kirk. Associate Professor of Neuroscience and Education B.A., Manhattanville, 1952, M.A., 1962; M.S., Iona, 1970; M.S., SUNY Albany, 1972; Ed.M., Teachers College, 1976, Ed.D., 1978; Certificate in Pediatric Neuropsychology, New England Medical Center, Tufts, 1978. Phil C. Lange. Professor Emeritus of Education B.S., Wisconsin, 1934, A.M., 1936, Ph.D., 1941 Thomas A. Leemon. Associate Professor of Higher Education A.B., Stanford, 1956; A.M., 1957; Ed.D., Columbia, 1968 Ann Lieberman. Professor Emeritus of Education B.A., California, Los Angeles, 1957; M.A., California State, Northridge, 1966; Ed.D., California, Los Angeles, 1969 Richard H. Lindeman. Professor Emeritus of Psychology and Education B.S., Beloit, 1949; M.S., Wisconsin, 1951, Ph.D., 1958 Margaret Lindsey. Professor Emeritus of Education B.S., State Teachers College (Shippensburg), 1934; M.Ed., Pennsylvania State, 1939; Ed.D., Columbia, 1946; Litt.D., Eastern Kentucky, 1976

Gordon N. Mackenzie. Professor Emeritus of Education B.S., Minnesota, 1929, A.M., 1929; Ed.D., Stanford, 1940 William J. Mahoney. Professor Emeritus of Art and Education B.S., Columbia, 1948, A.M., 1949, Ed.D., 1957 James L. Malfetti. Professor Emeritus of Education B.S., Columbia, 1947, A.M., 1948, Ed.D., 1951 Elizabeth M. Maloney. Associate Professor of Nursing Education B.S., Columbia, 1951, A.M., 1952, Ed.D., 1966 Dale Mann. Professor Emeritus of Education A.B., California, Berkeley, 1963; Ph.D., Teachers College, 1971 Eugene V. Martin. Associate Professor of Nursing Education B.A., Brooklyn College, 1937; M.A., New York University, 1947; Ph.D., California, Berkeley, 1965 Jack David Mezirow. Professor Emeritus of Adult and Continuing Education B.S., Minnesota, 1945, A.M., 1946; Ed.D., California, Los Angeles, 1955 Mildred L. Montag. Professor Emeritus of Nursing Education A.B., Hamline, 1930; B.S., Minnesota, 1933; A.M., Columbia, 1938, Ed.D., 1950; LL.D., Bridgeport, 1967, State University of New York, 1981; L.H.D., Adelphi, 1968; D.Sc., Eastern Kentucky, 1981 Roger A. Myers. Richard March Hoe Professor Emeritus of Psychology and Education A.B., Bradley, 1952; A.M., Ohio State, 1955, Ph.D., 1959

Harold J. Noah. Gardner Cowles Professor Emeritus of Economics and Education B.Sc. (Econ.), London, 1946, Academic Diploma in Education, 1954; Ph.D., Columbia, 1964 Robert Pace. Professor Emeritus of Music Education B.S., Juilliard College, 1948; A.M., Columbia, 1949, Ed.D., 1951 E. Edmund Reutter, Jr. Professor Emeritus of Education A.B., Johns Hopkins, 1944; A.M., Teachers College, 1948, Ph.D., 1950

ACTIVE SERVICE

Justin Schorr. Professor Emeritus of Art and Education B.S.S., City College, 1950; A.M., Columbia, 1951, Ed.D., 1962 Margaret Jo Shepherd. Professor Emeritus of Education B.S., Illinois, Urbana 1955; Ed.M., Illinois, 1958; Ed.D., Teachers College, 1968 Francis Shoemaker. Professor Emeritus of English A.B., Lehigh, 1931; A.M., Colorado State, 1937; Ph.D., Columbia, 1942

Seymour Rigrodsky. Professor Emeritus of Speech Pathology A.B., Brooklyn, 1952; A.M., 1955, Ph.D., Purdue, 1959

Douglas Sloan. Professor Emeritus of History and Education B.A., Southern Methodist University, 1955; B.D., Yale, 1958; Ph.D., Teachers College, 1969

Henry J. Rissetto. Professor Emeritus of Education B.S., New Jersey State (Trenton), 1949; A.M., Columbia, 1953, Ed.D., 1957

Frank L. Smith, Jr. Associate Professor of Education B.A., Yale, 1958; M.S., Memphis State University, 1960; Ed.D., Teachers College, 1965

Paul C. Rosenbloom. Professor Emeritus of Mathematics B.S., Pennsylvania, 1941; Ph.D., Stanford, 1944

Jonas F. Soltis. William Heard Kilpatrick Professor Emeritus of Philosophy and Education A.B., Connecticut, 1956; M.A.T., Wesleyan, 1958; Ed.D., Harvard, 1964

Ernst Z. Rothkopf. Cleveland E. Dodge Professor Emeritus of Telecommunications and Education A.B., Syracuse, 1948; M.A., University of Connecticut, 1951, Ph.D., 1953 Mordecadi Rubin. Professor Emeritus of Spanish A.B., Rutgers, 1955; Ph.D., University of Maryland, 1961

Marvin Sontag. Associate Professor of Psychology and Education B.A., Brooklyn College, CUNY, 1954; Ph.D., New York University, 1967

Robert J. Schaefer. Professor Emeritus of Education A.B., Columbia, 1939, A.M., 1946, Ph.D., 1950

William Summerscales. Director of Development and Associate Professor of Education A.B., Eastern Nazarene, 1944; M.Div., San Francisco Theological Seminary, 1956; A.M., Toronto, 1966; Ph.D., Columbia, 1969

Rosalea A. Schonbar. Professor Emeritus of Psychology and Education A.B., Smith, 1940; A.M., Columbia, 1942, Ph.D., 1945

Abraham J. Tannenbaum. Professor Emeritus of Education and Psychology A.B., Brooklyn, 1946; A.M., Columbia, 1948, Ph.D., 1960

101

OFFICERS NOT

ACTIVE SERVICE

Trygve R. Tholfsen. Professor Emeritus of History and Education A.B., Yale, 1948, Ph.D., 1952 Albert S. Thompson. Professor Emeritus of Psychology and Education A.B., Ursinus, 1931; A.M., Pennsylvania, 1934, Ph.D., 1943 Craig A. Timberlake. Associate Professor of Music Education A.B., Southern Methodist, 1942; A.M., Columbia, 1963, Ed.D., 1966 Kenneth H. Toepfer. Professor Emeritus of Higher Education A.B., Cornell (Iowa), 1951; M.I.A., Columbia, 1953, Ph.D., 1966 Paul Vahanian. Associate Professor of Psychology and Education A.B., Florida Southern, 1949; A.M., Columbia, 1952, Ed.D., 1957 Charles W. Walton. Professor Emeritus of Music Education M.B., Oberlin, 1938; M.M., Cincinnati Conservatory, 1939; A.M., Columbia, 1947, Ed.D., 1951 Sloan R. Wayland. Professor Emeritus of Sociology and Education A.B., Hendrix, 1940; A.M., Louisiana State, 1941; Ph.D., Columbia, 1951 Richard M. Wolf. Professor Emeritus of Psychology and Education B.A., Antioch College, 1957; Ed.M., University of Buffalo, 1959; Ph.D., University of Chicago, 1964 Warren Yasso. Professor Emeritus of Natural Sciences B.S., Brooklyn College; A.M., Columbia, 1961, Ph.D., 1964

102

TRUSTEES

AND

OFFICERS

TRUSTEES

OFFICERS

Antonia M. Grumbach, Co-Chair John W. Hyland, Jr., Co-Chair John Klingenstein, Vice Chair

Lee C. Bollinger, Ph.D. President of the University

James W. B. Benkard Lee C. Bollinger Cory A. Booker Patricia M. Cloherty James P. Comer Joyce B. Cowin Alice Elgart Barbara F. Goodman Ruth L. Gottesman Marjorie Hart Elliot S. Jaffe A. Clark Johnson, Jr. Jan Krukowski Arthur E. Levine Roland M. Machold Claude A. Mayberry, Jr. John Merrow Lorraine Monroe Enid W. Morse Jeffrey Peek Charles O. Prince, III E. John Rosenwald, Jr. William D. Rueckert Laurie Tisch Sussman Gillian Neukom Toledo Steven R. Wechsler Sue Ann Weinberg Bruce Wilcox Arthur Zankel HONORARY & EMERITI TRUSTEES

Thomas W. Evans Thomas H. Kean J. Richard Munro Morris W. Offit Elihu Rose Donald Stewart Barbara Thacher Douglas Williams

Arthur E. Levine, Ph.D. President of the College Darlyne Bailey, Ph.D. Vice President for Academic Affairs and Dean Fred A. Schnur, B.B.A., C.P.A. Vice President for Finance and Administration Joseph S. Brosnan, Ed.D. Vice President for Development and External Affairs Scott Fahey, M.Ed. Secretary to the College and Assistant to the President PRESIDENT’S ADVISORY COUNCIL

Isaac Blech Ken Boxley Lewis B. Cullman Patricia F. Green Marjorie Hart Jill Iscol Nanci Kauffman Phyllis Kossoff Douglas Kreeger Geraldine Laybourne Alan P. Levenstein James P. Levy J. Bruce Llewellyn Bernard McKenna James L. Neff Morris Offit Abby M. O’Neill Thomas F. Robards Stephen Robert Elihu Rose E. John Rosenwald, Jr. Theodore R. Sizer Laurence A. Tisch Elizabeth H. Witten Elaine Wolfensohn

Programs of Study

TABLE OF CONTENTS 104 Course Numbering 105 HEGIS Codes 107 Department of Arts and Humanities

Arts, 108 Art and Art Education, 108 Arts Administration, 113 Dance and Dance Education, 115 Music and Music Education, 117 Humanities, 123 Applied Linguistics, 123 History and Education, 126 Philosophy and Education, 127 Religion and Education, 129 Social Studies, 130 Teaching of English and English Education, 134 Teaching of English to Speakers of Other Languages (TESOL), 138 Teaching English to Speakers of Other Languages (TESOL-Japan), 142 Teaching of Spanish, 142 145 Department of Biobehavioral Sciences

Applied Physiology, 146 Motor Learning, 146 Neurosciences and Education, 150 Physical Education, 152 Speech-Language Pathology and Audiology, 154 160 Department of Counseling and Clinical Psychology

Psychological Counseling (master’s), 160 Counseling Psychology (doctoral), 160 Clinical Psychology (Ph.D. program), 166 Psychology in Education (master’s), 171 172 Department of Curriculum and Teaching

Curriculum and Teaching, 173 Early Childhood Education, 175 Early Childhood Special Education, 176 Elementary/Childhood Education, Preservice, 178 Giftedness, 179 Learning Disabilities, 180 Reading and Learning Disabilities, 181

188 Department of Health and Behavior Studies

Applied Educational Psychology, 189 Reading Specialist, 190 Reading and Learning Disabilities, 191 School Psychology, 191 Health Studies, 195 Health Education, 195 Nursing Education, 199 Nutrition and Education, 201 Applied Physiology and Nutrition, 205 Special Education, 206 Administration of Special Education, 206 Applied Behavior Analysis, 206 Blindness and Visual Impairment, 206 Cross Categorical Studies, 206 Deaf and Hard of Hearing, 206 Guidance and Habilitation, 206 Instructional Practice, 206 Mental Retardation, 206 Physical Disabilities, 206 Supervision of Special Education, 206 Teaching of American Sign Language as a Foreign Language, 215 217 Department of Human Development

Cognitive Studies in Education, 217 Developmental Psychology, 223 Measurement, Evaluation and Statistics, 226 Sociology and Education, 228 232 Department of International and Transcultural Studies

Anthropology and Education, 237 Applied Anthropology, 237 Bilingual/Bicultural Education, 240 Comparative and International Education/International Educational Development, 232 Economics and Education, 243

246 Department of Mathematics, Science, and Technology

Communication and Education, 247 Computing and Education, 247 Instructional Technology and Media, 247 Mathematics Education, 253 Science Education, 258 263 Department of Organization and Leadership

Adult Learning and Leadership (ALL): Adult Education Guided Intensive Study (AEGIS), 264 Adult Education and Organizational Learning, 264 Healthcare Human Resources, 264 Education Leadership: Education Leadership (including Private School Leadership), 270 Inquiry in Education Leadership Practice, 270, 272 Education Leadership & Management (a joint degree program with the Columbia Business School), 270, 272 Higher and Postsecondary Education, 278 Nurse Executive, 283 Politics and Education, 287 Social-Organizational Psychology, 288 294 Additional Programs/Options

COURSE NUMBERING

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 BBS CCP C&T HBS HUD ITS ORL MST IND

for for for for for for for for for for

Arts and Humanities Biobehavioral Studies Clinical and Counseling Psychology Curriculum and Teaching Health and Behavior Studies Human Development International and Transcultural Studies Organization and Leadership Mathematics, Science and Technology 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. The numeric portion of the course number will remain the same. The first digit of the course number indicates the level as follows: 4 initial graduate 5 intermediate graduate 6 advanced graduate 7 dissertation seminar 8 dissertation advisem*nt 9 postdoctoral. The second digit indicates types of offering, as follows: 0 lecture 1 lecture 2 fieldwork 3 practicum 4 internship 5 seminar 6 colloquium 7 student teaching 8 workshop 9 independent study. The third and fourth digits indicate internal program and course identifications.

104

HEGIS CODES

Below is a list of New York State Education Department approved programs as of April 26, 2001. Program Title

HEGIS

Award

Computing and Education Elementary/Childhood Education-Preservice Higher Education Administration (Joint MBA w/School of Business) Higher Education

0799

0802

0805 0805

Student Personnel Administration Adult Education Guided Intensive Study Adult and Continuing Education Adult Education Research Instructional Practice in Special Education Research in Special Education Cross-Categorical Studies Guidance and Rehabilitation Supervision of Special Education Programs Administration of Special Education Programs Mental Retardation

0805

EDD, MA, EDD, MA, ME, PHD MA, ME

0807 0807 0807

EDD EDD, MA PHD

0808 0808 0808 0808

EDD, ME EDD EDD MA

0809

0809 0810

EDD EDD, MA, PHD EDD, MA EDD, MA EDD, MA EDD, MA, PHD EDD, MA EDD, MA, PHD EDD, MA ME, PHD EDD, MA, ME, PHD

Giftedness Hearing Impairment Blindness and Visual Impairment Behavioral Disorders

0811 0812 0814 0816

Learning Disabilities Physical Disabilities

0818 0819

History and Education

0821

Philosophy and Education

0821

Psychology: Psychology in Education Educational Psychology: Human Cognition and Learning

0822

EDD, MA, ME, PHD

School Psychology (Applied Developmental & Learning Psychology) School Psychology (Applied Educational Psychology) Early Childhood Education

0822

0822 0823

Early Childhood/Special Education Applied Statistics

0823 0824

EDD, PHD EDD, MA, ME MA, ME MS

Resource Management (Joint EDD/MBA with School of Business)

0827

Educational Administration

0827

EDD, MA, ME, PHD

Inquiry in Educational Administration Practice Curriculum and Teaching

0827 0829

Reading and Learning Disabilities Art and Art Education

0830 0831

Music and Music Education

0832

Mathematics Education

0833

Science Education Elementary School Science Education

0834

EDD ME, EDD, MA ME EDD, EDDCT, MA, ME EDD, EDDCT, MA, ME EDD, EDDCT, MA, ME, MS PHD PHD

Secondary School Science Education

0834

EDD, MA, ME, MS

0834

ME, MS, EDD, MA

0834

EDDCT

College Teaching of Physical Science College Teaching of Earth Science College Teaching of Biological Science Education of Teachers in Science Supervision in Science Education

0834

EDDCT

0834 0834 0834

Applied Physiology

0835

Motor Learning

0835

Physical Education

0835

Family and Community Education Applied Physiology & Nutrition Health Education

0837 0837 0837

EDDCT EDD, ME EDD, MA, ME, MS EDD, MA, ME EDD, MA, ME ME, MA, EDD EDD MS EDD, MA, MS

International Educational Development

0899

Dance and Dance Education Art Administration

1008 1099

Teaching of Spanish

1105

EDD, EDDCT, MA, ME, PHD

1199

1203

EDD, MA, ME

Teaching of ASL as a Foreign Language Nursing Organization Executive Role

EDD, MA, ME MA MA

EDD

105

HEGIS CODES

Professorial Role

1203

Nurse Educator/Nurse Executive Nurse Executive: Nursing Organization Executive Role Nurse Executive (Accelerated Program) Speech and Language Pathology and Audiology

1203

EDD, MA, ME EDD

1203

Speech and Language Pathology

1220

Nutrition Education Nutrition and Public Health

1306 1306

Community Nutrition Education English Education Teaching of English

1306 1501 1501

Applied Linguistics

1505

Communication

1506

Teaching of English to Speakers of Other Languages (Japan) Teaching of English to Speakers of Other Languages Religion and Education (with J.T.S. and U.T.S.) Religion and Education Religion and Education (with J.T.S. and U.T.S.) Religion and Education

2005

EDD, PHD

EDD

Social-Organizational Psychology (M.A. En Passant) Measurement and Evaluation (M.A. En Passant in Psychology and Education)

2007

1203

Measurement Evaluation

2007

1220

EDD, ME, MS, PHD EDD, ME, MS EDD, MS EDD, MS, MA ME PHD EDD, EDDCT, MA, ME EDD, MA, ME EDD, MA, ME

Psychology: Organizational Psychology: Developmental Developmental Psychology Teaching of Social Studies

2008 2009 2009 2201

EDD, PHD, ME EDD, MA, PHD, ME MA MA EDD, PHD EDD, MA, ME, PHD

Applied Anthropology (In Cooperation with GSAS) Anthropology and Education

2202 2202

Politics and Education Sociology and Education

2207 2208

Interdisciplinary Studies in Education

4999

EDD, MA, ME

1508

Comparative and International Education

5000

EDD, MA, ME, PHD

1508

EDD, EDDCT, MA, ME

Instructional Technology and Media

5030

1510 1510

MA EDD

Bilingual/Bicultural Education

5040

EDD, MA, ME MA

1510 1510

EDD EDD, MA, ME EDD, PHD, MS EDD, PHD, MA, ME EDD, MA, ME, PHD

5045

5047

5049 5049

ND ME

Clinical Psychology

2003

Counseling Psychology

2004

Economics and Education

2204

106

PHD EDD, MA, ME, PHD EDD, MA, ME EDD, MA, ME, PHD

Program in Law & Educational Institutions Postdoc. Respecialization in Clinical Psych. Clinical Neuropsychology (Statement of Attendance) Neuroscience and Education

ARTS Chair: Harold F. Abeles Location: 334 Horace Mann Telephone Number: (212) 678-8113 Fax: (212) 678-3746 Associate Chair for Faculty Support: Professor David Hansen Location: 334C Horace Mann Telephone Number: (212) 678-8239 Associate Chair for Student Support: ZhaoHong Han Location: 315 Main Hall Telephone Number: (212) 678-4051 Website: www.tc.columbia.edu/ academic/A&H

Programs: Applied Linguistics Art and Art Education Arts Administration Dance Education History and Education Music and Music Education Philosophy and Education Religion and Education Social Studies Teaching of English and English Education Teaching of English to Speakers of Other Languages (TESOL) Teaching of Spanish

Faculty: Professors:

Harold F. Abeles (Music) Leslie M. Beebe (Applied Linguistics/TESOL) Mary C. Boys (Union Theological Seminary) Judith M. Burton (Art) V.P. Franklin (History) Maxine Greene (Philosophy and Aesthetics)—Emeritus David Torrey Hansen (Philosophy) Janet L. Miller (English) Ruth Vinz (English)

Adjunct Professors:

Assistant Professors of Practice:

Dino Anagnost (Voice, Conducting) Angiola Churchill (Painting) Elizabeth A. Ellsworth (Philosophy) Robert Greenblatt (Arts Administration) Joan Jeffri (Arts Administration) Bert Konowitz (Jazz) Nel Noddings (Philosophy)

Ruth Bereson (Arts Administration) F. Timothy Walsh (TESOL)

Associate Professors:

John M. Broughton (Philosophy/Cultural Studies) Margaret Smith Crocco (Social Studies) ZhaoHong Han (TESOL) Barbara Ann Hawkins (TESOL) Lenore M. Pogonowski (Music) James E. Purpura (Applied Linguistics/TESOL) Graeme Sullivan (Art) Stephen J. Thornton (Social Studies)

Adjunct Assistant Professors:

Philip Aarons (Arts Administration) Joe Amorino (Art Education) Jennifer B. K. Eddy (Spanish) Margaret Dwyer (TESOL) Thomas Hoyt (Music) Chin Kim (Music) I. Fred Koenigsberg (Arts Administration) Leonard Leibowitz (Arts Administration) Roberta Martin (Social Studies) Angelo Miranda (Percussion) Prabha Sahasrabudhe (Art) John Schuder (Organ) Barbara Tischler (Social Studies) Hansun Zhang Waring (Applied Linguistics) Jerry Weiner (Social Studies) Lecturers:

Adjunct Associate Professors:

Gay Brookes (TESOL) Lan-Ku Chen (Music) Alice H. Deakins (Applied Linguistics) Eugenia Earle (Harpsichord) Glayol V. Ekbatani (TESOL) Alvin Fossner (Oboe, Saxophone) Franklin E. Horowitz (Applied Linguistics) Solomon Mikowsky (Piano) Joy Moser (Painting) Gerardo Piña Rosales (Spanish) Jennybelle Rardin (TESOL) Hadassah Sahr (Piano) Assistant Professors:

James Albright (English) Randall Allsup (Music) Lori Custodero (Music) Gregory W. Hamilton (English) Christopher Higgins (Philosophy) Anand Marri (Social Studies) Mikki Shaw (English) Cally Waite (History)

Jeanne C. Goffi (Music) John D. Kuentzel (Religion) Juliette LaMontagne (English) Bede McCormack (TESOL) Terry Royce (TESOL, Tokyo) Lisa Jo Sagolla (Dance) Howard A. Williams (Applied Linguistics) Instructors:

Geoffrey Baker (English) Mary Barto (Flute) Wendy Bowcher (TESOL, Tokyo) John Brown (English) Rika Burnham (Museum Studies) David Lee Carlson (English) Christine Casanave (TESOL, Tokyo) Alexander K. Cates (TESOL, Tokyo) Carolyn Clark (Arts Administration) Julian Cohen (Social Studies) Martha Clark Cummings (TESOL, Tokyo) Renee Darvin (Art Education, Museum Studies)

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Judith Davidoff (Renaissance Instruments) Evelina Dimitrova (TESOL) Matthew Dwyer (TESOL) Laurance Fader (Viola) Bayard Faithful (Social Studies) Ethan Feinsod (Photography) Padraic Frehan (TESOL, Tokyo) Chris Gallagher (TESOL, Tokyo) Shakti Gattegno (TESOL) Jerry Gebhardt (TESOL, Tokyo) Erick Gordon (English) Carolyn Graham (TESOL) Nanci Graves (TESOL, Tokyo) Mark Helgeson (TESOL, Tokyo) David Iasevoli (English) Brooke Jackson (English) Jerry James (Painting) Tatsuya Komatsu (TESOL, Tokyo) Ada Kopetz-Korf (Piano) Joseph Lewis (English) Lori Don Levan (Photography) Marijeanne Liederbach (Dance) Thomas Lollar (Ceramics) Alan Mackenzie (TESOL, Tokyo) Michael Marino (Social Studies) Linda McKnight (String Bass) Elizabeth McReynolds (Ceramics) Oneida Morrober-Tester (Spanish) Masumi Muramatsu (TESOL, Tokyo) Michael Pellettieri (Printmaking) Colleen Pettus (English) Claire Porter (Dance) James Preiss (Percussion) Cammie Puidokas (English) Raymond S. Pultinas (English) John D. Purdy (TESOL) Ted Quock (TESOL, Tokyo) Alan Raph (Trombone, Baritone) Mary Anne Rose (Drawing) Sophia Sarigianides (English) René Schillinger (English) Fredrica Schoenfeld (English) Deborah Schwartz (Museum Studies) Yasushi Sekiya (TESOL, Tokyo) David Shaich (String Bass) David Shea (TESOL, Tokyo) Susan Stempleski (TESOL) 107

D E PA R T M E N T O F ARTS AND HUMANITIES Ruthie Stern (English) Mykola Suk (Piano) Jason Swift (Sculpture) Peter Swords (Arts Administration) Melissa Troise (English) Tak Uemura (TESOL, Tokyo) Leo Ursini (Saxophone, Jazz) Gerard Vezzuso (Photography) Martin Vinik (Arts Administration) Martha Williams (Cello) Candy Wilmot (English) Linda Wine (TESOL) For information about faculty and their scholarly and research interests, please refer to the “Faculty” section of the Catalog. Departmental Mission:

The Department of Arts and Humanities is dedicated to the study of a variety of academic and professional disciplines in an educational context. The Department’s mission is twofold: To promote proficiency in specific fields; and to explore the purposes, practices and processes of education both within—and across—disciplines. Individual fields of study include: philosophy, history, culture, criticism, religion, social studies, language studies as well as linguistics and the arts. Within the Department, individual programs preserve their own disciplinary rigor, while expanding modes of inquiry, discovery and creation across disciplines and diverse societies and cultures. The Department is committed to understanding culture as a broad and varied process, a fundamental human activity involving various modes of thinking and expression through which meaning is constructed and historically transmitted. The Department views the study of education as broad and vital. Here, intellectual and creative ideas and practices extend beyond the traditional

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concerns of schooling. Thus, each program shares a concern with the learner’s construction of knowledge, the art and methods of teaching, the realities of the contemporary classroom, the relationship of schools to their communities, and the underlying philosophies of school reform. In each of the seven programs that prepare teachers for positions in schools and universities, there is a commitment to the education of reflective practitioners, the integration of theory and improvement of learning, as well as research and practice in the students’ chosen fields of study. Faculty share the view that informed, imaginative and critical thinking enables scholars and educators to actively shape cultural concepts of learning through education. With this in mind, the programs—both separately and together—offer students the skills and knowledge needed to thrive and assume leadership in today’s changing cultural and educational environment.

Applied Linguistics (Code: TLA) Program Coordinator: Professor Leslie M. Beebe Web site: www.tc.columbia.edu/ academic/appliedlinguistics Program Office: 212-678-3795 Degrees offered: Master of Arts (M.A.) Master of Education (Ed.M.) Doctor of Education (Ed.D.) For updated information on the Applied Linguistics and TESOL Programs, consult the Applied Linguistics/ TESOL Web site at: www.tc.columbia.edu/ academic/appliedlinguistics

Special Application Requirements/Information: All non-native speakers of English, including those who have an undergraduate degree from a university in the United States, must submit either: • A minimum score of 5 on the Test of Written English (TWE) in addition to the college-wide requirement of a minimum score of 600 on the TOEFL or a computerbased score of 250 or • A score of B or better on the Cambridge Certificate of Proficiency in English (CPE) or • A score of 7.0 or better on the Cambridge International English Language Testing System (IELTS) All non-native speakers of English must also submit either a Test of Spoken English (TSE) score of 50 or a SPEAK score of 50. Students are expected to write and speak in a way that is appropriate to their professional responsibilities. Students having difficulty in achieving these standards will be required to take additional course work. Ed.M./Ed.D. applicants must have a degree in Applied Linguistics, TESOL, or related field; a writing sample is also required. Ed.M. applicants may transfer up to 30 points into the Applied Linguistics program from previous graduate study at a regionally accredited institution. Applicants who have already earned an M.A. from Teachers College may transfer an additional 15 points in related areas from an outside institution. Ed.D. students may transfer up to 45 points from previous graduate study at an accredited institution. All transfer of points must meet the approval of a faculty advisor.

Program Description: The program in Applied Linguistics will provide students with a solid foundation for defining and resolving questions related to the nature of language, how it is used in educational and naturalistic contexts, how it is taught, learned and evaluated. The program emphasizes study in the following: • Acquisitional pragmatics • Cross-cultural pragmatics • Discourse • First language acquisition • Foreign language pedagogy • Interlanguage analysis • Phonetics/phonology • Research • Second language acquisition • Second language literacy • Semantics • Sociolinguistics • Syntax • Technology in applied linguistics • Testing and assessment Degree Requirements: A grade average of B or higher is required for all degrees. Master of Arts (36 points)

The Applied Linguistics Program offers a 36 point Master of Arts degree. Students will take a wide range of courses offered in Applied Linguistics and related areas, such as TESOL, that will provide breadth to their program. Courses in Applied Linguistics (or TESOL) (24–25 points): • A&HL 4001 Sociolinguistics and education (3) • A&HL 4085 Pedagogical English grammar (3) • A&HL 4087 Second language acquisition (3) • A&HL 4088 Second language assessment (3) • A&HL 4101 Phonetics and phonology (3) • A&HL 4104 Discourse analysis (3) • One other elective in linguistic analysis (3)

ARTS • Teaching practicum along with an elective (3) Required out-of-program courses (3 courses of at least two points each: 6 points minimum): Chosen with advisor’s approval. Elective courses in Applied Linguistics (or TESOL) (3–6 points): Consult an advisor. In addition, students must complete a master’s project written on a research topic arising from their course-related interests and subject to approval by their advisor. Master of Education (60 points)

The Applied Linguistics Program offers an Ed.M. that requires 60 points beyond the bachelor’s degree. The program involves in-depth study in one or more of the language-related areas. The Ed.M. may serve as continued professional development or as groundwork for future doctoral studies in Applied Linguistics. Students who did not receive their M.A. from Teachers College will be expected to have completed all the required courses from the M.A. in Applied Linguistics, above, or their equivalent . Required Courses in Applied Linguistics (or TESOL) (9 points): • A&HL 5085 Advanced syntax (3) • A&HL 5575 Research literacy in applied linguistics and TESOL (3) • A&HL 6587 Seminar in second language acquisition: acquisitional and cross-cultural pragmatics (3) Electives in Applied Linguistics (or TESOL) (3 courses from the following): • A&HL 4003 Schools of linguistics

• A&HL 4005 Semantic systems and the lexicon • A&HL 4014 Gender, language & education • A&HL 5008 Interlanguage analysis • A&HL 5515 Advanced topics in applied linguistics I • A&HL 5516 Advanced topics in applied linguistics II • A&HL 5581 Psycholinguistics and SLA • A&HL 5582 Sociolinguistics and SLA • A&HL 5583 The social psychology of SLA • A&HL 5586 Interlanguage phonology • A&HL 5587 Interlanguage syntax • A&HL 5588 Trends in SLA Research • A&HL 5589 Language transfer in SLA • A&HT 4080 Teaching in linguistically diverse classrooms Required courses out of program (3 Teachers College courses of at least two points each, 6 points minimum): Choose one from the following courses in statistics, measurement or research design: • HUD 4120 Methods of empirical research • HUDM 4050 Introduction to measurement • HUDM 4120 Basic concepts in statistics • MSTF 5059 Qualitative research methods for educators Choose the other two required courses in consultation with an advisor. In addition, students must complete an Ed.M. project written on a research topic arising from their course-related interests and subject to approval by their advisor. Doctor of Education (90 points)

The Applied Linguistics Program offers an Ed.D. requiring 90 points beyond the B.A.

for students wishing to pursue empirical research in linguistic analysis, discourse analysis, sociolinguistics, cross-cultural and acquisitional pragmatics, language acquisition, language pedagogy and language assessment. Students who did not receive their M.A. or Ed.M. from Teachers College will be expected to have completed all the required courses, or their equivalent, from these degree programs. Doctoral students have three types of requirements: concentration requirements, research methods requirements, and doctoral preparation requirements. Concentration Requirements: Students are required to take content courses in their concentration. The exact courses should be decided in consultation with their advisor. Research Requirements (15 points): To ensure that students have the skills to do scholarly research in an area of concentration, they are required to take a minimum of 15 points in research methods, statistics and measurement. Depending on the type of dissertation, they may be asked to take additional courses in linguistic analysis, qualitative methods, or quantitative methods. Required Courses: • HUDM 5021 Methods of empirical research (3) One of the following: • C&T 5502 Introduction to qualitative research in curriculum & teaching (2–3) • HUDM 4120 Basic concepts in statistics (3) • HUDM 4122 Probability and statistical inference (3) • ISTF 5000 Methods of inquiry: Ethnography & participant observation (3)

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• ISTF 5001 Ethnography & participant observation: Structural & interpretative analysis (3) • ISTF 5059 Qualitative research methods for educators (3) Other courses in consultation with an advisor Doctoral Preparation Requirements:

When doctoral students reach approximately 45 points in the program and have been at Teachers College for at least one year, they are required to register for and attend a doctoral seminar every semester. The doctoral seminar is considered a fundamental venue for socialization in the research culture of the field. Doctoral preparation involves three successive stages: 1. Exposure to basic research methods 2. Identification of a dissertation topic 3. Presentation of a prospectus Doctoral students are required to demonstrate research preparedness in a substantive area by passing the research paper (A&HL 5500) and the doctoral seminar (A&HL 6500). Then, as evidence that they are able to carry out original research under the guidance of a doctoral committee, they must write a dissertation prospectus as a part of the dissertation seminar (A&HL 7500) and complete a doctoral dissertation while continuously registered for dissertation advisem*nt (A&HL 8900). In order to encourage doctoral students to progress through these stages, a sequence of seminars is customarily offered. Progress through these stages usually involves enroll-

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D E PA R T M E N T O F ARTS AND HUMANITIES ment in the following sequence of seminars: To prepare for these requirements, students will need to take the following seminars: • A&HL 5501 Research paper: Applied linguistics (1–3) • A&HL 5507 Research paper: Applied linguistics (1–3) • A&HL 6501 Doctoral seminar: Applied linguistics (1–3) • A&HL 6507 Doctoral seminar: Applied linguistics (1–3) • A&HL 7501 Dissertation seminar: Applied linguistics (1–2) • A&HL 7507 Dissertation seminar: Applied linguistics (1–2) • A&HL 8901 Dissertation advisem*nt in applied linguistics (0) or • A&HL 8907 Dissertation advisem*nt in applied linguistics (0) Candidates should be in touch with the Office of Doctoral Studies to be certain of complying with the latest procedures, deadlines and documents. These seminars are ordinarily undertaken as soon as possible after completing the M.A. degree. Consult advisor as to which course or courses to enroll in during any particular semester. Courses: (* = course open to non-majors) General *A&HL 4000. Introduction to linguistics (3) Faculty. Survey of cognitive and social approaches to the study of language, language acquisition, language systems, 20th century movements in linguistics, language varieties and attitudes, forms and functions of language in the classroom.

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*A&HL 4001. Sociolinguistics and education (3) Professor Beebe. Language variation based on social class, race, ethnicity, age, and gender; cross-cultural pragmatics, interactional sociolinguistics, conversation analysis, language planning, and World Englishes. Pedagogical implications. Materials fee: $45 A&HL 4003. Schools of linguistics (3) Dr. Williams. A comparative examination of major approaches to linguistic analysis, specifically systemic and transformational, with particular reference to pedagogical applications. Special fee: $20. A&HL 4005. Semantic systems and the lexicon (3) Dr. Horowitz. A comparative examination of lexical semantic systems of English and other languages, with particular reference to the teaching and learning of vocabulary. Special fee: $20. *A&HL 4014. Gender, language and education (3) Dr. Deakins. An exploration of gender-based differences in both the structure and use of the English language. (Summers only) A&HL 4085. Pedagogical English grammar (3) Dr. Williams and Dr. McCormack. A systematic, in-depth examination of English grammar with particular reference to the teaching and learning of grammar. Special fee $20. A&HL 4087. Introduction to second language acquisition (3) Faculty and Staff. Prerequisite: A&HL 4085. Survey of models and basic principles of second language acquisition and examination of how language acquisition research can inform language teaching, learning and policy. Offered in fall and spring only. Special fee: $20. A&HL 4088. Second language assessment (3) Professor Purpura. Prerequisite: A&HL 4085 or permission of instructor. Introduction to language assessment practices including: Test design, construction, scoring, analysis and reporting; introduction to measurement concepts and basic statistics; use of SPSS. Special fee: $20.

A&HL 4101. Phonetics and phonology (3) Dr. Williams. A comparative examination of the sound system and orthographic system of English and other languages, with particular reference to problems of learning and teaching. Lab fee: $25. A&HL 4104. Discourse analysis (3) Faculty and Staff. Introduction to spoken and written discourse analysis with attention to phonological, grammatical and pragmatic aspects of discourse. Development of transcription skills with applications for teaching and research. Materials fee: $20 . A&HL 5008. Interlanguage analysis (3) Professor Han. Prerequisite: A&HL 4087. Investigates processes underlying second language development/non-development. Guided by the instructor, students will examine empirical SLA studies and be introduced to ways of conducting interlanguage analysis. Special fee: $20. A&HL 5085. Advanced syntax (3) Dr. Williams. Prerequisite: A&HL 4085. Survey of generative syntax. Materials fee: $20. A&HL 5152. Academic writing I (3) Faculty. Permission required. An introduction to the theory and teaching of various genres of academic writing for native and nonnative writers. Teachers are given opportunities to develop their academic writing skills. A&HL 5153. Academic writing II (3) Faculty. Permission required. An advanced course in the theory and teaching of expository writing. Students will work systematically on a major writing project. A&HL 5519. Instructed second language acquisition and assessment (3) Professor Purpura. Prerequisite: A&HL 4088. Examines how teaching, learning and assessment of grammar have been conceptualized, researched and explained in recent decades. Explores differing conceptualizations of language

ability as a basis for teaching grammar under different conditions and as a basis for measuring and explaining grammatical acquisition. Special fee: $20. A&HL 6087. Advanced second language acquisition (3) Professor Han. Examines theoretical and empirical issues in SLA research. Reading and discussion of selected state-of-the-art articles that address, critically and substantively, topics that are of fundamental interest to SLA researchers. Research Seminars A&HL 5512. Research perspectives on language testing Professor Purpura. Prerequisite: A&HL 4088 or by permission. Examines the major issues and debates in language testing research since the 1960s. Explores controversies related to the nature of language ability, test authenticity, test score generalizability, performance assessment, and test validation. Discussion of problems and future directions of language testing. Special fee: $20. A&HL 5515. Advanced topics in applied linguistics I (3) Faculty. Permission required. Research in such areas as sociolinguistics, second language acquisition, assessment and literacy skills. Materials fee: $20. A&HL 5516. Advanced topics in applied linguistics II (3) Faculty. Permission required. Research in various methods of discourse analysis of talk or text in selected formal and informal contexts. Materials fee: $20. A&HL 5575. Research literacy in applied linguistics and TESOL (3) Professor Beebe. Introduction to quantitative and qualitative research methods with discussion of major research paradigms (experimental, ethnographic, introspective, questionnaire, etc.) and critical review of professional literature in applied linguistics and TESOL. A&HL 5581-A&HL 5589. Topics in second language acquisition (Noncredit or 1–3 each course) Faculty. Prerequisite: A&HL 4087 or permission of instructor. An in-

ARTS depth examination of various perspectives on second-language acquisition. Materials fee: $20 each course. • A&HL 5581. Psycholinguistics and SLA • A&HL 5582. Sociolinguistics and SLA • A&HL 5583. The social psychology of SLA • A&HL 5585. Discourse analysis and SLA • A&HL 5586. Interlanguage phonology • A&HL 5587. Interlanguage syntax • A&HL 5588. Trends in SLA research • A&HL 5589. Language transfer in SLA A&HL 6587. Seminar in second language acquisition: Acquisitional and cross-cultural pragmatics (3) Professor Beebe. Permission required. Pre-requisite: A&HL 4087 or permission of instructor. An in-depth analysis of research on second language acquisition, focusing on acquisitional and cross-cultural pragmatics, pragmatic development, interlanguage pragmatics, stylistic variation, and language transfer. Offered in Fall only. Special fee: $20. Doctoral Preparation A&HL 5501. Research paper in applied linguistics (1–3) A&HL 5507. Research paper in applied linguistics (1–3) A&HL 6501. Doctoral seminar in applied linguistics (1–3) A&HL 6507. Doctoral seminar in applied linguistics (1–3) A&HL 7501. Dissertation seminar in applied linguistics (1–2) A&HL 7507. Dissertation seminar in applied linguistics (1–2) A&HL 8901. Dissertation advisem*nt in applied linguistics (0) or the following courses: A&HL 8907. Dissertation advisem*nt in applied linguistics (0)

Independent Research, Fieldwork and Internships A&HL 4901. Research and independent study: Applied linguistics (1–6) Professor Purpura. Permission of instructor. Research under the direction of a faculty member. Students work individually or with others. Course may be taken more than once. A&HL 4907. Research and independent study: Applied linguistics/TESOL (1–6) Professor Beebe. Permission of instructor. Research under the direction of a faculty member. Students work individually or with others. Course may be taken more than once. A&HL 5201. Fieldwork in applied linguistics (1–6) Faculty/Staff. Permission of instructor. Opportunity for qualified students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings. Course may be taken more than once. A&HL 5207. Fieldwork in applied linguistics (1–6) Professor Beebe. Permission of instructor. Opportunity for qualified students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings. Course may be taken more than once. A&HL 6201. Advanced fieldwork in applied linguistics (1–6) Professor Purpura. Permission of instructor. Opportunity for qualified students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings. Course may be taken more than once. A&HL 6207. Advanced fieldwork in applied linguistics (1–6) Professor Beebe. Permission of instructor. Opportunity for qualified students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings. Course may be taken more than once.

Art and Art Education (Code: TGA) Program Coordinator: Professor Judith M. Burton Web site: www.tc.columbia.edu/ academic/a&hdept/arted Program Office: 212-678-3360 Degrees Offered: Master of Arts (M.A.) Master of Education (Ed.M.) Doctor of Education (Ed.D.) Doctor of Education in College Teaching of Art (Ed.D.C.T.) Special Application Requirements/Information: All applicants are required to submit a portfolio (slides or original works), examples of scholarly writing (papers, thesis, publications), and the Art and Art Education Application Supplement directly to the Program. Please call 212-6783360 to request the Application Supplement. Applicants must have completed an undergraduate degree in studio art, art education, art history or criticism, art or museum education, or present other evidence of competence. For the M.A. degrees a personal interview with a faculty advisor is advised. For the Ed.D. and the Ed.D.C.T. degrees an interview with the Program Coordinator is required. All applicants for whom English is not their first language are required to submit either a 600 (250 computer-based) TOEFL score or a score of 10 on the Columbia University English Language proficiency test as well as scores for the Test of Written English (TWE). An in-person writing sample may also be requested. The 32 point M.A. degree is specially designed for individuals seeking in-service opportunities, or who wish to complete a special curriculum project, or who need the master’s degree to

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complete state certification. The degree is flexibly structured to accommodate various academic and professional needs. The 38 point M.A. degree with teacher certification is a Stateapproved program for those wishing to teach art K–12 in public schools. Current students in this program who want to qualify for New York State teaching certification must complete the program and file for certification prior to February 1, 2005. Teachers College is developing new programs to meet regulations that go into effect after February 1, 2004. The 60 point Ed.M. degree is designed for individuals seeking the highest level of professional achievement within the arts in education. The degree is also designed for students contemplating future doctoral study. Applicants are required to have a minimum three years of experience as an educator or practicing professional in the arts; 30 points of prior graduate study may be transferred providing they meet the requirements for the degree. Applicants for the Administrative-Supervisory Certification option are expected to have at least five years of teaching or other professional experience in art education. The 90 point Ed.D. and Ed.D.C.T. degrees are designed for individuals interested in serious research and who wish to contribute new scholarship and practice to the field. Applicants are required to have five years of professional experience in arts/museum/studio education. For both degrees, applicants are accepted to the program following faculty review of their artistic, professional and scholarly materials. In some instances, applicants may be requested to complete prerequisites as a condition of entry to the program. Similarly, applicants may be requested to com111

D E PA R T M E N T O F ARTS AND HUMANITIES plete the Ed.M. degree prior to acceptance to the Ed.D. The 90 point Ed.D. in Art Education is designed for those wishing to teach art education at the college/university level, become arts supervisors in school systems, education curators in museums, administrators in arts agencies or enter other arts education leadership positions. Applicants for this degree are expected to exhibit strong writing skills. The 90 point Ed.D.C.T. is designed for those wishing to teach studio art, history, or criticism in higher education: Art school, college or university. Applicants for this degree program will be expected to have an established, critically reviewed, exhibition record either nationally or internationally. Program Description: In the Art and Art Education Program, the study of art encompasses the traditions of fine art and the popular arts of mass culture. A central tenet of the program is the role of the arts in nurturing human growth and development throughout the life span. Within this context, courses in art education examine the different environments in which the various art forms reach their audiences: Private and public schools, colleges, museums, arts centers, hospitals and other settings.

core of courses considered to be essential to an exemplary arts education. Beyond the core, students along with their advisors have the flexibility to design individual programs that meet particular needs and goals. In addition to courses in art education, students are expected to select from other offerings of Teachers College and Columbia University in order to fulfill degree requirements. The 38-point M.A. offers New York Stateapproved teacher certification. Students in other M.A. degree programs may opt for the stateapproved Art AdministrationSupervisory Certification, or the Museum Education concentration (see below.) The vast cultural resources of New York City, along with a host of other programs, offer students myriad opportunities to enrich their conceptions of art and its diverse practices. There are weekend institutes, colloquia, mini-courses, opportunities for involvement in professional development workshops and summer study. Suitably qualified students may also apply for apprenticeships in the Center for Arts Education Research where they may assist on funded projects—studying artistic development, or assessing the relationships between schools and cultural organizations. Degree Requirements: Master of Arts (32 points)

Faculty prepare students to be well-informed, critical thinkers so that students may enter leadership positions in their professions. Faculty are not only seasoned practitioners who possess expertise in art, studio, museum and diversity education, they also are national leaders in arts education research. Each of the Programs’s five degree options is built around a 112

Required courses in Art Education (14 points minimum): • A&HA 4080 Artistic development: children • A&HA 4088 Artistic development: adolescence to adulthood • A&HA 4081 Curriculum design in art education • A&HA 4085 Historical foundations in art education

• Studio (two sessions) • A&HA 5922 Master’s seminar Required courses outside the program (6–9 points): Chosen with advisor approval. Elective courses from: Art education, studio, other programs of the College (9–12 points): Chosen with advisor approval. Note: To be certified by New York State, there are additional requirements including: • One Detection & Reporting of Child Abuse and Substance Abuse course, and one Violence Prevention course. (These may be taken for 0 credits online or in person. A copy of the Certificate of Completion or Certificate of Participation must be turned in to the registrar if you are seeking certification from New York State. For further information, please contact the Office of Field Support Services at (212) 678-3502.) The Associate Chairs should be added after the Chair, Harold F. Abeles Three new course have been added to the “Studio Art” section of Art Education In addition students in this M.A. program are required to complete a Masters thesis project on a theme or research topic arising from their interests. All students are urged to attend the Program and Department-wide workshops offered throughout the academic year; topics vary. The Master of Arts with Teacher Certification (38 points)

Required courses in Art Education (26 points minimum): • A&HA 4080 Artistic development: children • A&HA 4088 Artistic development: adolescence to adulthood

• A&HA 4281 Field observation in art education (two sessions) • A&HA 4081 Curriculum design in art education • A&HA 4085 Historical foundations in art education • A&HA 4087 Processes and structures in the visual arts • Studio (two sessions) • A&HA 4079 Exploring America’s cultures: implications for arts education • A&HA 4722 Supervised student teaching and seminar: elementary • A&HA 4702 Supervised student teaching and seminar: secondary • Plus: two weekend workshops, topics vary each year Required courses outside the program (6–9 points): Chosen with advisor approval. Elective courses from: Art education, studio, other programs of the College (3–6 points): Chosen with advisor approval. In addition, students in this program are required to complete an integrated written project on a theme or research topic arising from their interests and their practicum experiences. Students are also required to mount a Macy Gallery exhibition combining their own art work with that of the pupils taught during their practic*ms. Students are expected to attend the Department-wide series of workshops offered throughout the academic year; topics vary. Master of Education (60 points)

Required courses in Art Education (27 points minimum): • A&HA 4080 Artistic development: children, and/or • A&HA 4088 Artistic development: adolescence to adulthood • A&HA 4081 Curriculum design in art education

ARTS • A&H 5001 Research methods in arts education • A&HA 4087 Processes and structures in the visual arts • Studio (two sessions) • A&HA 5086 Art in visual culture • A&HA 4079 Exploring America’s cultures: implications for art education • A&HA 5922 Master’s seminar Required courses outside the program (6–9 points): Chosen with advisor approval. Elective courses from: Art Education, studio, and other programs of the College (variable points): Chosen with advisor approval. In addition: see expectations for the M.A. above. The Ed.M. degree offers two additional options: Art Administrative-Supervisory Certification. Consistent with New York State regulations, the Certification option requires 18 points of course work in museum studies, aesthetics, artistic development, research, arts administration and a supervised internship. Doctor of Education (90 points)

Required courses within the specialization (16 points): • A&H 5001 Research in arts education • A&HA 5086 Art in visual culture • A&HA 6502 Doctoral seminar • A&HA 7502 Dissertation seminar (two sessions) • A&HA 8900 Dissertation advisem*nt Suggested courses (15 points minimum): • A&HA 4070 Artistic development: children • A&HA 4088 Artistic development: adolescent to adult • A&HA 5081 Advanced curriculum design

• A&HA 4085 Historical foundations in Art Education • A&HA 4087 Processes and structures • A&HA 6021 Arts administration and supervision • A&HA 6520 Seminar in clinical supervision in the arts: K through 12 Required courses outside the Program (15 points minimum): Chosen with advisor approval. Elective courses from Art education, independent studio, studio, other programs of the College (points vary): Chosen with advisor approval. In addition, students must complete between 50–60 points in the program, including those transferred, before entering the first of the Dissertation seminars. The first seminar prepares students to write the certification papers. To complete certification, students are expected to offer a professional presentation. These include a conference presentation; a published article; a peer-group presentation such as a formal seminar presentation or gallery talk; a Macy Gallery exhibition; or some other equivalent professional performance. Each level of certification is accomplished through faculty review; students must complete each level satisfactorily before they are given permission to write the dissertation. Candidates should be in touch with the Office of Doctoral Studies to be certain of complying with the latest procedures, deadlines and documents. Doctor of Education in the College Teaching of Art (90 points)

Required courses within the specialization (16 points): • A&HA 6002 Teaching and administration of art in college

• A&HA 6003 Critical perspectives and practices in the arts • A&HA 5081 Curriculum design in art education: advanced • A&HA 6482 Internship or special project • A&HA 5086 Art in visual culture • A&HA 6502 Doctoral seminar • A&HA 7502 Dissertation seminar (two sessions) • A&HA 8900 Dissertation advisem*nt Suggested courses (10 points minimum): • A&HA 4088 Artistic development: adolescent to adult • HUDK 5021 Aesthetic development • A&HA 5082 Philosophies of art in education • A&H 5001 Research in arts education • A&HA 6021 Administration and supervision at the college level Required courses outside the Program (15 points minimum): Chosen with advisor approval. Suggested studio electives (15 points minimum): Chosen with advisor approval. In addition: see Ed.D. above. Requirements for the dissertation for the Ed.D.C.T. may be met by combining studio work and a written document. Candidates should be in touch with the Office of Doctoral Studies to be certain of complying with the latest procedures, deadlines and documents. Courses: (* = course open to non-majors) Art Theory and Research *A&HA 5082. Philosophies of art in education (2–3) Faculty. Examination of theories of the arts, including functions and aesthetic values which underlie arts education practice and criti-

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cism. Development of student’s own views and references for practice. Special fee: $15. A&HA 5181. The arts in education (2–3) Faculty. An examination of ideas about the interdisciplinary role of the arts in traditional and nontraditional educational and administrative settings through analysis of programs, projects, policy issues, and political processes that involve the visual arts, dance, music, and theater. Special fee: $30. A&HA 5086. Art in visual culture (2) Dr. Moser and guest critics. Permission required. Required seminar for Ed.M. and Ed.D. An examination of the role of art culture in contemporary life, employing experiences from art works— museums, galleries and alternative spaces—readings and discussion. Special fee: $25. A&HA 6003. Critical perspectives and practices in the arts (2) Professor Sullivan. Students investigate their creative practice from several critical perspectives and produce personal profiles and arts projects within educational and cultural contexts. Special fee: $25. A&HA 6502. Doctoral seminar: arts in education (2) Faculty. For doctoral candidates to identify their area of research interest and to narrow their topic. A&HG 6580. Problems in art and education (2–4) Faculty. Specific problems of art and art education examined. Different topics each semester. Permission required. Special fee $15. A&HA 7502. Dissertation seminar in the arts in education (2) Professor Burton, Professor Sullivan. Two required group tutorials for doctoral students to help develop or refine topics of inquiry for research. The teaching format is flexible and may include faculty/ student presentations, group discussions and critiques. May be repeated. Section 2 is required of all doctoral students in the department in the semester following successful completion of written certification examination and involves preparation and presenta113

D E PA R T M E N T O F ARTS AND HUMANITIES tions/dissertation proposal for approval. Sections: (1) Certification preparation (2) Dissertation proposal preparation. A&HA 8900. Dissertation advisem*nt in art education (0) Individual advisem*nt on doctoral dissertations. Fee: to equal 3 points at current tuition rate for each term. For requirements, see section in Catalog on Continuous Registration for Ed.D. degree. Art Education *A&HA 4078. Art for classroom teachers: Teaching art to children (3) Faculty. Introduction to theories of artistic development. Uses of art materials and processes, and lesson planning strategies for art experiences with children and young adolescents. Designed for classroom teachers and in-service students. Special fee $60. *A&HA 4079. Exploring America’s cultures: Implications for arts education (Noncredit or 2–3) Professor Sahasrabudhe. The course will explore the arts and aesthetics of various American sub-cultures, including cultures-of-origin, and will involve art teachers, art educators and other participants in a process of defining and articulating understandings of America’s emerging cultures. Class lectures will focus on critical issues, problematic domains in specific cultures, and will develop understandings, sensitivities and skills required for cross-cultural and intercultural dialogues and interactions. Also discussed will be models for program design, the identification of content (artists, artworks, aesthetic theories, philosophies, art-events, myths, folklore, rituals) and cultural conventions which must be considered when planning for multicultural art education. Special fee: $25. *A&HA 4080. Artistic development of children (2–3) Professor Burton. Required of all candidates seeking New York State art teacher certification (K–12). Recommended for all degree candidates in elementary education. An examination of the role of the senses, emotions, and intellect in artistic development and of the

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layered integrations they form over time. Discussion of ways in which developmental insights are basic to the design and implementation of exemplary visual arts lessons and offer critical starting points for research. Special fee: $20. A&HA 4081. Curriculum design in art education (2–3) Professor Sullivan. Introduction to curriculum theory and design in the larger context of education and schooling. The course also explores alternative conceptual models as reflected in different art curricula, and engages students in review of curricular issues related to learning outcomes, standards and assessment in art education. Special fee: $30. A&HA 4085. Historical foundations of art education (2–3) Professor Sullivan. An introduction to major historical events and underlying beliefs, values, and practices that have influenced contemporary art and art education programs at all levels of instruction in the U.S. as well as internationally. Special fee: $30. A&HA 4086. Current issues and practices in art and art education (2–3) Faculty. An analysis of current philosophies, theories, and practices in art and art education at all levels of instruction. Programs in public schools, higher education, museum education, and other nontraditional settings are examined, along with advocacy initiatives and policy issues appropriate to the various issues discussed. Special fee: $30. A&HA 4087. Processes and structures in the visual arts (3) Dr. Amorino. Prerequisite: A&HA 4080, A&HA 4088, or permission of instructor. Required of all students in all degree programs. Opportunity for in-depth and sustained exploration of the properties, structures and expressive uses of selected art materials. The course aims to enrich and extend personal visual repertoires and, in parallel, provoke insights into the role of materials in supporting, integrating and challenging the artistic growth of young people in school. Special fee: $60.

*A&HA 4088. Artistic development: Adolescence to adulthood (2–3) Professor Burton. An examination of sensory, biological, affective, cognitive and cultural issues influencing continuing development in the visual arts. Discussion of ways in which developmental insights are basic to designing challenging lessons which enrich growth and learning as well as offering critical starting points for research. Required of all candidates seeking New York State Art Certification K–12. Special fee: $10. *A&HA 4090. Museum education issues I: culture of art museums (3) Ms. Burnham. An examination of the challenges facing art museums in the twentieth century, with a focus on changing interpretations of objects and how museums respond to public need. Special fee: $25. A&HA 4281. Field observations in art education (1) Required of M.A. students or art teacher certification majors. To be taken concurrently with A&HA 4080, Artistic development of children, and A&HA 4088, Artistic development: Adolescence to adulthood. Involves observations in schools of various types; videotaping of contrasting teaching styles and curricular approaches; analysis of perceptual, artistic, and societal assumptions implicit within programs observed. A&HA 4702. Supervised teaching in art education: Secondary (3) Ms. Darvin. Prerequisites: A&HG 4080, A&HG 4081, A&HG 4087 and A&HG 4088. M.A. candidates should plan to take student teaching in their last semester of course work towards their degree. For majors only. A variety of supervised teaching experiences (7–12), supplemented by conferences, evaluation, and seminars. The student completes 200 hours in schools observing, assisting, teaching, and evaluating. Required of those seeking state certification in Art in New York state and other states. Special fee: $15

A&HA 4722. Supervised student teaching in art education: Elementary (3) Ms. Darvin. Prerequisites: A&HA 4080, A&HA 4081, A&HA 4087, and A&HA 4088. M.A. candidates should plan to take student teaching in their last semesters as final course work towards their degrees. For majors only. A variety of supervised teaching experiences (K–6) supplemented by conferences, evaluation and seminars. The student completes 200 hours in an elementary school observing, assisting, teaching and evaluating. Required of those seeking state certification in New York State and other states. Special fee: $15. *A&HA 5064. Experiments in content (1–3) Faculty. An examination of new technologies, materials, concepts, attitudes, both in their current forms as well as future applications. Participants will investigate a personal topic through field experience, hands-on demonstration, observation, readings and lectures. The topic focuses for the course will be drawn from art and design/studio/research/psychology/teaching. Special fee: TBA. A&HA 5081. Curriculum design in art education: Advanced (3) Professor Sullivan. Prerequisite: A&HA 4081 or consent of instructor. An analysis of curricular models at all levels of instruction. Emphasis on evaluation techniques, subject matter, and implementation processes. Special fee: $20. A&HA5085. Varieties of visual experience: Museums and education (2) Ms. Darvin. Participants will visit New York City Museums and use the multiple resources of the museums to develop personalized curriculum materials. Enrollment limited. Special fee: $30. *A&HA 5090. Museum education issues II: Missions and standards (3) Ms. Schwartz. An examination of the changing purposes of museums, both American and international, as they confront new technologies and expectations for greater participation in education. Issues of ethics and standards for

ARTS museum education will also be discussed in the context of the section reform movement. Special fee: $25 *A&HA 5804. Museums as resource: Workshops at the Metropolitan Museum (1–4) Professor Burton or Ms. Darvin. Independent study at Teachers College combined with workshops, lectures and seminars at the Metropolitan Museum of Art. Students work collaboratively with both Museum and College faculty to develop and carry out individual projects, which may lead to research and inquiry, or to the development of instructional materials for different levels of schooling. A&HA 5922. Master’s seminar in art education (2) Professor Sullivan. Permission required. Required for all M.A. and Ed.M. students. Guided independent work in research, culminating in the development of a master’s proposal. Special fee: $30. A&HA 6002. Teaching and administration of art education in college (3) Dr. Churchill. The role and status of art in higher education, varying programs and objectives, problems and approaches in teaching and administration. Special fee: $15. A&HA 6021. Supervision and administration in arts education (3) Ms. Darvin. Permission required. Prerequisite: Substantial teaching and/or arts administration experience. The function of supervision and administration: Effective programs in city, county, and state school systems; in-service education and workshop techniques; school and community relationships; nontraditional settings such as museums, arts councils, etc. Special fee: $25. A&HA 6520. Seminar in clinical supervision in the arts: K–12 (2) Ms. Darvin. Permission required. Seminar in classroom supervision and its application to student teaching and in-service training. On-site field experience, analysis of observation and assessment, readings and discussion. Participants must have a minimum of 5 years teaching. Special fee: $10.

Studio Art *A&HA 4061. Printmaking I: Lithographic processes (Noncredit or 2–3) Mr. Pellettieri. A basic course in lithography for the beginning student. Stones, metal plates, screens, photo-lithographic plates, and silkscreen utilized. Group and individual instruction to enhance the skills and aesthetic perception of each student. Special fee: $100. Noncredit fee: $600 plus special fee. *A&HA 4062. Printmaking: Etching I (Noncredit or 2–3) Mr. Pellettieri. Designed to introduce the beginner to the intaglio process (hard and softground etching, etc.). Group and individual instruction to help students acquire printmaking skills and discover their artistic capabilities. Special fee: $100. Noncredit fee: $600 plus special fee. *A&HA 4063. Introduction to painting (Noncredit or 2–3) Mr. James. Development of fundamental painting skills and understandings within the quest for individual expression and style. Oils, acrylics, collage, and watercolor employed. Special fee: $60. Noncredit fee: $600 plus special fee. *A&HA 4084. Art and technology (Noncredit or 2–3) Through the use of electronic imagery systems (computer graphics, computer animation, video synthesizing, digital video effects), the student develops the ability to create artistic statements utilizing technological means. Offered summers. Special fee: $25. Noncredit fee: $600 plus special fee. A&HA 4089. New media, new forms: Technological trends in art education (2–3) Examines new technological tools and new media in art education, the impact of technology in the art room, the changing role of the art educator, and the convergence of visual technologies. Offered summers. Enrollment limited. Special fee: $25. *A&HA 4092. Introduction to ceramics (Noncredit or 2–3) Mr. Lollar. Enrollment limited. For beginners only. Introduction to the basic techniques of hand

building, the potters wheel and slab construction. Surface decoration and three-dimensional design. Stoneware and earthenware clay bodies and firing procedures will be addressed. Special fee: $100. Noncredit fee: $600 plus special fee. *A&HA 4093. Introduction to sculpture (Noncredit or 2–3) Faculty. An exploration into the world of the third dimension through both figurative and abstract styles. There will be classroom discussions plus experimentation in wood and stone carving, clay, plaster, assemblage, and welding. Special fee: $100. Noncredit fee: $600 plus special fee. *A&HA 4094. Introduction to photography (Noncredit or 2–3) Ms. Levan, Mr. Vezzuso. An introductory course in black and white photography and darkroom techniques. Participants will study applications of the camera as an instrument for producing artistic images, and the darkroom as a setting for reproducing those images, as well as the implications for using these techniques within various educational settings and contexts. Special fee: $100. Noncredit fee: $600 plus special fee. A&HA 4096. Photography for educators (Noncredit or 2–3) Ms. Levan. Exploration of basic photo techniques applicable in the standard art classroom. Special fee: $25. Noncredit fee: $600. *A&HA 5060. Introduction to drawing (Noncredit or 2–3) Ms. Rose A critical examination of the relationship among structure, form and surface in drawing from life: objects, humans and landscape. Students will track the emergence and development of expressive configurations in their own work from the vantage point of evolving aesthetic and critical responses. Special fee: $60. Noncredit fee: $600 plus special fee. *A&HA 5061. Advanced printmaking: Lithography (Noncredit or 2–3) Mr. Pellettieri. Designed to explore and develop the lithography printing process, including the use of color and photolithography. Group and individual instruc-

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tion to promote the artistic and technical potential and capacities of each participant. Special fee: $100. Noncredit fee: $600 plus special fee. *A&HA 5062. Advanced printmaking: Etching (Noncredit or 2–3) Mr. Pellettieri. Designed to expand the printmaking competencies and aesthetic development of the artist-teacher. Group and individual instruction. Special fee: $100. Noncredit fee: $600 plus special fee. *A&HA 5063. Advanced painting (Noncredit or 2–3) Mr. James. Artists capable of independent endeavor share their ideas and work in critiques and discussions and undertake advanced artistic problems suggested by the instructor or of their own devising. Noncredit fee: $600. Special fee: $100. • A&HA 5092. Advanced ceramics (Noncredit or 2–3) Mr. Lollar. Further studies of ceramics with an emphasis on individual projects on an advanced level. Educational aspects of the medium will be discussed along with marketing opportunities for the professional craftsperson. Special fee: $100. Noncredit fee: $600 plus special fee. *A&HA 5093. Advanced sculpture (Noncredit or 2–3) Faculty. Further studies of sculptural elements with an emphasis on content, craft, and individual development. Special fee: $100. Noncredit fee: $600 plus special fee. * A&HA 5095. Color photography (2–3) Mr. Feinsod. Prerequisite: A&HA 4094 or equivalent. Course addresses both the aesthetic and technical aspects of color photography including theory, lighting, use of positive and negative films, prints, exposure to a professional lab. Special fee: $100. * A&HA 5890. Exploring creative photography: Advanced processes (Noncredit or 2) Mr. Feinsod. Prerequisite: A&HA 4094 or equivalent. This course explores the versatility of photography and incorporates other artis-

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D E PA R T M E N T O F ARTS AND HUMANITIES tic mediums as artists have done since the development of photography in the 19th century. In investigating traditional and contemporary photographic methods students will acquire skills in advanced methods in processing and presenting work. A range of darkroom techniques will be introduced along with sophisticated studio equipment. Special fee: $150. Non-credit fee: $600 plus special fee. * A&HA 5891. Exploring creative photography: Photography and light (Noncredit or 2) Mr. Feinsod. The emphasis in this class is on the camera and on using light and lighting methods and advanced camera and darkroom techniques. Students explore the use of Medium Format cameras, studio lighting, flash photography, long exposures using tripods and using light meters. Photographic projects are undertaken using themes of still life, tabletop and portrait photography using flash and available lighting. * A&HA 5892. Exploring creative photography: Invention and Imagination (Noncredit or 2) Mr. Feinsod. The emphasis in this course is on the inventive, explorative and imaginative use of the photographic medium. The power of the interpretive value of the photographic image is explored. Students are exposed to the work of photographers that experiment with photography in an important but imaginative way.

A&HA 6904. Studio work in art and education: Painting (Noncredit or 1–4) Faculty. Permission required. Enrollment limited. For advanced independent study. Noncredit for majors only. Special fee: $60. A&HA 6905. Studio work in art and education: Printmaking (Noncredit or 1–4) Faculty. Permission required. Enrollment limited. For advanced independent study. Noncredit for majors only. Special fee: $100. A&HA 6906. Studio work in art and education: Ceramics (Noncredit or 1–4) Faculty. Permission required. Enrollment limited. For advanced independent study. Noncredit for majors only. Special fee: $100. A&HA 6907. Studio work in art and education: Photography (Noncredit or 1–4) Faculty. Permission required. Enrollment limited. Prerequisites: A&HA 4094, A&HA 5094 or extensive experience in photography and darkroom techniques. For advanced independent study. Noncredit for majors only. Special fee: $100. A&HA 6999. Exhibition rating (0) Rating of certification Ed.M. and Ed.D. exhibitions: offered in fulfillment of degree requirements. To be taken during the semester in which work is presented in the Macy Art Gallery. Special fee: $100.

Independent Studio Work 3 Courses

Independent studies and research

A&HA 6902. Studio work in art and education: Sculpture (Noncredit or 1–4) Faculty. Permission required. Enrollment limited. For advanced independent study. Noncredit for majors only. Special fee: $100.

A&HA 4202. Fieldwork in art education (1–4) Permission required. Professional activities in the field under faculty supervision.

A&HA 6903. Studio work in art and education: Drawing (Noncredit or 1–4) Faculty. Permission required. Enrollment limited. For advanced independent study. Noncredit for majors only. Special fee: $60.

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A&HA 4902. Research and independent study in art education (1–4) Permission required. Research and independent study under the direction of a faculty member.

A&HA 5202. Fieldwork in art education (1–4) Permission required. Professional activities in the field under the supervision of a member of the arts faculty. A&HA 5902. Research and independent study in art education (1–4) Permission required. Research and independent study under the direction of a faculty member. A&HA 6202. Fieldwork in the art education (1–4) Permission required. Professional activities in the field under the supervision of a member of the arts faculty. A&HA 6422. Internship in the supervision and administration of the art education (1–4) Qualified students work as interns with supervisors or administrators in selected sites. Satisfies the internship requirement for administrative and supervisory certification. Provision is made for assessment of fieldbased competencies in fulfillment of program requirements. A&HA 6482. Internship in the teaching of college and museum programs (3) Permission required. Guided experiences in the teaching of the arts in departments of metropolitan area colleges. Sections: (1) Teaching art programs: college (2) Teaching art programs: museum. A&HA 6972. Research and independent study in art education (1–4) Permission required. Research and independent study under the direction of a faculty member. See also: A&H 5500. Pro-seminar in arts and humanities (2) Faculty. Arts and humanities faculty present their recent research or debate contemporary issues to illuminate critical issues in the field, current challenges to education, innovative methods of inquiry and contemporary cultural issues.

Arts Administration (Code: TGC) Program Coordinator: Professor Joan Jeffri Web site: www.tc.columbia.edu/ academic/arad Program Office: (212) 678-3268 Degree Offered: Master of Arts (M.A.) Special Application Requirements/Information: In addition to the general Teachers College admission requirements, applicants to the program must submit a third letter of reference and scores on the GRE General Test. Personal statements of 750–1000 words should indicate why applicants wish to pursue careers in arts administration, what led them to this point and what they feel makes them good candidates for admission to the program and to the field. An interview is required for finalists and will be arranged at any time in the application process by the Program Coordinator. Students usually begin the program in the fall semester only. Program Description: The program in Arts Administration encourages integration of all the arts and education, while focusing on the educational role of the artist, and the missions and activities of arts and cultural agencies, collectives, and institutions. The program reflects the conviction that the management of cultural institutions and enterprises is a profession that requires both creativity and commitment and that, at its best, the profession has a positive impact on the quality of artistic life. Arts Administration is organized in conjunction with the programs in arts and humanities education, further reflecting the importance of the basic educational role, mission, and activities of the

ARTS arts in both profit and nonprofit sectors. In order to respond to the challenge and responsibility of the arts at the start of the twentyfirst century, the arts manager must have an amalgam of managerial and financial skills, a knowledge of pertinent artistic disciplines, an awareness of community dynamics, a commitment to education in its broadest sense, and a sensitivity to the artist and the artistic process. The essence of the program lies in its effort to provide a carefully constructed core curriculum while making available the extraordinary range of intellectual and cultural resources of the College, the University, and New York City. Established at Columbia University’s School of the Arts in 1980, the program moved to Teachers College in 1991, expanding its curriculum and student body and maintaining its interdisciplinary curriculum with Columbia’s Graduate Schools of Business and Law. Special areas of study have been created with the Program in Art Education which focus on Museum Education and with the Program in Music Education which focuses on Music Administration and Education. Similar collaborations are being developed with other disciplines. From its inception, faculty and staff have consisted of persons actively involved in the field as managers, board members, consultants, authors, and artists. In addition, the program draws on a vast pool of artists, arts managers, and persons in related professions to deliver and take part in guest lectures, seminars, and informal discussions.

The objectives of the program are to: • Train new leaders to manage and administer arts and cultural venues • Raise standards of arts administration to a new level of social responsibility • Broaden the horizons of arts educators, facilitating their interactions with the arts community • Give arts educators new management and administrative tools • Strengthen advocacy roles for artists, and • Provide theoretical and practical preparation for students whose professional objective is a career in arts administration, arts education, or a combination of the two. The Research Center for Arts and Culture acts as a complement and a resource for the Program, offering opportunities each year to Arts Administration students with a special interest in research and public policy. The Center is committed to applied research in the relatively new disciplines of arts management and arts law, providing the academic auspices for exploration, education, policy-making, and action. Degree requirements:

administration, cultural policy, fundraising, historical foundations and problem-solving in arts education, accounting, financial planning, marketing, business policy, labor relations, and copyright law. Students and applicants should refer to additional information on requirements available at the program office. Tuition rates may vary for certain elective courses, depending on the offering school. Each student is evaluated in the first year to ensure that satisfactory progress is maintained. Courses (* = course open to non-majors): A&HG 4170. Principles and practice in arts administration (3) Ms. Jeffri. Permission required. Basic overview in arts administration covering major areas of concern to small, medium, and large institutions. Specific aspects of arts management, planning, program development, artist relations, marketing, and fundraising. *A&HG 4171. Arts Administration: An introduction to the field (3) Professor Bereson. Focussing on the external and internal environment, running companies and venues, and stated and tacit policies. Attention to the administrator’s resources and constraints in both the profit and non-profit sectors.

Master of Arts (60 points)

The M.A. degree requires a minimum of 60 points of course work, with 27 points from the program offerings listed below, 12 points through the Graduate School of Business, 15 points in Teachers College courses, 9 elective points, an internship, and a master’s thesis. The core curriculum represents an unusual alliance among the faculties of Teachers College, the Graduate School of Business, and the School of Law. Included in the core requirements are principles of arts

A&HG 4173. Arts in context (3) Professor Bereson. Permission required. A seminar and lecturestyle course designed to provide a cultural context for discussions of aesthetic, ethical, and political questions that define and challenge the responsible arts administrator’s role. A&HG 4174. Law and the arts I (3) Mr. Koenigsberg. Permission required. Principal artistic applications of U.S. law in areas drawn from copyright law, unfair competition and trademark law, misappropriation, First Amendment questions, miscellaneous torts including rights of privacy and publicity,

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defamation, interference with contract, other problems relating to authenticity of art works. A&HG 4175. Law and the arts II (3) Mr. Aarons, Ms. Clark, and Mr. Swords. Permission required. Lectures and seminars on not-forprofit corporations, alternative forms of organization and tax exemption; the role and problems of trustees, directors, and officers; commercial and political activity, administrative regulations concerning arts organizations, and arts-specific contracts. A&HG 4176. Support structures: Development and fund raising in the arts and humanities (3) Ms. Clark. Permission required. A practical exploration of fundraising research and proposal writing methods. Proposals are developed for private and public agencies and foundations. Course incorporates aspects of support for the arts, arts education, the humanities, education and artists. *A&HG 4179. Music administration and education: Organizations, issues and careers (3) Professor Berseson. Provides the tools of applied theory and practice of arts administration for musicians, music administrators and music educators. Investigates the management leadership and education practices within musical institutions and career paths within them. A&HG 4180. Labor relations in the arts (3) Mr. Leibowitz. Permission required. Theory and practice. Special emphasis on employers, unions, contracts, grievance procedures in the arts. Simulated bargaining sessions, evaluation and discussion of dispute resolution, arbitration, contract results. Negotiation by student teams. A&HG 4575. Master’s seminar in arts administration (3) Professor Bereson/Mr. Vinik. Permission required. Full-time degree candidates only. Required for all master’s students by the last 10 credits of their program. Guided independent work culminating in the development of a master’s essay.

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D E PA R T M E N T O F ARTS AND HUMANITIES A&HG 4576. Master’s seminar in arts administration B: Research apprenticeship (3) Ms. Jeffri/ Professor Bereson. Interview required. Supervised individual apprenticeship to ongoing projects in arts management, arts law, arts and cultural policy and data and information gathering on living artists. A&HG 5173. Principles and practice in arts administration: Performing arts (3) Mr. Vinik. Permission required. Prerequisite: A&HG 4170. A continuation of A&HG 4170 with special reference to the management principles and skills of the performing arts, including music, dance, and theater; audience development; unions; and the study of physical facilities. A&HG 5174. Principles and practice in arts administration: visual arts (3) Ms. Jeffri. Permission required. Prerequisite: A&HG 4170. A continuation of A&HG 4170 with special reference to the application of management principles and skills to the visual arts, including museums, commercial and cooperative galleries, artists’ spaces, public art, corporate and individual collectors and artists. A&HG 5175. Business policy and planning for the arts manager (3) Mr. Vinik. Permission required. Designed to integrate arts administration course-work from business, law, and the arts. Moves from the financial, cultural, political environment to strategic planning tools to specific arts situations in the creation and implementation of policy and planning objectives. A&HG 5178. Special topics: critical issues in arts management (3) Permission required. A course in conceptualizing problems. Use of existing documents, studies, databases to support investigations into critical issues, while identifying how these documents have been constructed, their hidden and political agendas, and suggestions for improvement and integration into existing systems.

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Practicum and Internship A&HG 4370. Practicum in arts administration and arts education (1) Ms. Jeffri. Permission required. Supplement to the required internship. Work with organizations or on projects on or off-campus; work must meet test of relevance to student’s program of study, supervisor approval, and judgment of satisfactory performance. At least 30 hours during the term; no more than 1 point per term; no more than 3 points during course of program for practicum. A&HG 4470. Internship in arts administration and arts education (0 or 3) Ms. Jeffri. Permission required. Internship arranged with host institutions on an individual basis, taking into account the student’s needs, interests and capacities, and the host’s abilities to integrate those with its operation in an educationally useful manner. Twenty hours per week over four months or the equivalent. Independent Research A&HG 4970. Supervised individual research in arts administration and arts education (3) Ms. Jeffri and staff. Permission required. Independent research in arts administration. A&HG 4100. Master’s essay residency (0) Ms. Jeffri. Permission required. To maintain residency and receive advisem*nt on the Master’s essay, students who have registered for the 60 required points of course-work and have not completed the master’s essay, must register for this course after six terms. Special tuition: the equivalent of 1 point of credit. See also: A&H 5001. Research in arts education (3) A&H 5002. Assessment strategies for the arts (Noncredit or 3) A&HA 4079. Exploring America’s cultures: Implications for Arts education (Noncredit or 2–3) A&HA 4090. Museum issues I: Art museums and their culture (3) A&HA 5082. Philosophies of art in education (2–3)

A&HA 5090. Museum issues II: Missions and standards (3) A&HA 5181. The arts in education (2–3) A&HA 5804. Museums as resource: Workshops at the Metropolitan Museum (1–4) A&HA 6021. Supervision and administration in arts education (3) A&HD 5019. Dance in cultural contexts (2–3) A&H 4048. Computing applications in education and the arts (3)

Dance and Dance Education (Code: TGD) Program Coordinator: Lisa Jo Sagolla Web site: www.tc.columbia.edu/ programs/danceEd/ Degree offered: Master of Arts (M.A.)* *This program is currently not accepting applications for admission. For updated information about the program, please call the Office of Admission at 212-678-3710. Special Application Requirements/Information: Acceptance into the program is by audition, interview, and a review of past dance-related experiences and educational background. While it is suggested that a candidate have an undergraduate degree in dance, an undergraduate degree in any field and other appropriate dance experiences will be considered for admission. Auditions are held twice a year: January and April. Details concerning the audition and special application forms for the program in Dance and Dance Education are available along with program information from the Dance Education office. Candidates for admission from foreign countries or from the western United States

may audition via videotape. Information concerning format and specific requirements will be sent on request. Students desiring scholarships, grants, fellowships, or financial aid are urged to audition in January and to submit all required forms by the January 15th scholarship deadline. Program assistantships are available, as are limited merit scholarships. Program Description: The Dance and Dance Education program encompasses a broad conception of dance ranging from the traditions of dance as ritual and fine art to the popular view of dance in mass culture. Dance education is emphasized throughout the curriculum and is approached as a life-long activity, taking place in multiple settings and pursued by a variety of people. Courses in dance education examine the different settings in which the various dance forms reach their audience: public and private schools, higher education, arts centers, cultural institutions, video, television and film, and other special settings. Central to the program is a concern for the role of dance as it supports and promotes human growth and development through studio practice and cultural appreciation. The program is built around a core of courses considered essential to exemplary dance education. The curriculum offers courses within four major areas: the body sciences, performance practice and analysis, dance pedagogy, and theory, research and implementation. Dance courses are offered in anatomy and kinesiology, composition, technique, body work, Laban Movement Analysis, cultural, historical and social contexts, production, teaching and curriculum.

ARTS Utilizing the vast resources of the New York City metropolitan area, professional studio technique classes and other related courses may be taken for academic credit, provided that appropriate arrangements can be established with that school, program or organization. In addition to courses taken in arts education, students are expected to select courses from other offerings at Teachers College and Columbia University in order to fulfill degree requirements. Weekend workshops, master classes, colloquia, research/independent studies, fieldwork, and student teaching provide additional richness to diverse teaching, research and performing opportunities. Within the program there are two tracks leading to the Master of Arts degree. The first is flexible, allowing the student to shape an individual program in consultation with a faculty advisor (minimum of 36 points). The second track offers experiences and study that lead to an M.A., plus a K–12 Dance Teacher Special Certification in the State of New York (36 points). In order to meet certain state and degree requirements, students work closely with their advisors to select appropriate courses and evaluate abilities. Completion of the K–12 Certification track qualifies the graduate (upon successful completion of state tests) to teach in public education, K–12, in the state of New York. Reciprocal arrangements with other states can qualify the graduate to teach inside New York as well. Students completing the degree (with or without certification) have continued to doctoral study in dance or related fields; have worked in education departments of cultural institutions; and have taught in private education, colleges and

universities. Other graduates have continued to perform and choreograph in New York and other areas. Student work may be shown as part of our Graduate Student Dance Concert Series. Some students choreograph, perform and self-produce professionally while pursuing a graduate degree from Teachers College. Teaching, performance, research and administrative internships offer students “real world” experience. The Dance and Dance Education program maintains professional partnerships with many of the major dance institutions and artist/ educator/scholar arts organizations in New York City, nationally and internationally. Each internship is tailored towards the goals of the individual student. Degree Requirements: Master of Arts (36 points)

Required courses for both tracks are: • A&HD 4018 Laban Movement Analysis I • A&HD 5007 Curriculum design in dance education • A&HD 5012 Kinesiology for dance • A&HD 5013 Choreography I • A&HD 5016 Teaching dance: Adolescence through adulthood, or • A&HD 5017 Movement retraining • A&HD 5018 Dance production • A&HD 5019 Dance in cultural contexts: Theory and application • A&HD 5110 Teaching children’s dance • A&HD 5120 Introduction to dance research • BBSR 4005 Applied anatomy and biomechanics (if not studied in the undergraduate degree)

The K–12 certification track will complete both A&HD 5016 and A&HD 5110, a teaching practicum (A&HD 4203 Fieldwork) and Supervised Student Teaching (A&HD 4703) as well as several education courses. Courses: Body Sciences A&HD 5012. Kinesiology for dance (Noncredit or 3) Prerequisite: BBSR 4005. Dance movements are analyzed and understood through application of anatomical principles. Special consideration is given to body alignment, range of motion, and identification and remediation of poor movement habits. Special fee: $25. Noncredit fee: $355. Performance Practice and Analysis A&HD 4010. Modern dance I (Noncredit or 2) Faculty. Develops an understanding of the basic principles of modern dance technique through a sequence of movement experiences, exploration or improvisational structures, and discussions of dance performance viewing. Noncredit fee: $355. A&HD 4011. Modern dance II (Noncredit or 2) Faculty. Permission required. Prerequisite: A&HD 4010 or equivalent. Continuation of Modern Dance I. Designed to expand on the basic principles of modern dance technique through the exploration of learned dance phrases, improvisational structures and/or selected choreography and discussions of dance performance viewing. Noncredit fee: $355. A&HD 4014. Ballet I (Noncredit or 2) Faculty. Practice and examination of the fundamentals of classical ballet, including elements of technique, theory, and historical background. Noncredit fee: $355. A&HD 4015. International dance forms (Noncredit or 2) Faculty. Theoretical and experiential exploration of one or more

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dance forms from other cultures enabling entry into the contexts of other cultures. Noncredit fee: $355. A&HD 4018. Laban movement analysis I (Noncredit or 3) A course in the principles of human movement as developed by Rudolf von Laban, and further applied in such areas as dance, acting, sports, work patterns, gesture, physical and dance therapy, psychology, and anthropology. Movement experience and analysis on four integrated levels: body, space, dynamic qualities and movement relationships to self and others. Special fee: $25. Noncredit fee: $355. A&HD 4019. Laban movement analysis II (Noncredit or 2–3) Prerequisite: A&HD 4018 or equivalent. Continuation of Laban movement analysis I. An examination of the principles of human movement as developed by movement theorist Rudolf von Laban. Continued analysis of the principles of Effort and Shape (Choreutics/space harmony) as guided through movement experiences. Dynamic qualities and spacial potentials are analyzed, explored and synthesized through spontaneously invented or reproduced dance/movement material in relation to self and others. Special fee: $25. Noncredit fee: $355. A&HD 5013. Choreography I (Noncredit or 2–3) Development of strategies and understandings concerning the nature of the dance-making process through improvisation, creation of short movement studies and complete dances, and viewing/perceiving the processes and results. Special fee: $30. Noncredit fee: $355. A&HD 5014. Choreographic problems (2–3) Permission required. Prerequisites: A&HD 5013 or equivalent. An indepth exploration of creative process and teacher/learner interactions as applied to the teaching of choreography. Special fee: $35. A&HD 5018. Dance production (0–2) A lecture/laboratory class focusing on theory and practice of production of dance concerts and events. Special fee: $40. Tuition for zero (0) points: $300. 119

D E PA R T M E N T O F ARTS AND HUMANITIES A&HD 5111. Dance technique (Noncredit or 1) Permission required. Enrollment limited. Studio course to study techniques in selected professional dance schools/studios in New York City. Spring and summer semesters meet on campus. Course meets two days per week. Special fee: $60. Noncredit fee: $355. Theory: Research and Implementation A&HD 4903. Research and independent study in dance education (1–4) Faculty. Permission required. Research and independent study under the direction of a member of the dance education program faculty. A&HD 5019. Dance in cultural contexts: Theory and application (Noncredit or 3) Enrollment limited. A view of dance focusing on historical, sociological, religious, anthropological, cultural and political perspectives. This course includes individual and group learning of a selected culture’s dance(s) and practical, developmentally appropriate methodologies for the teaching/ learning process in various contexts. Special fee: $25. Noncredit fee: $355. A&HD 5120. Introduction to dance research (2) This course provides a forum for preparing the master’s project proposal. This course includes an introduction to qualitative inquiry in dance and dance education. Special fee: $25. A&HD 5903. Research and independent study in dance education (1–4) Permission required. Research and independent study under the direction of a dance education faculty member. Dance Pedagogy A&HD 4203. Fieldwork in dance education (1–4) Permission required. Professional activities in the field under the supervision of a member of the dance education program faculty.

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A&HD 4703. Supervised teaching in dance education (4) Permission required. Prerequisites: A&HD 5016 and A&HD 5110. A variety of supervised teaching experiences (K–12), supplemented by conferences, evaluation, and seminars. The student completes 200 hours in schools observing, assisting, teaching, and evaluating. Required for those interested in dance certification in New York City and other states. M.A. candidates should plan to take student teaching in their last semester of course work towards their degree. A&HD 5007. Curriculum design in dance education (Noncredit or 3) Introduction to principle models of dance education curricula and supporting literature embedded within historical context. Analysis of curriculum organization, discipline content, desired learning outcomes, human development in relation to dance study and assessment models as highlighted by current research. Special fee: $25. Noncredit fee: $355. A&HD 5203. Fieldwork in dance education (1–4) Permission required. Professional activities in the field under the supervision of a member of the dance education program faculty. A&HD 5519. Current topics and issues in dance education (1–3) Permission required. Enrollment limited. Focus on topics and issues in dance education (i.e., curriculum design, assessment, advocacy) as highlighted by current research or conferences. Special fee: $25. See also:

• A&H 5001. Research in arts education (3) • A&HA 4048. Creative computing applications in education and the arts (3) • A&HA 4079. Exploring America’s cultures: implications for arts education (3) • A&HA 4082. The arts in contemporary life (2–3) • A&HA 4084. Art and technology (Noncredit or 2–3)

• A&HA 4089. New media, new forms: technological trends in art education (2–3) • A&HA 4090. Museum issues I: art museums and their culture (3) • A&H 5002. Assessment strategies for the arts (Noncredit or 3) • A&HA 5082. Philosophies of art in education (2–3) • A&HA 5804. Museums as resource: workshops at the Metropolitan Museum (1–4) • A&HG 5181. The arts in education (2–3) • A&HM 4020. Music for the world’s children (2–3) • A&HM 5025. Creativity and problem solving in music education (Noncredit or 2–3) • BBSK 4005. Applied anatomy and biomechanics (3)

History and Education (Code: TFH) Program Coordinator: Professor Cally Waite Program Office: 212-678-4138 Degrees offered: Master of Arts (M.A.) Master of Education (Ed.M.) Doctor of Education (Ed.D.) Doctor of Philosophy (Ph.D.) Special Application Requirements/Information: Sample of historical writing required for Ed.M., Ed.D., Ph.D. Master’s students may begin in the fall or spring only. Doctoral applicants are accepted for the fall term only. Program Description: The Program in History and Education is one of the oldest at Teachers College, the history of education having been one of the first components of the university study of education. Many of the earliest doctoral dissertations at Teachers College dealt with historical subjects, even in the case of students aspiring to careers in

curriculum, guidance, and administration. The program prepares people to teach in graduate schools of education, undergraduate departments of education, departments of history, theological seminaries, or other academic institutions, and to work as research scholars in institutes, government bureaus, or social service agencies where a deep understanding of education in historical perspective is essential. The program addresses important educational questions, first, by examining the ideas, individuals, and institutions of the past to determine their influence on their own times; and, second, by bringing historical knowledge and perspective to bear on current educational issues. The program offers courses covering the educational history of America, Europe and other international communities, urban areas, women immigrants and African Americans. The program is open to students of broad and diverse backgrounds who can give evidence of academic competence and personal qualities suggesting high probability of professional success. Each student in the program is expected to take courses in the history of education, as well as in the more generalized fields of social, political, and cultural history. Students can also take subject matter courses in cognate areas aimed at complementing and supporting their specialized areas of interest within the history of education. In addition, most students engage in continuous independent research under the supervision of a faculty member. Students in the program are encouraged, with their advisor’s guidance, to make full use of resources offered by other

ARTS programs at Teachers College, Columbia University, the Jewish Theological Seminary, and Union Theological Seminary. Degree Requirements: All courses should be determined with the advice and approval of the student’s advisor.

emphasis on historical research in education. Candidates should be in touch with the Office of Doctoral Studies to be certain of complying with the latest procedures, deadlines and documents. Courses: (* = course open to non-majors)

Master of Arts (30 or 32 points)

Introductory

The Master of Arts offers two approaches: 1) 30 points and a formal master’s thesis, or 2) 32 points and a special project. Topics and preparation of the thesis or the special project are to be determined in consultation with the student’s advisor. At least 15 of the points taken for the degree must be in the field of history and education. At least three Teachers College courses (for at least 2 points each) must be taken outside of the program in History and Education.

*A&HH 4070. History of education in the United States (3) Professor Waite. The development of American education in the context of American social and intellectual history.

Master of Education (60 points)

The Master of Education requires 60 points, at least 30 of which must be completed under the auspices of Teachers College. Students must take at least 30 points in history and education and at least three Teachers College courses (for at least 2 points each) outside the program. Doctor of Education (90 points)

The Doctor of Education requires 90 points with emphasis on broad preparation for a variety of teaching, research and administrative responsibilities informed by an understanding of historical development and context. Candidates should be in touch with the Office of Doctoral Studies to be certain of complying with the latest procedures, deadlines and documents. Doctor of Philosophy (75 points)

The Doctor of Philosophy requires 75 points, including demonstrated proficiency in two foreign languages. Program

*A&HH 4075. Historical visions of teachers and teaching (3) Professor Waite. A critical examination of popular representations of teachers during the 20th century. *A&HH 4076. History of urban education (3) Professor Franklin. Examines educational activities within urban communities including schooling and the educational activities of social, political and cultural groups from the eighteenth century to the present. *A&HH 4078. Technology and education in Western history (3) Professor McClintock. An historical inquiry into the educational implications of technological change, particularly as it has affected cultural values and the capacities to organize action and to communicate ideas. Special fee: $30. Intermediate *A&HH 5070. History and theory of higher education (3) Faculty. Fundamental ideas that have shaped liberal education in the United States and basic issues that arise in the formulation of purposes, policies, and educational programs in colleges and universities. *A&HH 5072. Student activism and student movements in historical perspective (3) A critical examination of the changes and continuities in student life from the Colonial Era to the present, with special emphasis on the causes and consequences of protests and movements.

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*A&HH 5076. History of African American education (3) Professor Waite. An exploration of informal and formal education from slavery to the present.

approved geographical and institutional site. Students secure approval of department chair and principal advisor in advance, and render periodic reports.

*A&HH 6041. Historical method (3) Professor Waite. Permission required. Methods, principles, and problems of historical research and interpretation. Designed for students throughout the College undertaking systematic inquires on historical topics.

A&HH 6970. Studies in history and education (1–6) Faculty. Advanced students may register for intensive individual study of some aspect of their specialization. Registration is only by permission of the professor under whose guidance the work will be undertaken. Times for individual conferences will be arranged. Enrollment may be for 1 or more points each term, and registration is not limited to one or two terms.

A&HH 6042. Theories of history (3) Faculty. Permission required. Theories of historical knowledge and the historical process. *A&HH 6577. Topics in the history of American educational thought (3) Faculty. Permission required. Prerequisite: A&HH 4070 or equivalent. Considers the origins of American education including international perspectives. Advanced A&HH 5670. Colloquium in history and education (1–3) Professor Waite. For majors only. Discussion of research and teaching topics in history and education, presentation of dissertation proposals and drafts, explorations of the employment prospects of specialists in history and education. A&HH 6574-A&HH 6575. Seminar in the history of American education (3) Faculty. Permission required. Individualized Studies A&HH 4901. Research and independent study (1–8) Permission required. A&HH 6901. Research and independent study (1–8) Permission required. A&HH 6200. Field research outside the United States (0) Faculty. Permission required. Required of doctoral students when choice of doctoral research necessitates data generation in other countries. One year of field experience under supervision in

A&HH 7501. Dissertation seminar in history and education (0–3) Permission required. Required of doctoral students in the semester following successful completion of certification examinations. A&HH 8901. Dissertation advisem*nt in history and education (0) Individual advisem*nt on doctoral dissertations. Fee: to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees. See also: *A&HR 4171-4172. Religion and education in American culture (2–3) Dr. Kuentzel. The educational role of religious ideas, institutions, and movements in American culture. A&HR 4171. 18th and 19th centuries A&HR 4172. 20th century

Music and Music Education (Code: TGM) Program Coordinator: Professor Harold Abeles Web site: www.tc.columbia.edu/ academic/A&Hdept/tgm Program Office: 212-678-3283 Degrees offered: Master of Arts (M.A) Master of Education (Ed.M.)

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D E PA R T M E N T O F ARTS AND HUMANITIES Doctor of Education (Ed.D.) Doctor of Education in College Teaching of Music (Ed.D.C.T.) Special Application Requirements/Information: Applicants for the M.A. must have an undergraduate degree with a major in music or music education; or an undergraduate degree with evidence of sufficient musical training and experience to qualify the student for graduate work in this field. Teachers College Master of Education students wishing to apply to the Doctor of Education Program are required to submit a scholarly paper along with their application for change of degree status. It is expected that most students will also use this scholarly paper as the final project for their Ed.M. degree. Applicants for the Ed.D. normally have previously received a Master of Arts or Master of Music degree. Applicants for the Ed.D. or the Ed.D.C.T. are encouraged to have several years of professional experience as an educator or performing musician prior to beginning the doctoral program. Both doctoral programs are very selective and admit only a few students each year. Applicants for the Ed.D.C.T. must submit a recent audiotape of their performance or arrange for an audition. Applications for the Ed.D. and the Ed.D.C.T. are reviewed once each year in the spring. Program Description: The Program in Music and Music Education embraces humanistic values as they relate to contemporary musical and educational life while respecting the musical traditions of the past. The faculty in Music and Music Education recognize the importance and uniqueness 122

of the arts in our society and strive to offer flexible and individualized programs for the preparation of musician-educators. Faculty members are seasoned practitioners, who reflect a wide range of expertise in comprehensive musicianship, early childhood music, instrumental and jazz pedagogy, vocal and choral performance, jazz, technology and the full spectrum of public and private school music through graduate school and research practices. The four degree programs in Music and Music Education are each built around a core of courses considered central to exemplary music education. Beyond the core, students have flexibility to plan with their advisor individual programs designed to meet particular needs and goals. In addition to courses in music and music education, students are expected to select courses from other offerings of Teachers College and Columbia University in order to fulfill degree requirements. Students in the remaining degree programs can prepare for the following positions: • Teaching and supervision of music in elementary and secondary schools • Teaching and administration of music in colleges and universities • Teacher of music in private school and studios • Research and practice of music in institutions of higher learning, and • Interdisciplinary areas of arts and humanities, music and special education, new technology in music education, and adult education. Programs of study for all degrees include five major categories: pedagogy of music, research, comprehensive musicianship, performance, and non-

major requirements. The music courses are divided into four general areas: Pedagogy; Comprehensive Musicianship; Music Performance; and Research. The traditional M.A. program is a post-bachelor’s degree program that provides graduate studies with a balance of work in performance, comprehensive musicianship, pedagogy, and research. The degree program is designed to allow flexibility in course selection, so that each student may prepare for his or her professional career in music education. A 40 point Master of Arts offers New York State approved Teacher Certification. Students in this M.A. program take coursework and then a semester of carefully guided student teaching in a school that reflects the Music Program’s philosophy. The Master of Education degree (Ed.M.) in Music Education is an advanced professional degree for practitioners in music education that is designed to prepare graduates for a career in elementary schools, secondary schools, and colleges. It is awarded upon satisfactory completion of sixty points of graduate study. Major emphasis is placed on the improvement of instruction and curriculum. The program for the degree may also be designed to include New York State Certification as a School Administrator and Supervisor. Candidates who show clear promise of success in further graduate study may apply the completed course work toward the doctorate. The Ed.D. and the Ed.D. in College Teaching offer preparation for professional careers in a variety of settings. The Ed.D. prepares students for positions in the Teaching and Supervi-

sion of Music in Elementary and Secondary Schools, the Teaching and Administration of Music in Early Childhood Settings, the Teaching of Music in Private School and Private Studios, the Teaching and Administration of Music in Colleges and Universities, and careers in Music and Interdisciplinary Areas, such as the Arts and Humanities, Special and Adult Education. The Ed.D. in College Teaching is designed primarily for students with a high level of performance skills whose goal or present position is focused on the teaching of performance in higher education. Degree Requirements: Master of Arts (32 points)

A minimum of 32 points is required. Some programs may exceed the minimum number due to professional goals, special interests, or deficiencies in undergraduate work. No more than 12 points of graduate credit from other faculties of the University may be applied to the minimum point requirement, and no points will be accepted from other institutions. A student enrolled in the 32-point master’s degree is expected to plan a program of study with an advisor that reflects a balance of work in each of four areas of music study, based upon the training, experience and specific needs of the student. The four areas of music study are: 1) Pedagogy, 2) Research, 3) Comprehensive Musicianship, and 4) Music Performance. In order to broaden the student’s background, in addition to the course work in music, three Teachers College courses (a course is defined as one for which at least two points are earned) outside of the Program (A&HM) are required. Specifi-

ARTS cally, students are expected to enroll in: (1) At least two courses from the Music Pedagogy Courses, one of which must be selected from the following: • A&HM 4021 Designing musical experiences for young children • A&HM 5020 Foundations of music education • A&HM 5025 Creativity and problem solving in music education • A&HM 5026 Music skills and the creative strategy • A&HM 6001 Teaching and administration of the arts in college music (2) At least one course from the Research Area (A&HM 5023, Vocal pedagogy, may be used to fulfill this requirement). (3) At least one course from Comprehensive Musicianship Area. (4) At least one course from the Music Performance Area. (5) The remaining courses in music can be selected from any of the four areas, in consultation with an advisor. In order to graduate a student must complete the necessary course work, present a portfolio, and demonstrate competent musicianship in performance as approved by the program faculty. Master of Arts with Pre K–12 Certification (40 points)

The M.A. degree with Teacher Certification is a program designed for students with an undergraduate degree in music who wish to prepare for teaching music in the public schools. The 40 point degree program leads to both the M.A. degree and New York State Teacher of Music, Pre

K–12 Certification. Students desiring state certification should identify themselves at their first registration, and be assigned to a certification advisor for guidance in this process. All requirements for certification can be completed in the M.A. program if the candidate is identified at the first registration. Teachers College courses required to fulfill state certification requirements (14 points): • A&HM 4021 Designing musical experiences for young children • A&HM 4029 New technologies in music education • A&HM 5020 Foundations of music education • A&HM 5022 Young children’s musical development • A&HM 5025 Creativity and problem solving in music education • A&HM 5026 Music skills and the creative strategies • Special Education course in consultation with advisor Elective Music Pedagogy Courses (4–6 points): Consult a faculty advisor. Required Music Content Courses (5–7 points): • Applied music (2–4) • A&HM 5032 or 5033 Comprehensive musicianship I or II (3) Required Fieldwork Courses (9 points): • A&HM 4201 Fieldwork • A&HM 4701 Student teaching Note: To be certified by New York State, there are additional requirements including: * One Detection & Reporting of Child Abuse and Substance Abuse course, and one Violence Prevention course. (These may be taken for 0 credits online or in person. A

copy of the Certificate of Completion or Certificate of Participation must be turned in to the registrar if you are seeking certification from New York State. For further information, please contact the Office of Field Support Services at (212) 678-3502.) The Associate Chairs should be added after the Chair, Harold F. Abeles Three new course have been added to the “Studio Art” section of Art Education Required Non-Departmental Courses (4–6 points): Consult a faculty advisor. In order to graduate, students must complete the necessary coursework, complete student teaching (the summative project) and demonstrate competent musicianship in performance. Master of Education (60 points)

The general course requirement is a minimum of 60 graduate semester hours, 30 points of which must be completed under the auspices of Columbia University, with at least 18 points in Teachers College coursework. Candidates who have earned a Master of Arts degree from Teachers College must complete at least 45 of the 60 graduate points at Teachers College. Programs of study and courses for the degree are divided into four general areas: 1) pedagogy, 2) research, 3) comprehensive musicianship, and 4) music performance. A program of study should reflect a balance of courses in these areas. In addition to the music program courses, each candidate is expected to complete four courses of at least 2 credits each from outside the Programs in Music Education (A&HM). These electives are to be

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selected from areas deemed appropriate in consultation with the faculty advisor. Candidates for the Ed.M. degree must complete a summative project. However, students planning to apply for admission to the doctoral program at Teachers College may choose to write a scholarly paper demonstrating their ability to research a topic approved by their advisor. New York State Approved Program for Music AdministrativeSupervisory Certification Institutional recommendation for the certificate is based upon the completion of the requirements for the Ed.M. degree in Music Education (refer to Ed.M. degree statement) which shall include 18 points in course work dealing with public school administration and supervision and an internship. Points related to the internship are not to be included in the 18 points of school administration and supervision courses. Fundamentals of Administration: (6 points) Courses chosen in consultation with Certification Coordinator. • ORLA 4001 Overview of administration • ORLA 4031 Leadership & institutional analysis: early childhood education administration • ORLA 4033 Leadership & institutional analysis: administration of secondary schools • ORLA 4038 Leadership & institutional analysis: reforming elementary schools • ORLA 6018 Staff personnel administration Curriculum and Teaching: (6 points) Courses chosen in consultation with Certification Coordinator. • C&T 4004 Basic course in school improvement 123

D E PA R T M E N T O F ARTS AND HUMANITIES • C&T 4008 Creativity, critical thinking, and curriculum design • C&T 4051 Supervision for elementary and secondary schools • C&T 4052 Designing curriculum and instruction • C&T 4145 The education of youth and adolescents • C&T 4160 Supervision in pre-service teacher education programs • C&T 5053 Staff development processes and procedures • C&T 6152 Changes in role and organization of instructional leaders Music Education: (6 points) • A&HM 5020 Foundations of music education • A&HA 6021 Supervision and administration in arts education Internship: (1–4 points) • A&HM 6421 Internship in the supervision & administration of the arts-music education Doctor of Education and Doctor of Education in College Teaching of an Academic Subject (90 points)

Basic requirements include: 1) satisfactory completion of a program of 90 points beyond the baccalaureate degree, 2) successful performance on a departmental certification examination, and 3) preparation and defense of a dissertation. At least 54 points of work must be completed at Teachers College. A maximum of 36 graduate points may be accepted from other recognized graduate schools. Transfer credits are evaluated and allocated by the Admissions Office for consideration by the Music Program. Final determinations are made by the program faculty. Doctoral students must com-

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plete a minimum of 15 points of course work in areas other than those in the Music Program. For the Ed.D. in College Teaching program, two of these courses must be in the area of higher education. To ensure breadth in professional background, course work should result in competency in the following four broad areas: 1) Pedagogy, 2) Research, 3) Comprehensive Musicianship, and 4) Music Performance. Refer to the catalog for course listings under these general headings. Initially the student is admitted to a program of study leading toward becoming a certified doctoral candidate when the following have been achieved: 1) successful completion of at least 15 points of course work and 2) passing the departmental certification examination. The preparation and the defense of a dissertation is required for the doctoral degree. When writing the dissertation, each candidate has a sponsor and an additional committee member. Most often the sponsor is a faculty member of the Program in Music and Music Education. Committee members may be chosen from among the professorial faculty elsewhere at Teachers College or the University. Topics are selected from a variety of areas to meet professional needs and interests. For more details, consult the dissertation proposal bulletins. Students should consult the appropriate bulletins of the Office of Doctoral Studies and Doctoral Handbook on the Music Education program website: www.tc.columbia.edu/academic/A&Hdept/tgm for more specific information. Courses: (* = course open to non-majors)

Pedagogy *A&HM 4020. Music for the world’s children (2–3) Faculty. Focuses on the development of student’s musical thinking through active participation in classroom strategies. A broad multicultural repertoire serves to stimulate children’s creative musical responses through movement, and exploration of sound and imagery. Includes integrated creative activities involving the combination of movement, vocal and instrumental performance, and listening. Materials fee: $30. *A&HM 4021. Designing musical experiences for young children (2 or 3) Professor Custodero. Permission required. Enrollment limited to 25. Prerequisite: A&HM 5022. Overview of appropriate interactive practices, environmental design, and curriculum planning for young children from birth through age 7. Includes observations of exemplary teaching as well as practicum experience. Special fee: $30. A&HM 4023. Choral methods, procedures, and materials (3) Dr. Anagnost. Recommended for vocal-choral majors. A study of the choir as a performing medium. Rehearsal techniques and procedures as they apply to the development of artistic choral performance. Choral literature available for school, community, and church groups at all levels of proficiency. Materials fee: $60. A&HM 4028. Practices and materials of teaching piano (Noncredit or 3–4) Faculty. The presentation and analysis of procedures for group and individual piano instruction. Modern texts, supplementary materials, and general piano repertory are discussed with relation to their use in private studios and public schools. A&HM 4029. Introduction to new technologies in music education (2–3) Faculty. Enrollment limited to 12. Understanding the principles of creating and teaching with synthesizers, MIDI, computers, emphasizing the application to music education. Materials fee: $75.

*A&HM 4030. Integrating music in the classroom (2–3) Professor Pogonowski. Primarily for non-majors. Focuses on music and its relationship to other curriculum areas as a means to facilitate students’ abilities to make connections and conceptualize points of view from a variety of perspectives. Materials fee: $30. *A&H 4048. Computing applications in education and the arts (3) Professor Abeles. This course will examine strategies for developing creativity and problem-solving behaviors employing arts and other educational software. Pedagogical principles underlying the design of the software and instructional applications will be reviewed. Special fee: $75. A&HM 4701. Supervised teaching in music education (4) Professor Pogonowski. Permission required. Prerequisites: A&HM 5025. M.A. candidates who are student teaching must complete a minimum of 36 points. A variety of supervised teaching experiences (K–12), supplemented by conferences, evaluation, and seminars. The student completes 200 hours in schools observing, assisting, teaching, and evaluating. Required of those seeking state certification in Music in New York City and other states. A&HM 5020. Foundations of music education (3) Professor Abeles. An examination of the historical, philosophical, psychological and sociological bases of music education, emphasizing the implications for the development of curriculum, policy, and administrative leadership. A&HM 5021. Instrumental instruction for children (3) Professor Custodero. Prerequisite: A&HM 5022. For private and group music teachers. Developmentally appropriate strategies and materials for instrumental instruction integrating improvisation, composition, movement, singing, and ensemble playing. Special fee: $30.

ARTS A&HM 5023. Vocal pedagogy I (2–3) Dr. Goffi. Permission required. Investigation and application of recent research in voice production and pedagogy. Directed teaching of voice comprised of student assignments, observed lessons, and lesson evaluation. Diagnosis of vocal condition and the design of lesson plans to affect change and growth will be emphasized. Special fee: $50. A&HM 5025. Creativity and problem-solving in music education (Noncredit or 3) Professor Pogonowski. Permission required. Designed for pre-service and in-service majors to experience and explore critical thinking as a means for establishing a framework for music learning at all levels. Materials fee: $30. A&HM 5026. Music skills and the creative strategy (Noncredit or 3) Professor Pogonowski. Permission required. Enrollment limited to 25. Prerequisite: A&HM 5025. Designed for pre-service and in-service majors to examine and experience problem-solving techniques for developing musical skills within the framework of the creative strategy. Materials fee: $30. A&HM 5029. Intermediate and advanced applications of new technologies in music education (Noncredit or 2–3) Faculty. Enrollment limited to 12. Specific demonstrations with new music technology emphasizing the development of creative strategies for music education at various levels. Special fee: $75. Noncredit fee: TBA. A&HM 5047. Creative strategies for teaching music literature (3) Professor Pogonowski. Selected works from the repertoire serve as the basis for demonstrating how to develop creative music strategies for teaching and enhancing the learning of music literature at all levels, including college teaching. Materials fee: $30. A&HM 5141-A&HM 5143. Special topics in music Faculty. Selected topics of interest in music examined in depth. Topic announced each semester.

A&HM 5141. Research (Noncredit or 1–4) A&HM 5142. Pedagogy (Noncredit or 1–4) A&HM 5143. Comprehensive Musicianship (Noncredit or 1–4) A&HM 6001. Teaching and administration of music in college (3) Professor Abeles. Major issues relating to the curriculum, instruction, and administration of programs of music and music education in colleges and universities. A&HM 6023. The teaching of applied music in college (2–3) Professor Goffi. Music majors only. Theory and practice of applied music instruction in college for both major and non-major students. Emphasis on developing individual competence and musical understanding. Required for music students who wish to be Graduate Assistants in the applied music program. A&HM 6024. Piano teaching: Intermediate and advanced (Noncredit or 1–3) Faculty. Procedures and materials for piano instruction from the intermediate to college levels, including problems of the adolescent student. A&HM 6421. Internship in the supervision and administration of music (3) Professor Abeles. Qualified students work as interns with supervisors or administrators in selected sites. Satisfies the internship requirement for administrative and supervisory certification. Provision is made for assessment of fieldbased competencies in fulfillment of program requirements. Research A&H 5001. Research in arts education (3) Professor Abeles. An examination of research studies and strategies for conducting research in the arts. Special fee: $25. A&H 5002. Assessment strategies for the arts (Noncredit or 3) Professor Abeles. An examination of traditional and alternative strategies for assessing art objects

and artistic performance, knowledge of the arts, and attitudes toward the arts. A&HM 5003. Introduction to music perception and cognition (3) Professor Abeles. An examination of acoustic and psychological foundations of music. A&HM 5022. Young children’s musical development (2–3) Professor Custodero. Permission required. Enrollment limited to 25. Overview of significant issues and current research regarding the development of musical skills and understandings in children through age 7. Includes observations of children’s spontaneous music-making. Special fee: $30. Comprehensive Musicianship *A&HM 4043. Contemporary music (3) Permission required for nonmajors. The changing role of music in the 20th century; evolution of new social functions of music and musical institutions; the contemporary composer and development of new musical languages. Special fee: $25. *A&HM 4044. Interpretation of Baroque music (Noncredit or 2) Dr. Earle. Permission required for non-majors. Laboratory courses in ornamentation improvisation and idiomatic conventions of-notation and rhythm in Baroque keyboard solo and ensemble music.

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A&HM 5032. Comprehensive musicianship I (3) Professor Pogonowski. Through analysis, composition, critical listening, improvisation, and performance, l7th and l8th century theoretical constructs are explored, including an overview of the development of harmony and polyphony leading up to these eras. Materials fee: $30. A&HM 5033. Comprehensive musicianship II (3) Professor Pogonowski. Maximum enrollment: 25. An examination of 19th century theoretical constructs through analysis, composition, critical listening, improvisation, and performance. Materials fee: $30. A&HM 5040-A&HM 5041. Interpretation of piano literature (Noncredit or 3) Faculty. Prerequisite: A&HM 5350 or equivalent. The study and performance of representative piano compositions from the Baroque through contemporary periods, with appropriate harmonic, stylistic, and technical analysis. A&HM 5042. Choral literature survey (2–3) Dr. Anagnost. Recommended for vocal-choral majors. A comprehensive survey of representative choral music, from the early Renaissance period to the present. Examination of the development of choral forms, stylistic features, and performance practice of the periods. Materials fee: $60.

A&HM 4045. Popular and youth music in the curriculum (Noncredit or 2) Faculty. A comprehensive study of the components of jazz, folk, rock, country, and other popular idioms through analysis and performance with application to school music curricula. Special fee: $25.

A&HM 6030. Composition and analysis (3) Faculty. Prequisites: A&HM 5032 and 5033. For music majors only. Recommended for doctoral students whose dissertations involve composition or musical analysis.

A&HM 5030. Music analysis (3) Faculty. For Music majors only. Designed for doctoral students whose dissertations relate to musical analysis. Techniques and approaches to analysis based upon representative literature of all periods.

The non-credit fee for conducting courses is equal to 2 points at the current tuition rate.

Music Performance-Conducting

A&HM 4050. Conducting and score reading (Noncredit or 2–3) Dr. Anagnost. Principles of conducting as a performing medium; emphasis on technique development for effective artistic visual portrayal of music; reading and

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D E PA R T M E N T O F ARTS AND HUMANITIES memorization of scores. Classes videotaped for viewing. Special fee: $60. A&HM 5050. Advanced conducting and interpretation (Noncredit or 2–3) Dr. Anagnost. Prerequisite: A&HM 4050 or equivalent. For students experienced in conducting. Reading and memorization of scores involving clefs and transpositions. Videotapes made and studied. Special fee: $60. Music PerformanceInstrumental/Vocal The non-credit fee for instrumental instruction is equal to 2 points at the current tuition rate. *A&HM 4055. Class instruction in piano for non-music majors (Noncredit or 2) Faculty. Class instruction in piano for students with little or no musical background. How to read and create music at the piano; ways to use music in relation to major study or personal enrichment. A&HM 4056. Chamber music (Noncredit or 2) Dr. Earle. For music majors only. The study and performance of chamber works from the Baroque through contemporary periods. Special fee: $100. A&HM 4057. Sight-reading at the piano (Noncredit or 2) Faculty: Practicum for keyboard majors on the development of sightreading techniques. To improve skills and gain a conceptual understanding of the reading process. A&HM 4058. Piano ensemble (Noncredit or 2) Faculty. Survey and performance of original works for duet and two pianos from the easier grades through the advanced repertory. Special emphasis on teaching procedures and ensemble rehearsal techniques. A&HM 4059-A&HM 4060. Jazz improvisation (Noncredit or 2) Dr. Konowitz. A sequentially developed performance experience focusing on the basic skills and concepts of jazz performance and improvisation for keyboard, instrumental and vocal musicians. Stu-

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dents will learn how to improvise from the beginning, performing and listening to standard jazz and blues repertoire. *A&HM 4150. Instrumental music instruction I (Noncredit or 2) Faculty. Written permission from the Music Education Program, Room 520A Horace Mann, required. Primarily for beginning students. With permission of the advisor, students may register continuously for this course. Special fee: $100. *A&HM 4343. Organ instruction for non-majors (Noncredit or 2) Dr. Schuder. Written permission from the Music Education Program, Room 520A Horace Mann, required. Class and individual instruction focusing on the rudiments of organ technique, leading to the playing of four-part chorales and simple trios. Piano proficiency required. With permission of the advisor, students may register continuously for this course. Special fee: $100. *A&HM 4350. Piano instruction for non-majors (Noncredit or 2) Faculty. Written permission from the Music Education Program, Room 520A Horace Mann, required. Individual instruction includes repertory, technical, and musical problems, performing experience, and understanding of teaching strategies. With permission of the advisor, students may register continuously for this course. Special fee: $100. *A&HM 4351. Harpsichord instruction I (Noncredit or 2) Dr. Earle. Written permission from the Music Education Program, Room 520A Horace Mann, required. Harpsichord lessons designed especially for keyboard students with no previous harpsichord experience. Emphasis on elements of style and special techniques of performance of representative early keyboard music. With the permission of the advisor, a student may register continuously for this course. Special fee: $100.

*A&HM 4352. Voice instruction for non-majors (Noncredit or 2) Faculty. Written permission from the Music Education Program, Room 520A Horace Mann, required. Beginning voice instruction: technical and musical growth through examination of teaching strategies and repertoire. With the permission of the advisor, a student may register continuously for this course. Special fee: $100. A&HM 4355-A&HM 4356. Keyboard musicianship for instrumentalists and vocalists (Noncredit or 2) Faculty. The development of basic skills in sight-reading, transposing, improvising, and melody harmonization in traditional and contemporary idioms. Focus on professional needs of music educators. A&HM 4357-A&HM 4358. Ensemble performance: Music For music majors only. For instrumental and vocal majors, a course designed for performance by chamber ensembles. Repertoire determined by registration. Public concert performances each semester. A&HM 4357. Instrumental (Noncredit or 1) A&HM 4358. Vocal (Noncredit or 1) A&HM 5052. Vocal literature and interpretation (Noncredit or 3) Faculty. For students of singing, accompanying, and coaching. Offers performing and teaching command of representative literature, techniques of interpretation and presentation; German, Italian, and French diction for singers. Course may be repeated. Materials fee: $40. A&HM 5058-A&HM 6058. Recital For music majors only. Corequisite: simultaneous registration for applied music instruction. The student will mount a recital by securing a date, designing programs and flyers, advertising, arranging for personnel, rehearsing, and finally performing. If s/he chooses to perform in a group with classmates, then s/he should register for 0 points. If the student wishes to give a full, solo recital, then s/he has the option of regis-

tering for 1 point to receive additional coaching from the applied music instructor. A&HM 5058. Recital I (0–1) Open only to music education program majors at the M.A. level. A&HM 6058. Recital II (0–1) Open only to music education program majors at either the Ed.M. or Ed.D. level. A&HM 5150-A&HM 5171. Instrumental music instruction II (Noncredit or 2) Faculty. Written permission from the Music Education Program, Room 520A Horace Mann, required. For intermediate and advanced music majors only. With permission of advisor, students may register continuously for the above number. Special fee: $100. A&HM 5150. Violin A&HM 5151. Trumpet A&HM 5152. Harp A&HM 5153. Cello A&HM 5154. Viola A&HM 5155. String bass A&HM 5156. Percussion A&HM 5157. French horn A&HM 5158. Trombone, Baritone A&HM 5159. Tuba A&HM 5160. Oboe A&HM 5161. Saxophone A&HM 5162. Flute A&HM 5163. Clarinet A&HM 5164. Bassoon A&HM 5166. Guitar A&HM 5167. Synthesizer A&HM 5168. Strings A&HM 5169. Woodwinds A&HM 5170. Brass A&HM 5171. Renaissance Instruments A&HM 5172. Viola de Gamba A&HM 5350. Piano instruction for music majors (Noncredit or 2) Faculty. Written permission from the Music Education Program, Room 520A Horace Mann, required. Individual instruction includes repertory, technical and musical problems, performing experience, and intensive understanding of teaching strategies. With the permission of the advisor, students may register continuously for this course. Special fee: $100. A&HM 5351. Harpsichord instruction II (Noncredit or 2) Dr. Earle. For music majors only. Written permission from the

ARTS Music Education Program, Room 520A Horace Mann, required. Advanced harpsichord instruction: emphasis on elements of style and special techniques of performance of early keyboard music. Discussion of teaching material from beginning to advanced repertory. With permission of the advisor, a student may register continuously for this course. Special fee: $100. A&HM 5352. Voice instruction for music majors (Noncredit or 2) Faculty. For music majors only. Written permission from the Music Education Program, Room 520A Horace Mann, required. Advanced individual voice instruction includes repertory, technical, and musical problems, performing experience, and intensive understanding of teaching strategies. With the permission of the advisor, a student may register continuously for this course. Special fee: $100. A&HM 5353. Organ instruction for music majors (Noncredit or 2) Dr. Schuder. Written permission from the Music Education Program, Room 520A Horace Mann required. For experienced organists and music majors. Individual instruction on technical problems, repertory and performance practice. With the permission of the advisor, a student may register continuously for this course. Special fee: $100. Fieldwork, Internships and Research/Independent Study Permission required. A&HM 4201. Fieldwork in music education (1–4) For music majors only. Professional activities in the field under the supervision of a member of the music education program faculty. A&HM 4901. Research and independent study in music education (1–4) For music majors only. Research and independent study under the direction of a member of the music education program faculty. A&HM 5201. Fieldwork in music education (1–4) For music majors only. Professional activities in the field under the

supervision of a member of the music education program faculty. A&HM 5901. Research and independent study in music education (1–4) For music majors only. Research and independent study under the direction of a member of the music education program faculty. A&HM 6201. Section 001. Advanced Fieldwork in music education (1–4) For music majors only. Professional activities in the field under the supervision of a member of the music education program faculty. A&HM 6201. Section 002. Advanced Fieldwork in music education: early childhood music (1–4) Professor Custodero. Permission required. For music majors only. Professional activities in the field under the supervision of a member of the music education program faculty. A&HM 6421. Internship in the supervision and administration of music education (1–4) Professor Abeles. For music majors only. Qualified students work as interns with supervisors or administrators in selected sites. Satisfies the internship requirement for administrative and supervisory certification. Provision is made for assessment of field-based competencies in fulfillment of program requirements. A&HM 6481. Internship in the teaching of college music (3) Faculty. Guided experiences in the teaching of music in departments of metropolitan-area colleges. A&HM 6501. Doctoral seminar in music education (1–3) For music majors only. Music doctoral candidates will identify their area of research interest and narrow their dissertation topic. A&HM 6901. Advanced study in Music Education (1–4) Permission required. For music majors only. Research and independent study under the direction of a member of the music education program faculty. A&HM 6901 001. Advanced study in music education

A&HM 6901 002. Advanced study in composition Prerequisites: A&HM 5032 and A&HM 5033 or equivalent A&HM 6901 003. Advanced study in conducting Prerequisites: A&HM 4050 and A&HM 5050. A&HM 6901 004. Advanced study in early childhood music Prerequisites: A&HM 4021 A&HM 6901 005. Advanced study in jazz Prerequisites: A&HM 4059 and A&HM 4060. A&HM 6901 006. Advanced study in music analysis Prerequisites: A&HM 5032 and A&HM 5033 or equivalent A&HM 6901 007. Advanced study in music technology Prerequisites: A&HM 4029 and A&HM 5029 or equivalent A&HM 6901 008. Advanced study in repertoire A&HM 6901 009. Advanced study in applied music pedagogy A&HM 6901 010. Advanced study in harpsichord pedagogy A&HM 6901 011. Advanced study in organ pedagogy A&HM 6901 012. Advanced study in piano pedagogy A&HM 6901 013. Advanced study in voice pedagogy A&HM 6971. Research and independent study in music education (1–4) Permission required. Research and independent study under the direction of a faculty member in music education. A&HM 7501. Dissertation seminar in music education (1–3) For music majors only. A required group tutorial for music doctoral students to help develop or refine topics of inquiry for research. The teaching format is flexible and may include faculty/student presentations, group discussions and critiques. Preparation and presentation of dissertation proposal for approval. May be repeated. A&HM 8900. Section 01. Dissertation advisem*nt in music education (0) Permission required. Individual advisem*nt on doctoral dissertations for music majors only. Fee:

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to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D. degree. See also: A&H 4048. Computing applications in education and the arts (3) A&HA 4079. Exploring America’s cultures: implications for arts education (Noncredit or 2–3) A&H 5001. Research in arts education (3) A&H 5002. Assessment strategies for the arts (Noncredit or 3) A&HA 5082. Philosophies of art in education (2–3) A&HG 5181. The arts in education (2–3) A&H 5500. Pro-seminar in arts and humanities (2)

Concentration on the ethics of social research, examining special problems that arise in both quantitative and qualitative research. A&HA 6021. Supervision and administration in arts education (3)

Philosophy and Education (Code: TFP) Program Coordinator: Professor David T. Hansen Web site: www.tc.columbia.edu/ academic/philosophy Program Office: 212-678-4138 Degrees offered: Master of Arts (M.A.) Master of Education (Ed.M.) Doctor of Education (Ed.D.) Doctor of Philosophy (Ph.D.), (Educational Policy option available) Special Application Requirements/Information: A background in philosophy is required for Ed.M. and Ed.D. applications. An undergraduate major in philosophy is strongly recommended for the Ph.D. application. Applicants to both the Ph.D. and Ed.D. programs must submit GRE scores. A

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D E PA R T M E N T O F ARTS AND HUMANITIES sample of philosophical writing is required for all programs except the M.A. application. Program Description: This program has shaped the historical course of philosophy of education in America. From the groundbreaking work of John Dewey and William Heard Kilpatrick to the achievements of their most recent successors, Jonas Soltis and Maxine Greene, the program’s philosopher-scholars have been leaders in the field. The Philosophy and Education program offers students a unique opportunity to develop their humanistic and critical thinking about education. Faculty and students in the program devote this thinking to a wide variety of questions, including: • What visions of the human being animate contemporary schooling? • How can education be a force for social reform? • What is the role of aesthetic experience and the imagination in education? • What type of education befits a multicultural society? • What is the nature of the teacher-student relationship? Other areas of interest include: • The education of democratic citizens • Moral education • Critical thinking • Education and the new technology • The ethics of teaching The philosophy and education program provides an opportunity for educators to broaden and deepen their understanding of the processes and aims of education through inquiry into the fields of aesthetics, ethics and moral philosophy, social and political philosophy, and epistemology and the philosophy of science. Study of a variety of historical and 128

conceptual frameworks enables students to develop theoretical perspectives on education, and to effectively analyze and critique arguments in contemporary educational debates. Recent dissertations have included discussions of the nature of the multicultural self, the role of the liberal arts in teacher education, and communicative ethics as a foundation for literacy education. Degree Requirements: Master of Arts (32 points)

The Master of Arts degree program is designed to introduce educators and professionals with a wide variety of interests to the study of philosophy and education. In addition to the required 12 points in Philosophy and Education courses, students may use their electives to develop an area of educational interest (e.g., educational policy, curriculum and teaching, developmental psychology, etc.) and to develop an area of philosophical interest (e.g., ethics, social philosophy, epistemology, etc.). Master of Education (60 points)

Similar to the Master of Arts degree program, the Master of Education degree program is designed to provide a more indepth and intensive introduction to the study of philosophy and education. In addition to the required 18 points in Philosophy and Education courses and 3 points required from the Philosophy Department at Columbia University, students may use their electives to develop an area of edcuational interest (e.g., educational policy, curriculum and teaching, developmental psychology, etc.) and to develop an area of philosophical interest (e.g., ethics, social philosophy, epistemology, etc.).

Doctor of Education (90 Points)

The Ed.D. degree program is flexible and responsive to individual student backgrounds and needs. Each student takes responsibility, in consultation with his or her adviser, for designing a course of study that will meet the program requirements while catering to the individual’s interests and professional goals. At the center of that course of study are the program’s research and professional development curriculum and other classes in philosophy and education. In addition to the required 34 points in Philosophy and Education courses, students are also required to do coursework in the following areas: 9 points of philosophy (via the consortium, students may take courses not only in the Columbia Philosophy Department, but in those of CUNY, Fordham, The New School, and NYU), foundations of education, and educational breadth. These requirements are modest, leaving room for students to craft a personalized course of study. Addtionally, 16 points in the Philosophy and Education requirements are in the program’s professional development sequence. Doctor of Philosophy (75 points)

The Ph.D. degree program is flexible and responsive to individual student backgrounds and needs. Each student takes responsibility, in consultation with his or her adviser, for designing a course of study that will meet the program requirements while catering to the individual’s interests and professional goals. At the center of that course of study are the program’s research and professional development curriculum and other classes in philosophy and education. In addition to the required 36

points in Philosophy and Education courses, students are also required to do coursework in the following areas: 12 points in philosophy (via the consortium, students may take courses not only in the Columbia Philosophy Department, but in those of CUNY, Fordham, The New School, and NYU), foundations of education, and educational breadth. These requirements are modest, leaving room for students to craft a personalized course of study. Addtionally, 18 points in the Philosophy and Education requirements are in the program’s professional development sequence. Exact requirements vary for each doctoral program. For example, students in the Ed.D. program will also develop a minor in an educational field such as educational policy, curriculum theory, or comparative education. Candidates should also contact the Office of Doctoral Studies about University and College-wide requirements, procedures, and deadlines for doctoral students. Courses: (unless otherwise indicated, courses are open to students from across the College) Introductory Service Courses A&HF 4090. Philosophies of education (2–3) Faculty. An introduction to seminal texts, central questions, and rival traditions in philosophy of education. An invitation to develop one’s own philosophy of education. A&HF 4091. The call to teach (2–3) Faculty. Reading and discussion of philosophical and other works that illuminate what it means to be a teacher, whether of children, youth, or adults. Consideration of motives, rewards, and challenges in teaching. A&HF 4092. Education and the aesthetic experience (2–3) Faculty. An invitation to engage with works of art which challenge

ARTS conventional ways of thinking and perceiving; consideration of the relation of art, imagination, and education. A&HF 4094. School and society (2–3) Faculty. An examination of historical and contemporary conceptions of the relation between schools and society. Consideration of issues in social and political philosophy that bear on the question of why have schools at all. Introductory Program Courses A&HF 4190. American philosophies of education (2–3) Faculty. Major American thinkers and outlooks and their impact on education: Thoreau, Emerson, Fuller, and transcendentalism; Pierce, James, Dewey, and pragmatism; Douglass, Du Bois, and African-American education; Anthony, Stanton, Addams, and feminism. A&HF 4194. Dialogue and difference in the multicultural classroom (2–3) Faculty. Philosophical exploration of the pedagogical, psychological, social, and political issues surrounding the recognition and misrecognition of difference. Consideration of theories of dialogue from Plato to Freire. A&HF 4196. Identity and ideals: visions of human flourishing (2–3) Faculty. An introduction to influential philosophical perspectives on what it means to be a successful, whole, and flourishing human being. Attention to issues of personal identity and personal ideals, and how these can evolve over time. Intermediate Service Courses A&HF 5090. The philosophy of John Dewey (2–3) Faculty. For all doctoral students; masters students by permission. An analysis of the principal works of John Dewey. A&HF 5093. Ways of knowing (2–3) Faculty. For all doctoral students; master’s students by permission. Readings in epistemology in the context of teaching, learning, and educational research, from classical

and enlightenment sources to feminist, hermeneutic, psychoanalytic, and postmodern critiques. Topics include objectivity and subjectivity, and problems of interpretation in the arts, humanities, and natural and social sciences. A&HF 5591. Educational debates in philosophical perspective (1, 2, or 3) Faculty. For all doctoral students; master’s students by permission. Topics vary. Convened to promote philosophical discussion of a contemporary educational issue (e.g., patriotism, privatization, standards, technology) or ongoing debate (e.g., liberal education, moral education, teacher education). Intermediate and Advanced Program Courses A&HF 5190. Critical perspectives in philosophy and education (3) Faculty. For doctoral students, especially in Philosophy and Education; master’s students by permission. Close reading and discussion of classic and contemporary critical theories. Examination of class, gender, race, and sexuality issues in canon, classroom, and society.

range from close reading of a single text, to exploration of a key concept or problematic. Past topics include: “Contemporary Theories of Democratic Education”; “The Gadamer-Habermas Debate”; and “Pedagogical Desire from Plato to Freud.” Research and Professional Development Curriculum A&HF 5600. Colloquium in philosophy and education (0) Faculty. For majors only. A series of formal presentations and discussions with scholars in the field of Philosophy and Education. Offered every Fall and Spring semester. Special fee: $15. A&HF 6000. Doctoral proseminar: Ancient philosophy and education (4) Faculty. Permission required. For 1st and 2nd year doctoral students in Philosophy and Education. Close reading and discussion of primary texts in ancient philosophy that have shaped the field of philosophy of education. Complements A&HF 6100.

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completion of the doctoral certification process or in the semester in which the student defends the dissertation proposal, whichever comes first. A&HF 8900. Dissertation advisem*nt in philosophy and education (0) Faculty. Permission Required. Individual advisem*nt on doctoral dissertations. For requirements, see section in catalog on Continual Registration for Ed.D./Ph.D. degrees. Fee: to equal 3 points at current tuition rate for each term. Individualized Studies A&HF 4900. Independent study in philosophy and education (1–4) Faculty. Permission Required. A&HF 6900. Advanced research in philosophy and education (1–6) Faculty. Permission Required. For doctoral students in Philosophy and Education only. Cultural Studies

A&HF 6100. Doctoral proseminar: Modern philosophy and education (4) Faculty. Permission required. For 1st and 2nd year doctoral students in Philosophy and Education. Close reading and discussion of primary texts in modern philosophy that have shaped the field of philosophy of education. Complements A&HF 6000.

A&HF 4060. Youth cultures (2–3) Professor Broughton. Issues in adolescent/early adult subculture formation. Effects on learning, school, college, employment. Alienation, resistance, creativity. Literary-aesthetic approaches to symbolic styles, fashions, movements, and cults. Multicultural/ class/gender differences. Special fee: $45.

A&HF 5596. Topics in educational ethics and moral philosophy (3) Faculty. For doctoral students, especially in Philosophy and Education; master’s students by permission. Topics vary but may include any of the following: the moral sources of educational aims; the nature of ideals; the ethics of teaching; moral education; and, meta-ethics.

A&HF 6500. Dissertation proposal workshop in philosophy and education (0–3) Faculty. Permission Required. Prerequisites: A&HF 6000 and A&HF 6100. An ongoing writing workshop required of all doctoral students after completion of the Proseminar sequence and until defense of the proposal. Students develop research interests, hone philosophical skills, and draft dissertation proposals. Offered every Fall and Spring semester.

A&HF 4061. Introduction to cultural studies (2–3) Theory, method and research in the emerging field of cultural studies in education. Mass culture and school culture as learning environments interpreted from arts and humanities perspectives: structuralism/post-structuralism, semiotics, discourse and film analysis, psycholanalysis, ideology-critique, identity politics, feminism, queer theory.

A&HF 6590. Advanced topics in philosophy and education (1, 2, or 3) Faculty. For doctoral students in Philosophy and Education or by permission. Topics vary and may

A&HF 7500. Dissertation seminar in philosophy and education (0) Faculty. Permission Required. Required of doctoral students in the semester following successful

A&HF 4065. Media and visual culture (2–3) Dr. Ellsworth. The relationship of contemporary education to the new visual literacies. Critical responses to the new media and the dominance of screen/image in

A&HF 5590. Voices in philosophy and education (2 or 3) Faculty. For doctoral students, especially in Philosophy and Education; master’s students by permission. Topics vary. Close reading and discussion of one or more key thinkers in philosophy of education and the history of ideas (e.g., Plato, Kant, Pragmatism, The Frankfurt School; Maxine Greene).

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D E PA R T M E N T O F ARTS AND HUMANITIES learning. Changes in teaching required for non-traditional technologies and settings. A&HF 4088. Popular culture Professor Broughton. Critical examination of mass communication as an informal medium of education: film, TV, comic books, music, dance, advertising. “Low” vs. “high” culture and hybrid forms. Enrollees learn to create and promote their own pop-cultural commodity. Special fee: $40. A&HF 4089. Aesthetics of technology (2–3) Professor Broughton. Technology as a cultural form regulating the development of the human self. Metaphysical, symbolic and fantasy components in computing, space travel, medicine, reproduction, and children’s toys. Literary and artistic representations. Special fee: $40. A&HF 4130. Gender and violence (2–3) Professor Broughton. How literal and symbolic violence shape gender formation. Aggression in the lives of men and women. Racism, hom*ophobia, child-abuse, daterape, demonism, guns and bombs, in reality, art, and fiction. Special fee: $40.

Religion and Education (Code: TFU) Program Coordinator: Dr. John Kuentzel Program Advisors: Professor Mary Boys, Union Theology Seminary; Professor Arieh Davidson, The Jewish Theological Seminary Web site: www.tc.columbia.edu/ academic/a&hdept/relig-ed/ Program Office: 212-678-4138 Degrees offered: Master of Arts (M.A.) * Master of Education (Ed.M.)* Doctor of Education (Ed.D.)* * The program is currently not accepting applications for this degree level. Please call the Office of Admission at (212) 678-3710 for updated information. 130

Special Application Requirements/Information: Students may not begin program in the summer. Program Description: For almost a century Teachers College has offered advanced studies of various topics related to religion and education. Today, the program in religion and education, leading to the M.A., Ed.M., and Ed.D. degrees, offers the opportunity for combining religious studies at Union Theological Seminary, the Jewish Theological Seminary of America, and the Columbia University Graduate School of Arts and Sciences with studies in religion and education at Teachers College. Many students in the program at the Ed.M. and Ed.D. levels transfer substantial credits in graduate or professional religious studies from other institutions and devote the major part of their effort in the program to acquiring the educational knowledge and skills needed to complement their previous theological study. Each student’s program is worked out to meet his or her particular objectives, using the combined resources of Teachers College and the other institutions mentioned above. The program prepares its graduates to teach in colleges, universities, and theological schools, community colleges, and private schools with special concern for the religious dimensions in education. Such persons would also be prepared to teach courses in religion or to serve with various religious organizations in positions of leadership in matters of educational policy.

For information about the joint Ed.D. program and the related Master of Arts in Education and Theological Studies at Union Theological Seminary, consult the Seminary’s catalog.

religion (with courses in fields pertaining to literature of religion, history of religions, philosophy of religion and theology, social science and religion, and psychology of religion).

Degree Requirements: The program of courses in Religion and Education is worked out with one of the advisors from the three cooperating institutions. Drawing on these combined resources each student’s program is designed to meet his or her own particular objectives. All courses should be determined with the advice and approval of the student’s advisor.

Students also receive a solid grounding in the nature of education (with courses pertaining to history and education, philosophy and education, anthropology and sociology of education, international education, curriculum and teaching and adult education).

Master of Arts (30 or 32 points)

The degree requirements can be met in one of two ways: 1) completing 30 points and a formal master’s thesis, or, 2) completing 32 points and a special project. The topics and preparation of the thesis and the special project are to be determined in consultation with the student’s advisor. At least 12 of the points taken for the degree must be in the field of religion and education, with at least 9 of those points being in religion courses offered at Teachers College. Additionally, 6 points (3 courses for at least 2 points each) must be taken in Teachers College courses outside the religion and education program. Doctor of Education (90 points)

The Doctor of Education is a 90 point program. All students must take a minimum of 6 points of A&HR 6581, Studies in Religion and Education. The full program of other courses is developed on an individual basis for each student in consultation with the advisors of the program. In developing the full course program, every effort is made to ensure that students receive a solid grounding in the nature of

Other courses deemed important for the student’s particular goals in the study of religion and education also become part of the course program. Further detailed requirements for the Ed.D. are available from the Office of Doctoral Studies. Candidates should be in touch with the Office of Doctoral Studies to be certain of complying with the latest procedures, deadlines and documents. Courses: (* = course open to non-majors) *A&HR 4171-4172 Religion and education in American culture (2–3) Professor Kuentzel. The educational role of religious ideas, institutions, and movements in American culture. A&HR 4171. 18th and 19th centuries A&HR 4172. 20th century *A&HR 5075 Knowledge and human values (2–3) Professor Kuentzel. Historical and philosophical perspective on conceptions of knowing, modes of consciousness, and educational aims in 19th and 20th century American thought. A&HR 6581. Seminar: Studies in religion and education (1–3) Professor Kuentzel. Required for all Ed.D. candidates in religion and education at the Jewish Theological Seminary, Teachers College, and Union Theological Seminary. Introduces doctoral students to the

ARTS history, issues, and research methods in the field of religion and education and provides a collegium for developing proposals for dissertations. Cross listed at Union Seminary as RE 505-506 and at Jewish Theological Seminary as Ed. 9547.

Social Studies (Code: TLW) Program Coordinator: Professor Margaret Smith Crocco Web site: www.tc.columbia.edu/ academic/social Program Office: 212-678-4083

Individualized Studies A&HR 4902. Research and independent study (1–8) Permission only. A&HR 7502. Dissertation seminar in religion (3) Professor Kuentzel. Permission required. Required of doctoral students in the semester following successful completion of certification examinations. A&HR 8902. Dissertation advisem*nt in religion (0) Individual advisem*nt on doctoral dissertations. Fee: to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees. In each of the areas within the department, advanced students may register for intensive individual study of some aspect of their specialization. Registration is only by permission of the instructor under whose guidance the work will be undertaken. Times for individual conferences will be arranged. Enrollment may be for 1 or more points each term, and registration is not limited to one or two terms. A&HR 6981. Studies in religion and education (1–6) Professors Boys and Lukinsky. Required for all Ed.D candidates in religion and education at the Jewish Theological Seminary, Teachers College, and Union Theological Seminary. Introduces doctoral students to the history, issues, and research methods in the field of religion and education and provides a collegium for developing proposals for dissertations. Cross listed at Union Theological Seminary as RE 505-506 and at Jewish Theological Seminary as Ed. 9547.

Degrees offered: Master of Arts (M.A.) Master of Education (Ed.M.) Doctor of Education (Ed.D.) Doctor of Philosophy (Ph.D.) Special Application Requirements/Information: Standardized tests are not required for social studies programs. However, the GRE General Test is encouraged for those with undergraduate GPAs below 3.5. M.A. applicants can begin in the fall or summer only. Ed.M. applicants may begin in any term, as can Ed.D. and Ph.D. applicants. Applicants should indicate on the specialization section of the application whether they wish to pursue teacher certification. Applicants to the Master of Arts degree program must have taken at least 24 credits in history or appropriate social science course work. For those courses that are not listed under a history department, and which the applicant feels may be counted as part of the “history” requirement, applicants must submit course descriptions in order for the social studies faculty to determine the content. M.A. inquiries should be directed to Mr. Michael Marino, Social Studies Program Office, Box 80, (212) 6783173. The program secretary for Social Studies can be reached at (212) 678-4083. Applicants to the Master of Education degree should be aware that the Program admits students after several years of teaching or after completion of an M.A. degree in Social Stud-

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ies education or in an appropriate content field. Admission requirements in terms of undergraduate background are the same as the M.A.

University’s Graduate School of Arts and Sciences, are available to every student.

An M.A. degree in an appropriate content field or Social Studies education is required for applicants to the Doctor of Education and Doctor of Philosophy degree programs. In addition to the general Teachers College admission requirements, doctoral applicants must submit a writing sample and recommendations written by persons qualified to address the potential for doctoral-level work. If the applicant will be in or near New York City, an interview is recommended.

The Master of Arts offers the following three tracks:

Inquiries for the Ed.M., Ed.D. and the Ph.D. degrees should be directed to Professor Margaret Smith Crocco, Box 80, Teachers College; telephone: (212) 678-3174. Program Description: The Social Studies Program combines history and the social sciences for purposes of instruction. The program particularly emphasizes the historical development of the field, the selection and organization of subject matter, and analysis of instructional materials for students of diverse backgrounds in both urban and suburban school settings. Social studies teachers must be schooled in subject matter, practiced in the arts of pedagogy, attuned to the needs of students, and alive to the interplay of theory and practice. The program prepares students for professional positions in schools, colleges, universities, and allied institutions. Our faculty’s strengths in history and social education are well suited to that purpose. These strengths, along with the full resources of Teachers College and Columbia

Degree Requirements:

Master of Arts in Social Studies (32 points)

This program requires a minimum of 32 points and an integrative project. This degree program focuses on social studies teaching in middle and high schools, and is designed primarily for in-service teachers. The 32 points should be distributed as follows: Foundations and Methods (9 points minimum): • A&HW 5030 Diversity and the social studies curriculum • A&HW 5031 Teacher Education in social studies • A&HW 5035 History of the social studies since 1880 or • A&HW 5037 Alternative models of social studies curriculum A&HW 5530 The history of American social thought • A&HW 6530 Curriculum development, research, and supervision Social Studies Content Courses (9–12 points): In consultation with an advisor, students should select courses to round out their knowledge of the subject matters taught in secondary schools. Content courses may be taken at Teachers College and at Columbia University (no more than six credits, however, may be taken at Columbia). Professional Development Courses (6–9 points): Four 2–3 point Teachers College courses outside the Social Studies Program, chosen with advisor approval. Recom-

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D E PA R T M E N T O F ARTS AND HUMANITIES mended courses include special education, human development, adolescent psychology, history of education, philosophy of education, curriculum, technology, among others. Further Requirements: Students must enroll in A&HW 5232, Fieldwork in Social Studies teacher education. Students must also complete an integrative project, selected with advisor approval. Master of Arts in Social Studies with Teacher Certification (38 points)

This program requires a minimum of 38 points and an integrative project and is designed for pre-service teachers. Successful completion of this program of study leads to the M.A. degree and recommendation for New York State teacher certification (grades 7–12). Student teaching is undertaken in cooperating middle and high schools, both city and suburban. A committee of social studies faculty and cooperating professionals from the school to which the student is assigned supervises and evaluates the student teacher’s work. This program is registered by New York State. In order to complete all degree requirements successfully, this program typically demands a complete calendar year: that is, two terms of the regular academic year and at least two summer sessions. The 38 points should be distributed as follows: Foundations and Methods (9 points)—Required courses: • A&HW 4036 The teaching of social studies • A&HW 5037 Alternative models of social studies curriculum

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Students should also take one of the following: • A&HW 5030 Diversity and the social studies curriculum • A&HW 5035 History of the social studies since 1880 • A&HW 5530 The history of American social thought Social Studies Content Courses (variable points): Same as 32 point M.A. degree program. See above. Student Teaching (10 points): • A&HW 4530 Seminar for student teachers in social studies* • A&HW 4729 Observation in social studies • A&HW 4730 Supervised student teaching in social studies** *Students enroll for 2 points both in the fall and in the spring. ** Students enroll for 3 points in both the fall and the spring. Professional Development Courses (9–11 points): In fulfilling New York State certification requirements in this area, students need to show proficiency in dealing with the following topics as they relate to social studies teaching and learning: special education, literacy, teaching social studies to speakers of languages other than English, human development, child abuse, drug abuse, and health and safety issues in schools. Student teaching for non-Social Studies majors: Students registered in programs at Teachers College other than the Social Studies program who wish to student teach must get written permission from the program coordinator by March 1 prior to the fall term in which student teaching begins.

Students outside the program interested in teaching social studies must also meet these additional requirements: First, take A&HW 4729, Observation in social studies, and then, enroll for A&HW 4530, the seminar for student teachers in social studies and A&HW 4730, Supervised student teaching in social studies during both the fall and spring terms. Students must also enroll for A&HW 4036 and 5037. Further Requirements: Students must complete an integrative project, in the form of a portfolio presentation, and satisfy the requirement for study of a language other than English. IN STEP Master of Arts in Social Studies for In-service Teachers

A three year, all-summer master of arts degree only for inservice teachers is also offered. Contact Program Coordinator, Margaret Smith Crocco, for details ([emailprotected]). The Master of Education in Social Studies offers the following three tracks: Master of Education in Social Studies (60 points)

This program requires a minimum of 60 points and an integrative project. The degree is intended for experienced educators; it is aimed at developing leaders in social studies education for settings such as middle and high schools, community colleges, curriculum agencies and publishing, and foundations and historical museums. Emphasis is on specialized work in curriculum development and the subject matters, methods, and materials of instruction. This degree program is also suitable for students contemplating future doctoral study. The program is flexible in nature and can be

tailored to the student’s specific career goals. Social Studies Foundations, Methods, and Professional Content (30 points minimum): The courses in this area are intended to familiarize students with the historical development and current state of social studies and to provide experience in research on educational practices. Students should consult with an advisor to determine what additional research courses outside the program will be needed in their individual programs of study; these out-ofprogram courses may be used to satisfy points requirements in this area. Courses in major field (15 points) Required: • A&HW 5031 Teacher education in the social studies • A&HW 5035 History of social studies since 1800 • A&HW 6500 Seminar in the history of the social studies • A&HW 5037 Alternative models of social studies curriculum • A&HW 5232 Fieldwork in social studies teacher education • A&HW 5530 The history of American social thought • A&HW 6530 Curriculum development, research, and supervision* Electives: • A&HW 4030 The study of history • A&HW 5203 Fieldwork in social studies* • A&HW 6935 Studies in history and the teaching of history and social studies *May be taken more than once Curriculum study (12 points) Required: • A&HW 5030 Diversity in the social studies curriculum (or a comparable course in diversity)

ARTS • One course in media and technology Social Studies Content Electives (15 points minimum): Same as for 32 point M.A. degree program. See above. Professional Development Courses (6–9 points minimum): Same as for 32 point M.A. degree program. See above. Independent study for the Master’s Project (6 points): • A&HW 5931 Guided investigations in the teaching of social studies • A&HW 6030 Research in social studies education Master’s Project: The integrative project will develop out of each student’s particular program of study. They will then work with an advisor to conceptualize, prepare, and write the project. Students will enroll in the two courses above (A&HW 5931, A&HW 6030) in sequence across two semesters in order to plan and write the Ed.M. project in close consultation with the advisor. The Master of Education in Social Studies with NYS certification in Administration and Supervision (60 points) This program requires a minimum of 60 points and an integrative project. Social Studies Foundations, Methods, and Professional Content (18 points minimum): Except for A&HW 6530, same choices as Ed.M. degree program. See above. Public School Administration (12 points required): Courses selected in consultation with an advisor.

Public School Supervision (12 points required) Required: • C&T 4051 Supervision for elementary and secondary schools • A&HW 6530 Curriculum development, research, and supervision

• A&HW 5530 The history of American social thought • A&HW 6500 Seminar in the history of the social studies • A&HW 6530 Curriculum development, research, and supervision

Suggested: Consult an advisor.

Electives: • A&HW 5030 Diversity and the social studies curriculum • A&HW 5037 Alternative models of social studies curriculum • A&HW 5203 Fieldwork in social studies • A&HW 6935 Studies in history and the teaching of social studies

Internship in supervision (4–6 points over two terms): • C&T 6452 Internship program in supervision (in-service) Guidance in development of integrative project (3 points): • A&HW 6030 Research in social studies education Electives (9–11 points): Must include courses in both social studies content and professional development, chosen with advisor approval. Further requirements: Same as for Ed.M. degree program. See above. The Master of Education in Social Studies and the Teaching of English to Speakers of other Languages (TESOL)

Please write to the program secretary at Box 80, Teachers College, for more information. Doctor of Education (90 points)

The Doctor of Education in Social Studies requires 90 points of graduate study and a dissertation. The Ed.D. degree program emphasizes broad preparation for advanced professional responsibilities in social studies. Courses in the major field (15 points minimum) Required: • A&HW 5031 Teacher education in social studies • A&HW 5232 Fieldwork in social studies teacher training

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areas: the nature of education, the nature of persons and the learning process, and methods of evaluation and research. Other course work in this area should be tailored to the individual student’s needs; consult an advisor.

Research courses, Seminars and Individual work (15 points minimum)

Electives in the major field (15 points minimum): Soon after beginning this program, students should select an area of emphasis, either American history or modern history, broadly conceived. These courses should be selected for their applicability to the student’s area of dissertation research. Course work in the area of emphasis normally includes both the subject matters themselves and the design and evaluation of educational programs in those subject matters.

Required: • A&HW 5503 Research paper in social studies • A&HW 6503 Doctoral seminar in social studies • A&HW 7503 Dissertation seminar in social studies • A&HW 8903 Dissertation advisem*nt in social studies

Further requirements: In addition to the dissertation, there are other requirements. Students should consult an advisor in the Program and read the Requirements for the Degree of Doctor Education bulletin, obtainable from the Office of Doctoral Studies.

Other offerings: • A&HW 6030 Research in social studies education • A&HH 6041 Historical method • A&HW 6203 Advanced fieldwork: Social studies • A&HW 6903 Research and independent study: social studies

Doctor of Philosophy (75 points)

Students are encouraged to take courses in both qualitative and quantitative research methodologies. Select in consultation with advisor. Broad and basic areas of professional scholarship (15 points minimum): In consultation with an advisor, select at least one course in each of the following three

The Doctor of Philosophy in Social Studies requires 75 points of graduate study and a dissertation. The Ph.D. program emphasizes research and intensive specialization in social studies scholarship. Courses in the major field (15 points minimum): • A&HW 5031 Teacher education in social studies • A&HW 5232 Fieldwork in social studies teacher training • A&HW 5530 The history of American social thought • A&HW 6500 Seminar in the history of the social studies

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D E PA R T M E N T O F ARTS AND HUMANITIES • A&HW 6530 Curriculum development, research, and supervision Electives in the area of specialization (15 points minimum): Soon after beginning the program, students must select an area of specialization. Students may select either American history or modern history. Students should select courses with an advisor, taking care to include courses relevant to the area of dissertation research at both Teachers College and the Graduate School of Arts and Sciences. Research methods (15 points minimum) Required: • A&HW 5503 Research paper in social studies • A&HW 6503 Doctoral seminar in social studies • A&HW 7503 Dissertation seminar in social studies • A&HW 8903 Dissertation Advisem*nt in social studies Other offerings: • A&HW 6030 Research in social studies education • A&HH 6041 Historical method • A&HW 6203 Advanced fieldwork: social studies • A&HW 6903 Research and independent study: social studies Altogether students must complete a minimum of 15 points in research methods course work. Non-major foundations (15 points minimum): Same as “Broad and basic areas of professional scholarship” in Ed.D. degree program. See above. Further requirements: In addition to the dissertation, students must satisfy the foreign language requirements equivalent to those of the 134

department of the Columbia University Graduate School of Arts and Sciences with which their work is most closely identified. For Ph.D. students in social studies, the usual cognate department in the Graduate School is History. Students should read the Requirements for Doctor of Philosophy obtainable from the Office of Doctoral Studies at Teachers College.

tion to oral history, interdisciplinary strategies, service learning, economic decision making, and civics. Suitable for experienced teachers interested in advanced methods. Special fee: $50.

Courses: (* = course open to non-majors)

A&HW 6500. Seminar in the history of the social studies (3) Professor Thornton. Permission required. Individual and group investigation and group discussion of such topics as listed in A&HW5035, which is ordinarily a prerequisite.

Foundations and Methods A&HW 4036. The teaching of social studies (3) Faculty. Basic classroom methods for teaching social studies in secondary schools; teaching resources and aids; assessment and testing. Special fee: $50. *A&HW 5030. Diversity and the social studies curriculum (3) Professor Crocco and Faculty. Curriculum theory and instructional methods related to teaching secondary school social studies in the diverse classroom. Particular attention paid to gender and multicultural issues in urban settings. Special fee: $50. A&HW 5031. Teacher education in social studies (3) Professor Thornton. Permission required. Problems, issues, and new directions in college teaching of methods courses. Supervision of practice teaching and other professional programs.

*A&HW 5530. The history of American social thought (3) Professor Crocco. The history of American social thought as it has influenced and been influenced by theories of education and patterns of educational practice.

*A&HW 6530. Curriculum development, research, and supervision (3) Professor Thornton. Aspects of curriculum; teaching and learning processes; attention to problems and techniques of supervision. Special fee: $50. Student Teaching A&HW 4530. Seminar for student teachers in social studies (2) Faculty. Must be taken concurrently with A&HW 4730. Restricted to majors. Includes issues of school safety and health issues in secondary schools. Special fee: $50. A&HW 4729. Observation in the social studies (0) Faculty. Preliminary experience in the schools. Restricted to majors.

*A&HW 5035. History of the social studies since 1880 (3) Professor Thornton. An historical investigation of the development of the secondary school history/social studies curriculum, including questions related to objectives, content, and methods of instruction.

A&HW 4730. Supervised student teaching in social studies (2–3) Faculty. Permission required. Must be taken concurrently with A&HW 4530. Restricted to majors. Special fee: $50.

A&HW 5037. Alternative models of social studies curriculum (3) Professor Crocco and Faculty. Examination of alternatives to conventional curricular arrangements in social studies, including atten-

*A&HW 4030. The study of history (3) Faculty. Methods of historical analysis and interpretation. The discipline of history and its relationship to the social sciences. Special fee: $50.

Social Studies Content

*A&HW 4032. The study of world history and geography (2–3) Faculty. Particular attention to problems of conceptualization and interpretation involved in organizing and teaching world history with an emphasis in geography at both the middle and high school levels. Satisfies the New York State requirement for history and geography. *A&HW 4033. History and geography of Europe since 1914: Selected topics (3) Faculty. Main themes in teaching recent European history within the geographic context of changing political boundaries. Selected topics may include the balance of power among nation states, imperialism, demographic and social change, fascism, Communism, European integration, and globalization. Special fee: $50. *A&HW 4034. Latin American history and culture (2–3) Dr. Weiner. This course is designed as an introduction to Latin American history and culture. *A&HW 4035. New York City as a learning laboratory (1–3) Faculty. New York City’s cultural, social, governmental, business and financial institutions, neighborhoods, community associations and ethnic groups, as studied within the context of New York State history and geography through field experiences. Emphasis on analyzing conditions affecting economic and civic decision making. Satisfies the New York State requirement for New York State history and geography. *A&HW 4037. East Asia: Survey of modern history and cultural geography (2–3) Dr. Martin. An overview of central themes in the modern history, geography, and culture of China, Japan and Korea. *A&HW 4038. The study of American history and geography (2–3) Professor Thornton and Faculty. Illustrative themes in American history and geography for middle and high school. Attention to the history and geography of New York State. Satisfies the New York State requirement for his-

ARTS tory and geography as well as for New York State history and geography. Special fee: $50. *A&HW 4039. The United States constitution: Civic decision making (3) Dr. Tischler. Major philosophical foundations, problems preceding and during the convention, the struggle for ratification, detailed examination of the document, important court cases, non-written constitutional traditions, and unresolved constitutional issues. Selected cases from New York State history are highlighted. Satisfies the New York State civics requirement. *A&HW 4040. Women of the world: Issues in teaching (2–3) Professor Crocco. Women’s lives viewed through history, geography, literature, human rights, demography, and economics provide the subject matter. Regions may include Africa, Latin America, South Asia and the United States. Reconceptualizing the school curriculum is a dominant theme. Satisfies the New York State requirement for history and geography. *A&HW 4041. Economic decision making in citizenship education (2–3) Faculty. Selected topics in the teaching of secondary school economics that align with main themes of New York State social studies curriculum. Independent Research, Fieldwork and Internships A&HLW 4903. Research and independent study in social studies (1–6) Faculty. Permission required. To be taken under the direction of a faculty member. Students work individually or with others. A&HW 5203. Fieldwork in social studies (1–6) Faculty. Permission required. Opportunity for qualified students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings.

A&HW 5223. Oral history as a multidisciplinary teaching tool (0–2) Professor Crocco. Students will learn the steps od oral history design for the classroom, including research, selection of interviewees, contact and context, conducting the interview, transcribing, reviewing, editing and processing. Special fee: $30. A&HW 5232. Fieldwork: Social studies teacher education (2–3) Professor Crocco. Permission required. For advanced students engaged in supervision of student teachers. Supervised field work, individual conferences, and group seminar. A&HW 5430. Internship in the teaching of history and social sciences (1–3) Faculty. Permission and advance application required. Ordinarily in secondary schools, junior colleges, teacher training programs or publishing work. A&HW 5931. Guided investigations in the teaching of social studies (1–3) Faculty. Permission required. For advanced students. Individual fieldwork in secondary school or introductory college social studies. A&HW 6030. Research in social studies education (1–3) Faculty. Permission required. A&HW 6203. Advanced fieldwork in social studies (1–6) Faculty. Permission required. See description for A&HW 5203. A&HW 6403. Internship in college teaching in social studies (1–6) Faculty. Permission required. Occasional opportunities in college programs in areas represented by the program. Students must inquire to see if opportunities are available during any given semester. A&HW 6935. Studies in history and in the teaching of history and social studies (1–3) Faculty. Permission required. Individual research and advanced historical method ordinarily related to a doctoral dissertation.

Teaching of English (Code: TLE) Program Coordinator: Professor Janet L. Miller Web site: www.tc.columbia.edu/ academic/english Program Office: 212-678-3070 Degrees Offered: Master of Arts (M.A.) Master of Education (Ed.M.) Doctor of Education (Ed.D.) Doctor of Education (Ed.D.C.T.) in the College Teaching of English Doctor of Philosophy (Ph.D.) in English Education* * The program is currently not accepting applications for the Ph.D. program. Special Application Requirements/Information: The M.A. degree in English Education is designed for students who plan to teach or are currently teaching. In addition to the general teachers college admission requirements, applicants must submit a third recommendation letter. Applicants must complete at least 24 undergraduate and/or graduate credits in English, or their equivalent, prior to entering the program. Applicants for certification will need, at the time of graduation, six points of study in a foreign language or American Sign Language. Waivers for second language fluency are available. In their personal statements, applicants should indicate their recent experience with secondary school aged students. The Ed.M. degree in English Education offers experienced teachers the opportunity to continue their examination of issues, pedagogy, policy, and practice in the teaching of English. Special emphasis is placed on classroom-based research and an examination of leadership roles in schools. In addition to the general Teachers

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College admission requirements, Ed.M. applicants are required to submit a writing sample and a third letter of recommendation. Also, applicants must have earned an M.A. in English, English Education, or in an analogous field, and must have teaching experience at the secondary classroom level. A personal interview with a faculty advisor is advised. The Ed.D., Ed.D.C.T., and Ph.D. degrees in English Education combine course and fieldwork for teachers who have the desire to examine theoretical, research, and pedagogical principles as they apply to practice; who wish to prepare prospective teachers or engage in professional development work with in-service teachers; and who wish to prepare themselves for leadership roles in the field of teaching English or English Education. Applicants are required to have at least five years of classroom teaching experience, and must have an M.A. in English, English Education, or a closely related field. Also, in addition to the general Teachers College admission requirements, applicants are required to submit a writing sample and a third recommendation letter. A personal interview with a faculty advisor is required. Program Description: Master of Arts (32 and 38 points)

An English teacher creates contexts for reading, writing, listening, speaking and representing. Classrooms are transitory environments and demand teachers who are aware of themselves as learners, capable of adapting to change, skilled at negotiating, and respectful of diversity. Our Program is student-centered and committed to the personal and professional development of teachers as they pursue their academic

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D E PA R T M E N T O F ARTS AND HUMANITIES and research lives. We recognize and value the variety of needs and experiences of a diverse student body, and we strive to provide our students with individualized programs. Our Program encourages students to seek a balance between breadth and specialization by offering a variety of both methods and content courses. Methods courses focus on the design and implementation of curriculum as well as diverse strategies and methods for the teaching of literature, writing, and language. Content courses include literature and writing electives that model the various practices that can be useful in teaching secondary students in English classrooms. The English Education Program offers two types of M.A. degrees: the M.A. in the Teaching of English without certification (32 points) and the M.A. in the Teaching of English with certification (38 points). All coursework toward either of the M.A. degrees outlined below must be undertaken at Teachers College. We do not accept transfer credits at the M.A. level. Each student will be assigned a faculty advisor during the first semester who will assist in choosing courses. For full-time students, we recommend that students begin their coursework the summer before the first full academic year. M.A. in the Teaching of English (Without Certification) – 32 Points: The M.A. in the Teaching of English without certification is a 32-point degree designed for in-service teachers already working in the field. To earn this degree, students must complete 32 points of coursework at Teachers College. Program requirements follow the 136

M.A. Degree with certification program plan, minus the student teaching and Supervised Teaching of English seminars. *Note: In May of 2004, this program will be replaced by a 34–point program similar, but not identical to, the current 32–point program. M.A. in the Teaching of English (With Certification)—38 Points: The M.A. in the Teaching of English with certification is a 38-point degree which leads to New York State Certification. It is designed for pre-service teachers who are newly entering the field of English teaching. To earn this degree, students must complete 38 points of coursework in the English Education Program at Teachers College including two semesters of student teaching. Please note that, although most courses are held in the evenings, students who plan to earn certification must be available during the school day in order to student teach. To be certified by New York State, additional requirements include: • 24 points in English content courses (required prior to admission in the Program); • 12 credits in education or methods courses; • One (2–3 points) collegeapproved diversity education course; • One Detection & Reporting of Child Abuse and Substance Abuse course, and one Violence Prevention course. (These may be taken for 0 credits on-line or in-person. A copy of the Certificate of Completion or Certificate of Participation must be turned in to the Registrar if you are seeking certification from NewYork State. For further information, please contact the Office of Field Support Services at 678-3502);

• Two semesters of foreign language (If this requirement was not fulfilled as an undergraduate, these points may be obtained at Columbia University, Teachers College, or any other accredited institution. In some cases, this requirement may be waived by obtaining an appropriate score on the CLEP Test. CLEP registration forms are available at the Office of Field Support Services); • 2 semesters of student teaching; • LAST and ATS-W exams. Master of Education (60 points)

Program Description: The Master of Education (Ed.M.) degree is a sixty point program designed for students interested in advanced study within the field of English Education. The Ed.M. degree represents a commitment to research and study that students refine as they focus on a particular area of inquiry. A research study is required as a culminating project. The Ed.M. degree is wellsuited for individuals who are currently teaching and who wish to concentrate further on their studies within the field of English Education and/or students who are thinking about undertaking doctoral work in English Education. In most cases, students applying for the Ed.D. program in English Education are required to first complete the Ed.M. program. Students admitted to the Ed.M. program have an M.A. degree and prior teaching experience, and now wish to further concentrate their studies within the field of education. The Ed.M. degree does not lead toward certification for teaching (as does the M.A. in English Education).

Doctor of Education

Program Description: Students who enter the doctoral program in English Education must have at least five years of teaching experience at either the secondary school or college level, and have completed graduate work at an accredited institution. The work students undertake in the English Education program will help them to refine their theoretical and teaching expertise. It will also extend their involvement with secondary school-aged students, as well as in-service and pre-service teachers. Through these experiences, students will identify a particular area of inquiry for their research. Both the Ed.D. and Ph.D.* programs in English Education consist of theoretical, pedagogical, and research-oriented work. Students eventually focus their interests around a particular area of inquiry, which is informed by a broad reading of theory, research studies, and individual teaching experiences. This work becomes consolidated and refined through the dissertation, a study that evidences original research and pedagogical perspectives. Each student, upon entry into the Program, is assigned an academic advisor, who will advise on Program Plan, Certification Exams, and all coursework. *Please note: We are presently not accepting applications into the Ph.D. program. Degree Requirements Master of Arts (32 and 38 Point Programs)

Methods—New York State requires a minimum of 12 points of methods courses. The methods coursework is designed to provide students

ARTS with a strong foundation in the teaching of English. The Teaching of Reading and the Teaching of Writing courses are usually taken at the beginning of the program to facilitate students’ understanding of other courses. English Methods follows and integrates various methodologies while addressing language and curricular components. The fifth methods course allows students to concentrate on specific areas of interest.

• A&HE 4156 Writing nonfiction (3)

Required courses include: • A&HE 4151* Teaching of writing (3) • A&HE 4058 Teaching of reading (3) • A&HE 4057 English methods (3) • A&HE 5518** Teaching English in diverse social & cultural contexts (2–3) *A&HE 4151, Teaching of writing and A&HE 4156, Writing non-fiction are taken as a 6-credit block **A&HE 5518 meets both the College-wide and the New York State diversity requirements.

Literature: At least one literature course within the Program is required: Courses include Cultural Perspectives, Feminist Perspectives, Adolescent Literature, Critical Approaches to Literature, and Literature and Teaching.

In addition, students must choose at least one topic specific methods class: • A&HE 4152 Literacies & technologies in the secondary English classroom (3) • A&HE 4155 Critical issues in the secondary English classroom (2–3) • A&HE 4550 Teaching of poetry (3) • A&HE 4551 Teaching of Shakespeare (3) • A&HE 4552 Curriculum and assessment in the secondary English classroom (2) Content—Content courses consist of a two-part (writing and literature) requirement: Writing: This requirement is usually met by taking the six credit writing block: • A&HE 4151 Teaching of writing (3)

Alternatively, a student may choose to take Teaching of writing for three points and Writing non-fiction for zero points, and substitute one of the following courses to fulfill this writing requirement: • A&HE 4157 Writing: Fiction (3) • A&HE 4158 Writing: Poetry (3)

Foundations—Foundation courses are intended to broaden students’ knowledge of the history of education, philosophies of education, and educational issues and practices beyond their particular area of concentration. All students must take at least three Foundations courses (courses not designated “A&HE”). Foundation courses may be taken as Pass/Fail. These must meet the following criteria: • They must not possess the “A&HE” prefix; • They must be Teachers College courses; • They must be for a minimum of two credits each. Electives—Electives provide opportunities for 32-point students to explore particular interests as they design their programs. Electives may be taken for as many credits as a student needs to finish his or her degree program. 38-point students may not have room for electives. The only restrictions on elective courses are that they must be taken at Teachers College or elsewhere in the Columbia system at the graduate level.

Master’s Seminar—All M.A. students are required to enroll in the A&HE 5590 Master’s Seminar. 38-point students enroll in A&HE 5590 during the Phase II student teaching semester. 32-point M.A. students enroll in A&HE 5590 during their last term of study. All students work with an advisor to design and complete their master’s projects. The Student Teaching Experience: Students in the 38-point English Education program have two separate semesters of student teaching. As required by the State, one of these experiences is in a middle school and the other is in a high school. Most placements are made in urban public schools in New York City. Commuting to one of the outer boroughs should be expected. The student teaching experiences differ by semester. In the phase 1 semester, a pair of students may be placed in a classroom under the direction of a single cooperating teacher. The cooperating teacher has primary responsibility for designing the curriculum. Students do not have the major responsibility for designing or organizing the course of instruction but are active participants in the classroom and school community. While the phase 1 experience varies, students are primarily engaged in observation, group work with students, conferencing, and some teaching. During this semester, students understand, appreciate, learn from, and coach students as readers and writers. In their phase 2 semester, students work one-on-one with a cooperating teacher and are expected to take on full responsibility for designing lessons and assessing learning. During both semesters, the student teaching experience is accompanied by A&HE 4750,

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Supervised Teaching of English (4), and A&HE 4751, Fieldwork and Observation (1). These courses facilitate the development of the skills and strategies that are needed for successful teaching. They also serve as forums to address needs, issues, and problems that may arise. In addition, supervisors from Teachers College visit student teachers on at least three occasions each semester. Supervisors talk with student teachers before and after each observation and consult with them on an individual basis regarding their progress. Retreats: Every year the English Education Program sponsors a retreat during the fall semester. Previous retreats have been held at a rustic convention center out of NYC. The retreat is an indepth introduction to the fall core classes, and attendance is required. The retreat is typically held on weekdays; thus, we ask that students make accommodations with their employers as soon as possible. The cost of the retreat is absorbed in the course fees. Master of Education

The Ed.M. program is studentcentered and committed to the personal and professional development of English teachers as they pursue their academic and research lives. We recognize and value the variety of needs and experiences of our diverse student body, and we strive to provide our students with individualized programs. All students pursuing the Ed.M. degree will have a faculty advisor with whom they will work throughout the course of their degree. While the Ed.M. program offers tremendous flexibility in coursework, the following program requirements must be fulfilled:

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D E PA R T M E N T O F ARTS AND HUMANITIES English Education Courses (no more than 45 points) Depending upon the number of points transferred in, students must complete between fifteen and forty-five credits at the A&HE 4000, A&HE 5000, and A&HE 6000 levels. It is possible to substitute a twelveto-fifteen-credit specialization in an area other than English Education with an advisor’s approval. Students transferring up to thirty points should take most of their courses at the more advanced A&HE 5000 and A&HE 6000 levels. One graduate-level course may be taken at Columbia University. Consult your advisor regarding courses you may want to take at Columbia. A&HE 4000 Courses (no more than 15 points): • 4050 Literature and teaching (3) • 4051 Critical approaches to literature (3) • 4052 Adolescents and literature (3) • 4053 Cultural perspectives and literature (3) • 4056 Feminist perspectives and literature (2–3) • 4057 English methods (3) • 4058 Teaching of reading (4) • 4100 Drama and theater (3) • 4150 Teaching literacies in secondary maths, sciences and humanities (3) • 4151 Teaching of writing (3) • 4152 Literacies and technologies in secondary English classroom (3) • 4155 Critical issues in the secondary English classroom (2–3) • 4156 Writing: Non-Fiction (3) • 4157 Writing: Fiction and personal narrative (3) • 4158 Writing: Poetry (3) • 4550 Teaching of Poetry (3) • 4551 Teaching of Shakespeare (3) • 4552 Curriculum and assessment in the secondary English classroom (3) 138

• 4561 Teaching narrative and story (3) • 4751 Fieldwork and observation in secondary English (1) • 4904 Independent study in teaching English (6)

that do not carry the A&HE prefix). Please note that the foundations requirement must be completed while at Teachers College; students may not transfer in foundations courses.

A&HE 5000 and A&HE 6000 Courses (no more than 30 points): • 5149 Writing Research: Methods and assumptions (3) • 5150 Research in practice (3) • 5151 Perspectives on “popular” texts in English classrooms (3) • 5154 Rhetoric and teaching (3) • 5204 Fieldwork in teaching of English (1–6) • 5500 Technologically mediated literacies (3) • 5504 Research Paper: Teaching of English (3) • 5514 Reader’s Responses: Research, theory, and practice (3) • 5518 Teaching English in diverse social and cultural contexts (3) • 6011 The politics of teaching English (3) • 6015 College Teaching of English (3) • 6204 Advanced fieldwork in teaching English (6) • 6404 Internship in college teaching of English (6) • 6450 Internship in teaching English1 (3) • 6514 Postmodern textual theories (3) • 6904 Research and independent study (1–3)

Research Methods Courses (9 points minimum) At least nine points (three courses) of research methods must be completed for the Ed.M. degree. These courses may be taken in any department at Teachers College and may be from either 4000 or 5000 levels. Although courses may include both quantitative and/or qualitative methods, we recommend that at least one course represent study in the area of qualitative research. At least one course should be taken from the research offerings in the Teaching of English Program.

Foundations Courses (3 courses minimum) Educational foundations courses are intended to broaden students’ knowledge of the history of education, philosophies of education, and educational issues and practices beyond their particular areas of concentration. Students must take at least three Teachers College courses (for a minimum of two points each) from programs outside the English Education Program (that is, three courses

(a) a rationale for the project and demonstration of an understanding of the literature of the field related to the topic(s) undertaken; (b) a pilot study, including data gathering and analysis and justification of research methods employed; (c) a critique of the pilot study, including the student’s reflections on the study’s design and methodology as well as on her/his research strengths and weaknesses;

A&HE 5504 Research Paper (2–3 points) The 5504 Paper, required of all Ed.M. students, is the core of the Ed.M. program. The 5504 Paper represents a refined presentation of the student’s research question and area of inquiry. The purpose of this paper is to evidence the student’s ability to do independent research. It entails work that results in an original synthesis of a broad reading of theory and research, and is underscored by the student’s practical experience as a teacher. The 5504 Paper includes:

(d) implications relevant to the student’s future research. If the student’s intent is to continue on for doctoral work, the 5504 Paper may serve as a prelude to work on a doctoral dissertation. Students may continue to conduct and write up their research while enrolled in the Internship and Fieldwork courses. Doctor of Education

Coursework An academic advisor must approve all coursework in a student’s Program of Study. The academic advisor must approve exceptions to the following: • No course that is “R” (attendance) credit or that is “P” (pass/fail) may be taken toward the Ed.D. with the exception of Doctoral Seminars A & B (A&HE 6504) and the Dissertation proposal seminar (A&HE 7504). • Students must consult their academic advisors when they undertake an independent study, an internship, fieldwork, or graduate courses at Columbia University. • Doctoral students are “in general” discouraged from taking 4000-level courses and must consult with their academic advisors before registering for these courses. • Doctoral students must complete a minimum of 12 credits of research methods courses. Ed.D. students must complete fifty points of their program of study at Teachers College, with all courses approved by an academic advisor, to meet the degree requirements for the Teaching of English Program. The program of study is designed to represent a coherent network of courses, reflecting topics in English Education. All areas of study should have consistent emphases on social and political contexts in

ARTS English Education, and issues of teacher education. Represented schematically, these areas include but are not limited to: Literary Studies Literature courses, literary theory, and research in literature courses at the A&HE 5000 and A&HE 6000 levels. Rhetorical Studies Writing, composition theory and rhetorical theory courses at the A&HE 5000 and A&HE 6000 levels. Methodological and Pedagogical Studies Courses at the A&HE 5000 and A&HE 6000 level that address theoretical and practical applications within the field of English Education. Research Methods A minimum of twelve points of sequential research methods courses. Courses Outside the English Education Program Students should take a minimum of three courses outside the English Education Program. Required Courses for Doctoral Students The Program Plan for each doctoral student must include: • A&HE 5504 Research Paper in the Teaching of English (If a student has completed A&HE 5504 for the Ed.M. degree at Teachers College, s/he has satisfied the requirement.) • Three additional research courses within the Program Research Methods (see above) • A&HE 6504 Doctoral Seminars A&B • A&HE 7504 Dissertation Proposal Seminar • A&HE 8904 Dissertation Advisem*nt in the Teaching of English

Doctoral Seminars Students should enroll in A&HE 6504 Doctoral Seminar in the Teaching of English twice; Doctoral Seminar A, taken at the beginning of a student’s program introduces prospective doctoral candidates to the field of English Education. Doctoral Seminar B, taken near the end of a student’s program of studies, provides a collaborative context for work on dissertation research and writing. Dissertation The Doctoral Dissertation evolves out of the course work in which students have been engaged; the readings completed and synthesized for the Certification Examinations; the A&HE 5504 Research paper: Teaching of English; classroom teaching experiences; and the regular consultations and discussions with an academic advisor. The number of courses students take also depends in part on the number of points students transfer from previous graduate work. Students working toward a 90 point Ed.D. degree may transfer a maximum of 40 points and will thus complete at least 50 points within the program for their doctoral work. Program Plan During the first year of study, students file a Program Plan & Statement of Total Program (the forms are available in the Office of Doctoral Studies) in consultation with their academic advisors. The Program Plan should be filed in the Office of Doctoral Studies within the first two semesters of acceptance to the doctoral degree program. Once these procedures are completed, students will know how many courses they will need to complete their doctoral program.

Candidacy Paper At the beginning of their doctoral studies, students should consult their academic advisors to determine if they need to complete a Candidacy Paper (A&HE 5504). The 5504 Paper represents a refined presentation of the student’s research question and area of inquiry. The purpose of this paper is to evidence the student’s ability to do independent research. It entails work that results in an original synthesis of a broad reading of theory and research, and is underscored by the student’s practical experience as a teacher. The 5504 Paper includes: (a) a rationale for the project and demonstration of an understanding of the literature of the field related to the topic(s) undertaken; (b) a pilot study, including data gathering and analysis and justification of research methods employed; (c) a critique of the pilot study, including the student’s reflections on the study’s design and methodology as well as on her/his research strengths and weaknesses; (d) implications relevant to the student’s future research. Students may continue to conduct and write up their research while enrolled in the Internship and Fieldwork courses. A qualifying research paper from another institution may be substituted only with permission of the student’s advisor. Certification Exams Doctoral students in the English Education Program are required to write two Certification Examinations, a “major” exam and a “minor” exam. The terms “major” and “minor” are used to emphasize a difference in focus. The “major” Certification Exam usually focuses on the histori-

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cal foundations of English Education, whereas the “minor” certification exam takes a more refined focus and directly relates to the student’s interest in a specific area of inquiry. The policy of the Office of Doctoral Studies is that 20 credits should be taken between the major and minor exams, but advisors may write a letter of appeal if less than 20 credits are completed in this time. Disertation Proposal The Doctoral Proposal consolidates the work students have done in courses, professional reading, and the two Certification Examinations. It is a 30 to 50-page document, which outlines a coherent account of the work students want to undertake for the dissertation research. Dissertation The Doctoral Dissertation should evolve out students’ coursework, the readings completed and synthesized for the Certification Examinations, the A&HE 5504 Paper, classroom teaching experiences, and the regular consultations and discussions with their academic advisors. The dissertation should weave the stages of all these elements into a coherent design which assembles research and theory around a specific focus of interest. As students write their dissertations, they enroll in A&HE 8904, Dissertation Advisem*nt, which is designed to help students shape the writing of the review of literature, research methodology, data analysis and implications of the research. Candidates should keep in touch with the Office of Doctoral Studies to obtain information about the latest procedures, deadlines and documents. Courses: (* = course open to non-majors)

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D E PA R T M E N T O F ARTS AND HUMANITIES *A&HE 4050. Literature and teaching (3) Faculty. An examination of multiple approaches to reading traditional and contemporary texts using theory, criticism, and textual practices. Special fee: $30. *A&HE 4051. Critical approaches to literature (2–3) Faculty. Literary selections are examined through various critical frameworks emphasizing the way texts are constructed and how readers negotiate meaning with texts. Special fee: $30. A&HE 4052. Adolescents and literature (3) Faculty. Discussions focus on issues of adolescent diversity, urban experience, gender and the teaching of adolescents and literature. Special fee: $30. *A&HE 4053. Cultural perspectives and literature (3) Faculty. Contemporary literary selections are explored within a theoretical context that emphasizes historical, cultural, political, and aesthetic dimensions of these texts. Special fee: $30. *A&HE 4056. Feminist perspectives and literature (2–3) Faculty. An examination of women writers of the 20th century, exploring common themes: growing up female, marriage and the family, women as artists, and minority women within a critical feminist framework. Special fee: $30. A&HE 4057. English methods (3) Faculty. A required course which focuses on practical aspects of teaching English, including lesson and unit plans, effective teaching strategies, evaluation and assessment, curriculum design, and integration of language arts. The overarching theme addresses literacy practices as historically situated and contextualized. Special fee: $30. A&HE 4058. Teaching of reading (3) Faculty. The course focuses on helping teachers examine theoretical and pedagogical principles relevant to teaching literary and non literary texts with emphasis on the relations of texts and readers. Special fee: $30.

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A&HE 4100. Drama and theater (3) Faculty. The role of drama in the classroom. Students will examine the role of theaters in the community, examining production, performance and the educative power of drama. Special fee: $30. A&HE 4150. Teaching literacies in secondary maths, sciences and the humanities (3) Faculty. Prepares secondary teachers in disciplines other than English to meet new literacy requirements for both teachers and students. The effective use of listening, speaking, reading writing and other modes of representing to promote learning will be demonstrated. This class may be appropriate for English majors who plan to teach Humanities. Special fee: $30. A&HE 4151. Teaching of writing (3) Faculty. The course integrates theory and practice for teachers. Topics include the textual character of genres, critical perspectives on writing instruction, research on writing, evaluation and assessment of writing, and classroom methods for teaching writing. This course is taught with A&HE 4156, Writing: Nonfiction, as part of a 6 point sequence. Special fee: $30. A&HE 4152. Literacies and technologies in the secondary English classroom (3) Faculty. Introduces students to media technology as it relates to secondary English education. English is an increasingly mediated and technologized discipline. New technologies have enabled emerging practices that have significant implications for literacy learning and teaching. Special fee: $60. A&HE 4155. Critical issues in the secondary English classroom (2–3) Faculty. An examination of critical issues that shape and reshape the teaching and learning of literacies in English classrooms. Special fee: $30. A&HE 4156. Writing: Nonfiction (3) Faculty. A non-fiction writing workshop. This course is taught as part of 6 credit block with A&HE 4151. Teaching of writing. Special fee: $30.

A&HE 4157. Writing: Fiction and personal narrative (3) Faculty. A fiction writing workshop. Special fee: $30. A&HE 4158. Writing: Poetry (3) Faculty. A poetry writing class combined with close readings of selected contemporary poets. Special fee: $30 A&HE 4550. Teaching of poetry (3) Faculty. Experience in reading and writing poetry, designing curriculum, and determining effective teaching practices. Special fee: $30 A&HE 4551. Teaching of Shakespeare (3) Faculty. An examination of diverse theoretical perspectives and pedagogical principles for teaching Shakespeare. Special fee: $30. A&HE 4552. Curriculum and assessment in the secondary English classroom (2) Faculty. Dominant curriculum theories of the 20th century, related assessment and evaluation methods and traditions, and current approaches to assessing student and teacher learning in the secondary English classroom. Special fee: $30. *A&HE 4561. Teaching narrative and story (3) Faculty. An introduction to narrative theory and constructing stories. A&HE 4750. Supervised teaching of English (3) Faculty. Majors only. Students may satisfy state certification requirements by participating in the supervised teaching program in the Fall and Spring semesters. Students should plan to reserve part of each day Monday through Friday for classroom experience. Special fee: $30. A&HE 4751. Fieldwork and observation on secondary English (1) Faculty. Majors only. A series of guided observations of schools, teachers, and students. Student teachers will synthesize theoretical knowledge with intense practical experience to integrate educational philosophy with the reality of dayto-day life teaching in a secondary English language arts classroom. Special fee: $30.

A&HE 4904. Independent study in teaching English (1–6) Faculty. Permission required. Research and independent study under the direction of a faculty member. Students work individually or with others. Special fee: $30. A&HE 5000. Technologically mediated literacies (TML): Research and theory in secondary English education (3) Faculty. Advanced course exploring literacy theory relating to the emerging and changing literate practices associated with computing and media technology in secondary English teaching. Prerequisite: A&HE 4152 or equivalent. Special fee: $60 A&HE 5149. Writing research: Methods and assumptions (3) Faculty. Examines assumptions that undergird the range of philosophies, intellectual traditions, and points of view that influence research writing. Special fee: $30. A&HE 5150. Research in practice (3) Faculty. Examines the role of qualitative research in knowledge/production, in teaching and learning. Special fee: $30 A&HE 5151. Perspectives on “popular” texts in English classrooms (3) Faculty. This course unites poststructuralist literacy theory with cultural studies. Through a range of class activities and readings, the course will explore intersections between feminism, post-modern aesthetics, and “popular” texts. Special fee: $30. A&HE 5154. Rhetoric and teaching (3) Faculty. The course examines the applicability of the rhetorical tradition for students and teachers, emphasizing the culture and knowledge exhibited in texts, writers and readers. Special fee: $30. A&HE 5204. Fieldwork in teaching English (1–6) Faculty. Permission required. Opportunity for qualified students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings. Special fee: $30.

ARTS A&HE 5504. Research paper: teaching of English (3) Faculty. Required of all Ed.M., Ed.D. and Ph.D. students. This course seeks to facilitate the writing of the “5504” paper representing a refined presentation of a student’s research question and area of inquiry. Special fee: $30. A&HE 5514. Readers’ responses: Research, theory and practice (3) Faculty. This course is an advanced seminar for students exploring research issues related to an examination of reading processes. Various models of critical literacy will be studied including the influence of psychological, transactional, feminist, and social accounts of reading on current theory and practice. Special fee: $30. A&HE 5518. Teaching English in diverse social and cultural contexts (3) Faculty. A seminar examining how gender, class, race, ethnicity and sexual orientation issues inform instructional goals, curriculum planning/implementation, and practices in the teaching of literature, language, and composition in English language arts classrooms. Special fee: $30. A&HE 5590. Master’s seminar: Teaching of English (1) Faculty. Designed to prepare students for completing integrative project for the M.A. degree, students participate in seminars which are oriented towards creating an academic, professional, and social network. Students research an area of special interest and share their findings. Special fee: $30. A&HE 6011. The politics of teaching English (3) Faculty. An examination of political and socio-cultural theories of language, literature, and composition that inform diverse ideological constructions of knowledge, curriculum, and pedagogy in English language arts education. Special fee: $30. A&HE 6015. College teaching of English (3) Faculty. An examination of programs and methods of instruction in English courses on the college level. Special fee: $30.

A&HE 6204. Advanced fieldwork in teaching English (1–6) Faculty. Permission required. See description for A&HE 5204. Special fee: $30. A&HE 6404. Internship in college teaching of English (1–6) Faculty. Permission required. Opportunities to work in college programs. Students must inquire to see if opportunities are available during any given semester. Special fee: $30. A&HE 6450. Internship in teaching English (1–3) Faculty. Permission required. A forum designed to offer students an opportunity to explore key issues in the field through their involvement with students, teachers, and classroom settings throughout the city. Special fee: $30 A&HE 6504. Doctoral seminars (A and B) Faculty. (Taken twice during a course of doctoral study.) Doctoral seminar (A) acquaints students with the uses and history of the field of English Education; Doctoral seminar (B) helps students focus on issues that shape their own research later in their course of studies. Special fee: $30. A&HE 6514. Postmodern textual theories (3) Faculty. Teachers will examine literary and theoretical texts central to postmodern theory. Students will explore, through a diverse range of means and media, texts deemed pivotal to postmodern approaches and principles. Special fee: $30. A&HE 6904. Research and independent study (3) Faculty. Permission required. Advanced research and independent study under the direction of a faculty member. Students work individually or with others. Special fee: $30. A&HE 7504. Dissertation proposal seminar in teaching English (3) Faculty. Permission required. Designed to help students shape the writing of the review of literature, research methodology, data analysis and implications of the research. Special fee: $30.

A&HE 8904. Dissertation advisem*nt in teaching English (3) Faculty. Permission required. All Ed.D. and Ph.D. students must be continuously registered for Dissertation Advisem*nt until completion of the program.

Teaching English to Speakers of Other Languages (TESOL) (Code: TLZ) Program Coordinator: Professor James E. Purpura Web site: www.tc.columbia.edu/ academic/tesol/ Program Office: 212-678-3795 Degrees Offered: Master of Arts (M.A.) Master of Education (Ed.M.) Doctor of Education (Ed.D.) For updated information on the Applied Linguistics Program, consult the Applied Linguistics web page at: www.tc.columbia.edu/ academic/appliedlinguistics/ For updated information on the TESOL Program in Japan, consult the Tokyo web page at: www.tc-japan.edu/ Special Application Requirements/Information: Applications will be accepted for the fall and spring priority and final application dates as advertised by the College. Any application received after those dates may not be reviewed. A writing sample is required with all Ed.M. and Ed.D. applications. Applicants to the Ed.M. and Ed.D. programs must have an M.A. in TESOL, applied linguistics or related field. Ed.M. applicants may transfer up to 30 credit points into the TESOL program from previous graduate study at a regionally accredited institution. Appli-

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cants who have already earned an M.A. from Teachers College may transfer an additional 15 points in related areas from a regionally accredited institution. Ed.D. students may transfer up to 45 points from previous graduate study at a regionally accredited institution. All transfer of credit points must meet the approval of a faculty advisor. All students are expected to write and speak in a way that is appropriate to their professional responsibilities. Students having difficulty in achieving these standards will be required to take additional course work or seek help from the TC Writing Center. All non-native speakers of English, including those who have an undergraduate degree from an English-medium university in the U.S. or abroad, must submit either: • A minimum score of 600 on the TOEFL or a 250 on the computer-based equivalent as well as a minimum score of 5 on the Test of Written English (TWE), and a minimum score of 50 on the Test of Spoken English (TSE) or on the SPEAK Test (For information on these tests, see www.toefl.org), or • A score of B or better on the Cambridge Certificate of Proficiency in English (CEP), or • A score of 7.0 or better on the Cambridge International English Language Testing System (IELTS). Program Description: The program in TESOL provides students with a solid foundation in the English language so that pedagogical and research questions related to the teaching, learning and assessment of English as a second or foreign language (ESL/EFL) may be formulated, examined and resolved. More specifically, the TESOL 141

D E PA R T M E N T O F ARTS AND HUMANITIES program helps students develop strategies, firmly grounded in research, theory and practice, to teach ESL in the US, to teach EFL internationally, or to do research on the teaching, learning or assessment of English as a second or foreign language. The program emphasizes study in the following areas: • Second language teaching methodologies • Teaching of the language skills • Language in the content areas • ESL/EFL materials development and curriculum design • Language teacher observation and supervision • Language teacher education • Second language acquisition • Second language assessment • Language classroom interaction • Second language literacy • Language program evaluation • Technology and language teaching Graduates from the TESOL program typically teach ESL or EFL students in elementary or secondary schools, in colleges or universities, in language schools or institutes abroad, or in businesses or international organizations. Others work for publishers or computer companies that produce ESL/EFL products. Finally, many TESOL graduates work as language program administrators or teacher educators in colleges or universities around the world. As New York City offers one of the most diverse settings in the world for teaching ESL, the TESOL program collaborates with a number of schools in the city to provide students with opportunities to teach or do research in these settings. In addition, the TESOL program sponsors the Community English Program (CEP) for nonnative English speaking adults from the adjoining community. The CEP serves as an on-site language education lab in 142

which students enrolled in the TESOL program teach the courses, administer the program and use the CEP for empirical inquiry. For more information on the CEP, see their web site at www.tc.columbia.edu/ academic/tesol/CEP.htm

Elective courses in TESOL or Applied Linguistics: Select from a variety of courses in TESOL or Applied Linguistics (6 points). To be chosen with faculty advisor’s approval.

Degree Requirements: The TESOL program offers two tracks in the Master of Arts program.

Master of Arts with P–12 Certification Track (38–41 points)

Master of Arts, General Track (36 points)

The TESOL General Track Program offers a 36-point Master of Arts degree for students wishing to teach in any setting except in the New York State public schools. The General Track does not prepare students to obtain New York State K–12 Certification in ESL (see below). Students in the TESOL General Track Program take a wide range of courses offered in TESOL and Applied Linguistics. Required courses: • A&HT 4077 Classroom practices (3) • A&HL 4085 Pedagogical English grammar (3) • A&HL 4087 Second language acquisition (3) • A&HL 4088 Second language assessment (3) • A&HL 4101 Phonetics and phonology (3) • A&HT 5360-A&HT 5379 and A&HT5381 Specialized practica for ESOL teachers (minimum of two) (6) • TESOL workshops (minimum of three at 1 point each) Required courses out of program (3 courses of at least two points each: 6 points minimum): To be chosen with advisor’s approval. Students can normally expect to complete the General M.A. Program in four semesters.

Additional requirement: Comprehensive examination.

The TESOL P–12 Certification Program offers a 38–41 point minimum Master of Arts degree in TESOL with New York State Teacher Certification. This is for students wishing to teach in the New York public schools. Students wishing to teach in a public school in another state are advised to consult the certification requirements for that state. Required courses:* • A&HT 4076 TESOL methodologies for P-5 (3) • A&HT 4077 Classroom practices (3) • A&HL 4085 Pedagogical English grammar (3) • A&HL 4087 Second language acquisition (3) • A&HL 4088 Second language assessment (3) • A&HL 4101 Phonetics and phonology (3) • A&HT 4171 TESOL methodologies for 6–12 (3) • A&HT 4776 Supervised student teaching (1 semester P–5) (3) • A&HT 4777 Supervised student teaching (1 semester 6–12) (3) • A&HT 5205 Fieldwork in TESOL (1 semester P–5) (1) • A&HT 5205 Fieldwork in TESOL (1 semester 6–12) (1) • TESOL workshops (minimum of three at 1 point each) (3) • A&HT 5360-A&HT 5379 and A&HT5381 Specialized practica for ESOL teachers (minimum of one) (3)

Please note that P–12 Certification requirements are subject to change based on the latest New York State Certification regulations. Students can normally expect to complete the P–12 Certification M.A. Program in four semesters and one summer term. Note: To be certified by New York State, there are additional requirements including: • One Detection & Reporting of Child Abuse and Substance Abuse course, and one Violence Prevention course. (These may be taken for 0 credits online or in person. A copy of the Certificate of Completion or Certificate of Participation must be turned in to the registrar if you are seeking certification from New York State. For further information, please contact the Office of Field Support Services at (212) 678-3502.) The Associate Chairs should be added after the Chair, Harold F. Abeles Three new course have been added to the “Studio Art” section of Art Education Required courses outside the program (6–9 points): • A course in special education (2–3) • A course in bilingual education (2–3) • One elective course to be chosen with advisor’s approval. TESOL and Applied Linguistics Electives (3): To be chosen with faculty advisor’s approval. Additional Requirement: Comprehensive examination. For New York State Certification, students must pass the required New York State teacher examinations.

ARTS Master of Education (30 points beyond M.A.)

The TESOL Program offers a Master of Education (Ed.M.), requiring a minimum of 60 points of graduate study. The Ed.M. involves in-depth study in one or more areas of TESOL. The Ed.M. is designed to complement former professional training at the M.A. level, and it sometimes serves as initial preparation for entering the doctoral program. Students who did not receive an M.A. in TESOL from Teachers College will be expected to complete all the required courses, or their equivalent, from the TESOL M.A. Exemptions based on prior course work must be approved by the professor teaching the course and the faculty advisor.

To be chosen with faculty advisor’s approval. Electives in TESOL or Applied Linguistics (9): To be chosen with an advisor’s approval. All Ed.M. students must complete an Ed.M. project, written on a research topic arising from their course-related interests and subject to approval by their faculty advisor. Doctor of Education (30 points beyond Ed.M.)

Required courses (12 points): • A&HL 4001 Sociolinguistics and education, or • A&HL 4104 Discourse analysis, or • A&HL 5575 Research literacy in applied linguistics and TESOL • A&HL 6587 Seminar in second language acquisition: Acquisitional and cross-cultural pragmatics

The TESOL Program offers an Ed.D. in TESOL requiring a minimum of 90 points of graduate study. The Ed.D. involves sustained and in-depth study in an area of specialization in TESOL and is designed for students wishing to pursue empirical research in one of the following areas: language teaching methodology, teaching one of the language skills, language in the content areas, ESL/EFL materials development and curriculum design, language teacher education, second language acquisition, second language assessment, second language literacy, second language classroom interaction, and language program evaluation.

Breadth requirement (6–9 points): Those students who do not already have a degree from Teachers College must take three courses of at least two points each from outside the department.

Students who did not receive an M.A. or Ed.M. in TESOL from Teachers College will be expected to have completed all the required courses, or their equivalent, from the TESOL Ed.M.

At least one out-of-program course must be from the following: • HUDM 4050 Introduction to measurement • HUDM 4122 Probability and statistical inference • HUDM 5021 Methods of empirical research • One of the qualitative research methods courses offered at the College.

Doctoral students have three types of requirements: concentration requirements, research methods requirements, and doctoral preparation requirements. Concentration Requirement: Students are required to take a minimum number of points in their concentrations. The exact courses should be decided in consultation with their advisor.

Research Requirements: (12 points) To ensure that students have the skills to do scholarly research in their area of concentration, they are required to take a minimum of 12 points in research methods, statistics and measurement. Also, depending on the type of dissertation being written, students may be asked to take additional courses in these areas. The following elective research preparation courses should be taken in consultation with the doctoral advisor: Required Research Methods Courses: • HUDM 5021, Methods of empirical research (3) Also, choose one of the following: • C&T 5502 Introduction to qualitative research in curriculum & teaching (3) • ISTF 5000 Methods of inquiry: Ethnography & participant observation (3) • ISTF 5001 Ethnography & participant observation (3) • MSTF 5059 Qualitative research methods for educators (3) Required Measurement and Statistics Courses: • HUDM 4050, Introduction to measurement, or in consultation with an advisor (3) • HUDM 4122, Probability and statistical inference, or a more advanced course (3) Doctoral Preparation: Doctoral preparation involves three successive stages: 1. Exposure to basic research methods, 2. Identification of dissertation topic, and 3. Presentation of a prospectus. In order to progress through these stages, doctoral students are required to take a sequence of doctoral seminars at the 5500, 6500, 7500, and 8900 levels. Students begin to take

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these courses when they have reached approximately 45–50 points in the program, and have been taking courses at Teachers College for a minimum of one year. After that, doctoral students are required to register for and attend doctoral seminar every semester. Doctoral seminar is considered a fundamental venue for socialization into the research culture in our field. Doctoral students are required to demonstrate research preparedness in a substantive area by passing the research paper at the 5500 level, the certification exam at the 6500 level, and the certification paper at the 6500 level. Then, as evidence that they are able to carry out original research under the guidance of a doctoral committee, they must write a dissertation prospectus at the 7500 level as a part of the dissertation seminar) and complete a doctoral dissertation while continuously registered for dissertation advisem*nt at the 8900 level To prepare for these requirements, students will need to take one or more of the seminars in consultation with an academic advisor. These seminars occur at the 5500, 6500, 7500 and 8900 levels. All of these seminars are offered each semester. To determine which seminar to register for, consult an academic advisor. • A&HL 5501 Research paper: Applied linguistics (1–3 each course) OR • A&HT 5505 Research paper: TESOL (1–3 each course) OR • A&HT 5507 Research paper: Applied linguistics (1–3 each course) • A&HL 6501 Doctoral seminar: Applied linguistics (1–3 each course) OR • A&HT 6505 Doctoral seminar: TESOL (1–3 each course)

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D E PA R T M E N T O F ARTS AND HUMANITIES • A&HT 6507 Research paper: applied linguistics (1–3 each course) • A&HL 7501 Dissertation seminar: applied linguistics (1–2 each course) OR • A&HT 7505 Dissertation seminar: TESOL (1–2 each course) • A&HL 8901 Dissertation advisem*nt: applied linguistics (0) OR • A&HT 8905 Dissertation advisem*nt: TESOL (0) Doctoral students should consult the Office of Doctoral Studies to be certain of complying with the latest procedures, deadlines and documents. Courses: (* = course open to non-majors) General Courses A&HT 4076. TESOL methodologies for P-6 (3) Professors Hawkins and Walsh. Introduction to activities, materials, and principles particularly suited to students in elementary schools. Special fee: $20. *A&HT 4077. TESOL classroom practices (3) Faculty/Staff. Introduction to the major language teaching approaches that have been influential in the 20th century. Special fee: $20. *A&HT 4078. TESOL materials development (3) Faculty/Staff. Practice in designing, developing, and evaluating ESL or EFL materials used for students in different settings. Special fee: $20. *A&HT 4080. Teaching in linguistically diverse classrooms (3) Faculty/Staff. Supports teachers in mainstream classrooms, grades 5–12, in building a knowledge base and a repertoire of instructional strategies that will enhance the learning of language-minority students. Special fee: $20.

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A&HT 4086. Language classroom observation (3) Professor Walsh. Introduction to the systematic observation of teaching in diverse contexts. Special fee: $20. *A&HT 4089. Teaching writing to ESL students (3) Faculty. An introduction to the theory and practice of teaching writing to ESL and EFL students in a wide range of contexts. Special fee: $20. A&HT 4171. TESOL methodologies for 6–12 (3) Professors Hawkins and Walsh. Teaching ESL to secondary students, stressing content area ESL and second language literacy. Special fee: $20. *A&HT 4500. Advanced English language study (1–2) Faculty/Staff. Developmental ESL for non-native speakers of English who wish to improve their academic writing and speaking skills; emphasis on writing research papers or giving oral presentations in graduate seminars or other professional venues. Topics and emphasis change each term. Course may be taken more than once. Limit 1 point toward TESOL or Applied Linguistics degree. Special fee: $20. A&HT 5577. Language teacher education programs (3) Faculty. Models, practices, and issues in teacher preparation and professional development, including supervision. Special fee: $20. Practica The following practica are designed to enable student teachers to apply theory to classroom practice. The credit hours for practica do not accurately reflect the time commitment they require. In addition to teaching from 6 to 12 clock hours per week, student teachers must set aside 3 hours per week for seminars and from 6 to 10 hours per week for teaching preparation, observation, and individual conferences to discuss their teaching.

A&HT 4776. Supervised student teaching in TESOL (3) Professor Walsh and Hawkins. Permission required. A supervised teaching experience for M.A. students who are interested in working toward a New York State teaching certificate in TESOL P–12 (pre-school to 12th grade) and who have not taught ESL in grades P–12 for at least two years, full time. During the terms of practice teaching, students are not permitted to hold full-time jobs. Course is taken twice, once at the elementary level and once at the secondary level. A&HT 5360-A&HT 5379 and A&HT5381. Specialized practica for ESL teachers in the Community English Program (3 each course) Faculty/Staff. These practica offer a teaching experience in TC’s Community English Program (CEP). The course titles of these practica parallel the workshop titles from A&HT 4160-A&HT 4180. Enrollment in one of these specialized practica requires previous or concurrent enrollment in one of the related workshops from A&HT4160-A&HT4180. For example, if a student enrolls in A&HT 5377, Teaching Speaking, previous or concurrent registration of A&HT 4177, a workshop in teaching speaking, is also required. A&HT 5380. Specialized practica for TESOL teachers: in-service teaching (3) Faculty/Staff. Permission required. A supervised student teaching experience for M.A. students interested in working toward a New York State teaching certificate in TESOL and who are currently teaching fulltime in the public schools. Workshops Faculty/Staff. Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends.

• A&HT 4160-4180. TESOL methodologies (Noncredit, 0 or 1 point each) • A&HT 4160. The Silent Way

• A&HT 4161. Counseling learning/community language learning • A&HT 4162. Small group activities and cooperative learning • A&HT 4163. Role playing and simulations in language learning • A&HT 4164. English for specific purposes • A&HT 4165. English for academic purposes • A&HT 4166. Computerassisted language learning • A&HT 4167. Media-assisted language learning • A&HT 4168. Culture and second language teaching • A&HT 4169. Literature in the ESOL class • A&HT 4170. Drill vs. communicative practice in language learning • A&HT 4172. Teaching English in EFL • A&HT 4173. Task-based and functional approaches to language learning • A&HT 4174. Teaching second language grammar • A&HT 4175. Facilitating autonomy in language learning • A&HT 4176. Teaching listening • A&HT 4177. Teaching speaking • A&HT 4178. Teaching reading • A&HT 4179. Teaching writing • A&HT 4180. Trends in TESOL metholodogies A&HT 4570. Classroom strategies for teaching language minority learners (0) Faculty/Staff. A workshop designed to help subject area teachers provide linguistic and cognitive accommodations to language minority students in mainstream classrooms. Special fee: $20. A&HT 4817-A&HT 4819. Experiences in learning another language (Noncredit 0 or 1 each point each) Faculty/Staff. A series of workshops designed to provide lan-

ARTS guage teachers with an opportunity to learn a foreign language through a brief immersion experience. so that they can reflect upon the experience from a learner’s perspective. Methods vary from term to term. These workshops may be taken more than once pending advisor’s approval. • A&HT 4817. The silent way • A&HT 4818. Counseling learning/community language learning • A&HT 4819. Trends in language teaching A&HT 4860-A&HT 4880. Specialized TESOL materials (Noncredit, 0 or 1 for each workshop) Faculty/Staff. Not all workshops are offered each term or year. Workshops are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends. Independent research, fieldwork and internships A&HT 4905. Research and independent study in TESOL (1–6) Professor Han. Permission of instructor. Research under the direction of a faculty member. Students work individually or with others. Course may be taken more than once. A&HT 5205. Fieldwork in TESOL (1–6) Professor Han. Permission of instructor. Opportunity for qualified students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings. Course may be taken more than once. A&HT 6205. Advanced fieldwork in TESOL (1–6) Professor Han. Permission of instructor. Opportunity for qualified students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings. Course may be taken more than once.

Doctoral preparation A&HT 5505. Research paper: TESOL (1–3 each course) A&HL 6505. Doctoral seminar: TESOL (1–3 each course) A&HT 7505. Dissertation seminar: TESOL (1–2 each course) A&HT 8905. Dissertation advisem*nt: TESOL (0) See also A&HL 4085. Pedagogical English grammar (3) A&HL 4087. Introduction to second language acquisition (3) A&HL 4088. Second language assessment (3) A&HL 4901. Research and independent study: Applied linguistics (1–6) A&HL 5201. Fieldwork in applied linguistics (1–6) A&HL 5501. Research paper: Applied linguistics (1–3 each course) A&HL 5512. Research perspectives on language testing (3) A&HL 5519. Instructed SLA and Assessment (3) A&HL 5575. Research literacy in applied linguistics and TESOL (3) A&HL 6087. Advanced SLA (3) A&HL 6201. Advanced fieldwork in applied linguistics (1–6) A&HL 6501. Doctoral seminar: Applied linguistics (1–3 each course) A&HL 6587. Seminar in second language acquisition: Acquisitional and cross-cultural pragmatics (3) A&HL 7501. Dissertation seminar: Applied linguistics (1–2 each course) A&HT 8901. Dissertation advisem*nt: Applied linguistics (0)

Teaching English to Speakers of Other Languages (TESOL— Japan) (Code: TLX) Program Director: Dr. Terry Royce Degree Offered: Master of Arts (M.A.)

Program Description: The TESOL program also offers an off-campus M.A. in TESOL in Tokyo designed specifically for teachers of English in Japan. This program, as an extension of the New York TESOL program, provides opportunities for current teachers of English to earn an M.A. while teaching part or fulltime. This program suits teachers of English in the Japanese school system (elementary, junior high and high schools), as well as those working in the commercial sector, or those in Japan on such programs as the Japan Exchange Teaching (JET) Program. Students attend courses, workshops and practica offered on Saturdays and Sundays throughouut the year. Students are able to transfer between the New York and Japan TESOL programs subject to advisor approval. All offerings are in English, and applications are accepted on a rolling basis. For those interested in the offcampus TESOL M.A. in Tokyo, please contact: Dr. Terry D. Royce, Teachers College, Columbia University (Japan), Mitsui Seimei Bldg. 4F. 2-21-2 Misaki-cho, Chiyoda-ku, Tokyo, JAPAN 101-0061 Ph: (81)-3-3221-9771 Fax: (81)-3-3221-9773 Email: milnermw@ tc-japan.edu (Program Coordinator) [emailprotected] (Office Manager) Website: www.tc-japan.edu

Teaching of Spanish (Code: TLS) Program Coordinators: Master’s level: Jennifer Eddy Doctoral level: Gerardo Pina Rosales Degrees offered: Master of Arts (M.A.)* Master of Education (Ed.M.)*

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Doctor of Education (Ed.D.)* Doctor of Education in College Teaching (Ed.D.C.T.)* Doctor of Philosophy (Ph.D.)* *This program is currently not accepting applications for admission. For updated information about the program, please call the Office of Admission at 212-678-3710. Special Application Requirements/Information: Functional proficiency in Spanish required for all degree applicants, evaluated by the adviser through interview, correspondence or writing sample. M.A.: An undergraduate major in Spanish, or 24 college credits in the language, or the equivalent via examination, by the end of the first semester at Teachers College. Where the fulfillment of admission requirements is questionable or incomplete at the time of registration, probationary acceptance into the program is often possible. It is also permissible to begin studies (up to 16 credits) before being formally accepted into a degree program, while admission documents are being processed. Ed.D.: An M.A. in Spanish or equivalent including 12 graduate-level credits in Spanish. Admission should not be confused with doctoral certification. Admission permits a student to study towards a doctorate, usually passing through the Ed.M. degree. (Certification means that the students, after admission to the doctoral program, has successfully completed the formal research paper (A&HS 5506) and has passed the comprehensive certification examination. These tasks are usually undertaken after some 15 credits of course work.)

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D E PA R T M E N T O F ARTS AND HUMANITIES Two writing samples, one in English, one in Spanish, must be submitted. Students who are not native speakers of English must present 600 on the TOEFL (English) examination or equivalent (250 computer; 10 English Language Proficiency, etc.). Proficiency in Spanish must be demonstrated. Ed.D.C.T. (College Teaching): coincident with the Ed.D. Ph.D.: The M.A. in Spanish, writing samples and demonstrated language proficiency, as for the Ed.D. Application may be made to transfer credits from other institutions. The Ph.D. requires acceptance by a special University Committee of Columbia, in addition to the usual admission by Teachers College. Where no problem is anticipated, and where the Ed.D. or Ed.D.C.T. constitute acceptable alternatives in the event of problems exclusive to Ph.D. requirements, students admitted to Teachers College may begin their studies before their documents are examined by the University Committee. Program Description: The program is concerned both with training high school and college teachers of Spanish and with preparing professionals proficient in a foreign language for non-teaching settings. Courses embrace both methods and content and address the areas of language, culture, and literature. The Teaching of Spanish program draws upon other programs at Teachers College and the Graduate School of Arts and Sciences of Columbia University to make available to students individually formulated programs with emphases in Bilingual Education, Linguistics, English as a Second

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Language, or more than one foreign language. Experiential Opportunities: Internships in distance learning, field projects, and teaching community service courses in conversational Spanish for adults are some of the opportunities that add to the flexibility of Spanish language study at Teachers College. Such activities are planned in conjunction with each student’s advisor. Weekend workshops, visiting lectures, and special minicourses of two to eight weeks duration are listed in semester bulletins; they provide a variety of special topics and skills for Spanish language majors and teachers in the field. The following Hispanic literary societies hold their meetings, readings, and special events at Teachers College, enriching the cultural experience of Spanish majors: Academia Norteamericana de la Lengua; Academia Iberoamericana de Poesia; Asociación Puertorriqueña de Escritores; Circulo de Poetas y Escritores Iberoamericanos; Arregni Memorial Foundation; Fundación Cultura Hispánica de los Estados Unidos. Degree Requirements: Master of Arts (32–36 points)

A total of 32–36 points plus a project, research paper or comprehensive examination. Credits from other institutions are not transferable at the Master of Arts level. Out of the total, requirements include: • 15 points in Spanish, including at least one course at the Columbia Graduate School of Arts and Sciences • 6 points in methods (consult with advisor) • 3 points in linguistics • 3 TC courses outside the major

Of the foregoing, three courses are specific requirements for the M.A., including: • A&HS 4049 Spanish methods and class management • A&HS 4069 Spanish pronunciation and intonation for teachers, and • A&HS 5061 Advanced Spanish syntax For teacher certification, A&HS 4760, Supervised practice teaching (4 points), is required, generally to be taken in the last spring semester at both middle and high school levels. Students seeking certification should consult with the Registrar concerning the latest requirements. An average of B in all major courses and a comprehensive examination are required for the M.A. Master of Education (60 points)

If the M.A. is not from Teachers College, s/he will be expected to include in her/his Ed.M. program requirements for the M.A. (see above), where the equivalents do not appear on the transcript of the transferred master’s degree. A minimum of 60 points of graduate course work are required, of which no less than 30 must be taken through Teachers College. Application may be made to transfer a limited amount of credits from other graduate studies. After course work, a project, research paper or a comprehensive examination must be completed. Doctor of Education (90 points)

A total of 90 credits beyond the B.A. are required. Application may be made for the transfer of credits from other institutions. In addition to the usual content courses, doctoral students are expected to give particular attention to cultural programs sponsored by the Teaching of Spanish Program, as well as to

Internship and teaching opportunities at the College. After doctoral certification (achieved through the Certification Examination and the formal research paper of A&HS 5506, for 1–3 credits and a letter grade) and most of the course work, preparation for the dissertation includes two “seminars” (no class sessions): A&HS 6506 which is the determination of the dissertation topic and the writing of a thesis proposal or prospectus (1–3 credits, P or F grade); and A&HS 7506 which is the presentation and acceptance of the proposal (1–2 credits, P or F grade). Following the semester of registration in A&HS 7506, the student must enroll in the noncredit A&HS 8906, Dissertation Advisem*nt, in which continuous registration is generally required until achievement of the degree. The dissertation committee consists of two or three faculty members; the doctoral jury will consist of four professors. Candidates must be in touch with the Office of Doctoral Studies to be certain of complying with procedures, deadlines and documents. Doctor of Education in the College Teaching of an Academic Subject

While all doctorates are most meaningful for teaching at the college level, this specialized degree suggests to employing institutions a particular expertise. The appropriate emphasis is achieved in the course of study via: a) at least two courses in Higher Education (catalog ORLD), such as (but not only): ORLD 4040 The American college student ORLD 4051 How adults learn

ARTS ORLD 4820 Cultural diversity training in higher education settings; plus b) at least one supervised semester of A&HS 6406, Internship in college teaching of Spanish, generally arranged on campus, with Distance learning Spanish or Conversational Spanish classes. It will be anticipated that the dissertation defended for this degree will be especially relevant to adult-level Spanish education. Doctor of Philosophy (75 points)

75 graduate credits. A special Ph.D. examination in a foreign language must be taken at the Graduate School of Arts and Sciences. Note: Successful completion of course work, the Certification Examination, and the formal research paper (A&HS 5506) permits the candidate to apply for the M.Phil. status (in lieu of the doctoral certification for the Ed.D.). Candidates should be in touch with the Office of Doctoral Studies to be certain of complying with the latest procedures, deadlines and documents. Courses: (* = course open to non-majors) *A&HS 4049. Spanish methods and class management (2) A “hands-on”, practical survey of objectives, strengths and weaknesses of the principal approaches to foreign-language teaching. Special problems of multi-cultural settings will also be explored. Special fee: $20. A&HS 4069. Spanish pronunciation and intonation for teachers (3) Required for the M.A. degree. Conducted in Spanish. Standard and regional Spanish phonology; contrasts with English; pedagogical problems.

*A&HS 4070. Cultural traditions and achievements in Hispanic America (2–3) An examination of the values and traditions of Hispanic America or of a specific country, as reflected in literature and language, education, government, and fine arts. Topics change; course may be repeated. *A&HS 4072. Humanities in the Hispanic world: Selected topics (2–3) This course is generally conducted in Spanish, but all work is acceptable in Spanish or English. Sample semester topics: Jose Ortega y Gasset; Lessons from Revolutions (Mexican, Cuban, others); The Arts in the Golden Age (Spain); Miguel de Unamuno; Gabriel Garcia Marquez; Dario and the Modernists. A&HS 4760. Supervised teaching of Spanish in secondary schools (4) Generally taken in the final spring semester at both middle and high school levels. During the practice teaching period a coordinate seminar meets periodically a the College. A&HS 5061. Advanced Spanish syntax (3) Required for the M.A. degree. Conducted in Spanish. Intensive study of contemporary Spanish syntax; contrasts with English; pedagogical implications. A&HS 5062. Techniques and problems of translation (English-Spanish) (3) Primarily for Spanish majors and native speakers of Spanish majoring in English or the teaching of English to Speakers of Other Languages. The use of translation in language teaching; translating literature (prose and poetry); considerations of commercial and technical translation. A&HS 5064. The teaching of Spanish literature (3) Conducted in Spanish. Methods and problems in teaching various forms of Spanish literature in the light of aesthetics, stylistics, and the general character of the Spanish or Spanish-American culture in which the literature arises. First half of semester devoted to prose; second half to poetry.

A&HS 5070. Stylistics and writing in Spanish (3) Conducted in Spanish. Designed to upgrade writing skills as well as assist teachers in the teaching of composition in Spanish. A&HS 5565. Advanced seminar in historical Romance linguistics (3) Permission required. Generally for students beyond the Master’s level. Development of Romance languages from the Indo-European family, with major stress on the evolution of the languages in which the seminar students are specializing. Some contrast made with the evolution of English. Independent work assigned to each student in his or her language specialization.

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A&HS 5206. Fieldwork in teaching of Spanish (1–6) Opportunity for qualified students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings. A&HS 6206. Advanced fieldwork in teaching of Spanish (1–6) Permission required. See description for A&HL 5206.

Doctoral preparation

A&HS 6406. Internship in college teaching of Spanish (1–6) Opportunities in teaching directmethod conversational Spanish and in projects in distance learning. Students must inquire to see if opportunities are available during any given semester.

In order to encourage doctoral students to progress through the appropriate stages, a series of seminars is offered. Progress through these stages usually involves enrollment in a sequence of seminars such as the following:

See also: For additional acceptable courses in teaching methods and practica, see the listing under TESOL program (Teaching English to Speakers of Other Languages) and Bilingual Education.

• A&HS 5506. Research paper in the Teaching of Spanish (1–3) • A&HS 6506. Doctoral seminar in the Teaching of Spanish (1–3) • A&HS 7506. Dissertation seminar in the Teaching of Spanish (1–2) • A&HS 8906. Dissertation advisem*nt in the Teaching of Spanish (0) These seminars are ordinarily undertaken as soon as possible after completing the M.A. degree. Consult program advisor as to which course or courses you should enroll in during any particular semester. Independent research, fieldwork and internships A&HS 4906. Research and independent study in teaching of Spanish (1–6) Research and independent study under the direction of a faculty member. Students work individually or with others.

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D E PA R T M E N T O F BIOBEHAVIORAL SCIENCES Chair: John H. Saxman Location: 1159 Thorndike Hall Telephone Numbers: Department Secretary, (212) 678-3895 Email: [emailprotected]. columbia.edu Department Chair, (212) 678-3892 Email: [emailprotected] Fax: (212) 678-8233

Richard Stein (Movement Sciences and Education: Applied Physiology) Ronald Tikofsky (SpeechLanguage Pathology, Neuroscience and Education)

Adjunct Assistant Professors:

Andrew M. Gordon (Movement Sciences and Education: Motor Learning and Control, Neuroscience and Education) Peter Gordon (Speech-Language Pathology, Neuroscience and Education) Honor O’Malley (Audiology, Neuroscience and Education) Patricia M. Sweeting (SpeechLanguage Pathology)

Mark Budde (Speech-Language Pathology) Catherine Crowley, (SpeechLanguage Pathology) Karen Reznik Dolins (Movement Sciences and Education: Applied Physiology) Albert Kovera (Movement Sciences and Education: Applied Physiology) Steven Lichtman (Movement Sciences and Education: Applied Physiology) Ashwini K. Rao (Movement Sciences and Education: Motor Learning and Control) Adrienne Stevens Zion (Movement Sciences and Education: Applied Physiology)

Professors:

Adjunct Associate Professors:

Instructors:

Ronald DeMeersman (Movement Sciences and Education: Applied Physiology, Neuroscience and Education) Antoinette Gentile (Movement Sciences and Education: Motor Learning and Control, Neuroscience and Education) John H. Saxman (SpeechLanguage Pathology, Neuroscience and Education) Stephen Silverman (Movement Sciences and Education: Physical Education)

Sergei Yu Aleshinsky (Movement Sciences and Education: Motor Learning and Control) Dympna Gallagher (Movement Sciences and Education: Applied Physiology) Terry Kaminski (Movement Sciences and Education: Motor Learning and Control) Andrew McDonough (Movement Sciences and Education: Motor Learning and Control) Roger A. Muzii (Movement Sciences and Education: Motor Learning and Control) Lori Quinn (Movement Sciences and Education: Motor Learning and Control) J. Joan Sheppard (SpeechLanguage Pathology, Neuroscience and Education) Karen B. Wexler (SpeechLanguage Pathology)

Cynthia S. Cohen (SpeechLanguage Pathology) Carol M. Kaufman (SpeechLanguage Pathology) Sally McGoldrick (Movement Sciences and Education: Motor Learning and Control) Gail Morris (Speech-Language Pathology) Carol Tompkins (SpeechLanguage Pathology)

Programs: Movement Sciences and Education Neuroscience and Education Speech-Language Pathology and Audiology

Faculty:

Visiting Professors

David Lefkowitz (Neuroscience and Education; SpeechLanguage Pathology) Adjunct Professors:

Judy Gravel (Audiology) Steven Heymsfield (Movement Sciences and Education: Applied Physiology) Lorraine Ramig (SpeechLanguage Pathology, Neuroscience and Education) Xavier Pi-Sunyer (Movement Sciences and Eductation: Applied Physiology) Jaclyn Spitzer (Audiology)

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Associate Professors:

Assistant Professors:

Maria Grigos (SpeechLanguage Pathology) Rupal Patel (Speech-Language Pathology, Neuroscience and Education)

Clinical Staff:

Kathy Gross (Speech-Language Pathology) Gloria Anderson-Ballard (Speech-Language Pathology) Jo Ann Nicholas, (SpeechLanguage Pathology) Director of Audiology For information about faculty and their scholarly and research interests, please refer to the “Faculty” section of the Catalog. Departmental mission:

The Department of Biobehavioral Sciences offers programs that derive educational and clinical applications from an understanding of the biological processes underlying human communication, movement, and their disorders. An understanding of the normal biobe-

havioral processes is applied to clinical practice. The scientific knowledge obtained from studying each of these specialized fields is used to enhance the educational, adaptive and communicative capabilities of individuals with normal and impaired abilities across the lifespan. Graduates of our master’s programs assume professional roles in educational, health-related, and community agency settings as speech-language pathologists, exercise physiologists, fitness trainers, cardiac rehabilitation therapists, occupational therapists, and physical therapists. As these professionals often work in interdisciplinary teams, the Department facilitates opportunities for students to interact across professional boundaries. Our Doctoral graduates are prepared for university faculty positions, administrative positions in field-based settings, and may also pursue careers in research. The Department maintains clinics and laboratories to support the teaching and research components of the programs. These facilities include the Edward D. Mysak Speech-language and Hearing Center, as well as laboratories in applied physiology, motor learning and control, kinematics, language and cognition, and adaptive communication technologies. The master’s degree program in Speech-Language Pathology is accredited by the Council on Academic Accreditation of the American Speech-LanguageHearing Association (ASHA). The Edward D. Mysak Speech and Hearing Center is accredited by the Professional Services Board of ASHA.

D E PA R T M E N T O F BIOBEHAVIORAL SCIENCES Courses: BBS 4032. Neuroscience of human speech and language (2) Professor Patel. This course combines lectures and laboratory learning to provide an understanding of the neuroscience of human communication. BBS 4043. The human nervous system (3) Faculty. Anatomy and basic physiology of the central and peripheral nervous systems. Reflex systems, sensorimotor processes and the special senses; introduction to neuropathology and clinical neurology as related to rehabilitation. BBS 4050. Applied biomedical instrumentation (3) Faculty. Permission required. Electronic instrumentation for detection and characterization of physiologic phenomena. Basic elements of instrumentation arrays, including transduction, signal conditioning, and output displays. Evaluation of displacements, force EMG, ECG, and ventilatory parameters. Has special relevance to students in motor learning and control, and applied physiology. BBS 4065. Biological and behavioral basis of sleep (3) Faculty. This course is designed to introduce students to the biological and behavioral mechanisms responsible for sleep, dreaming, and attention. Lab fee: $30. BBS 5060. Neuromuscular responses and adaptation to exercise (2) Faculty. A review of the physiology of muscle contraction in addition to in-depth discussion of topics related to the field which include, the relationship between muscle activation and respiration during exercise, muscle fatigue, eccentric versus concentric contractions and adaptation to strength training. BBS 5068. Brain and behavior I: Communication in the nervous system (1–2) Professor Gordon. An introduction to communication within the nervous system and functional brain neuroanatomy. Examination of chemical circuits in brain and associated pathologies, such as Parkin-

son’s disease, Tourettes, schizophrenia, depression and anxiety.

Department of Health and Behavior Studies.

BBS 5069. Brain and behavior II: Perception, emotion, memory and cognition (1–2) Professor Gentile. An introduction to brain processes associated with perception, emotion, memory and cognition. Consequences of damage to these neurobehavioral processes are examined through reading and discussion of clinical case studies.

Degrees offered: Master of Arts (M.A.) Master of Education (Ed.M.) Doctor of Education (Ed.D.)

BBS 6070. Neural basis of respiration (3) Faculty. This course is designed to expose students to topics in respiratory control which relates to the fields of motor learning and control, exercise physiology, and speech. Topics include posture, balance and breathing, respiratory control of upper airway muscle activity, neural basis of exercise hyperpnea. See also: MSTC 5000. Neurobiology of consciousness, constructivism and information processing (2–3)

Program in Movement Sciences and Education Applied Physiology

(Code: TRA) Coordinator: Professor DeMeersman See application requirements and program descriptions below. Motor Learning and Control

(Code: TRM) Coordinators: Professors Gentile and Gordon See application requirements and program descriptions below. Physical Education

(Codes: TRP & TRC) Coordinator: Professor Stephen Silverman See application requirements and program descriptions below. See also: The interdepartmental program in Applied Physiology and Nutrition in the

Kinesiology

(Code: TRK) Coordinator: Professor Stephen Silverman For more information about this program contact Professor Silverman. Degree offered: Doctor of Philosophy (Ph.D.) Special Application Requirements/Information: While students have come from a variety of fields, the following backgrounds are most appropriate: movement sciences, exercise science, physical therapy, occupational therapy, physical education, athletic training, biology, nutrition, nursing, and psychology. Students with strong academic records, who have deficiencies in their science backgrounds, may be admitted with the understanding that these deficiencies will be remedied with appropriate courses. When possible, it is strongly recommended that prospective students communicate with an academic advisor to discuss program plans prior to admission. Interviews are required for applicants planning to pursue the doctoral program (although exceptions are made when extensive travel is necessary). Students intending to pursue doctoral study are strongly encouraged to make an appointment to visit the College for at least one day to meet with faculty and doctoral students, to audit a course or seminar, and to become acquainted with research areas and resources.

Students seeking admission to the doctoral program are customarily admitted to the Ed.M. for at least one year. Formal admission to the doctoral program is based upon level of achievement in course work and seminars; demonstration of research competence; a research direction compatible with faculty and laboratory resources; and signs of professional promise. A list of current research projects in applied physiology and in motor learning and control can be obtained from the secretary in the Movement Sciences office. Applicants are reviewed on an ongoing basis throughout the academic year. However, consideration for general and minority scholarship awards is given to those applicants who meet the priority deadline. Prior to formal admission, enrollment in up to 8 points of study as a non-matriculated student is permitted. Program Description: There are three specialties in Movement Sciences: Applied Physiology deals with the physiological effects of exercise, training, and arousal (autonomic nervous system functions, such as, cardiovascular processes and sleep regulation). Application of study in applied physiology is made to the improvement of health and physical fitness. Interaction with nutritional factors is also emphasized. Professionals can gain insight into the role of exercise in diagnosis and treatment of health problems of interest to them. In Motor Learning and Control, study focuses on the behavioral, biomechanical and neural bases of development, acquisition and performance of functional movement skills. Acquisition of skill is examined over the life span in typically developing 149

D E PA R T M E N T O F BIOBEHAVIORAL SCIENCES and impaired individuals. Movement analysis is used to elucidate the neuromotor control processes underlying skilled performance in everyday functional behaviors, sport, and dance. The teacher or therapist’s role in facilitating skill learning and performance is emphasized. Physical education has a long and distinguished history at Teachers College. Teachers College offered one of the first graduate degrees in physical education and continues to offer a wide array of opportunities for graduate study. In addition to courses in curriculum and teaching in physical education, there are a variety of other courses in the movement sciences, health studies, curriculum and teaching, and other areas that provide students with many opportunities for course options. All programs are designed to allow flexibility in program planning. Each of these specialties has five components, including: 1. Substantive study of theory and research as embodied in lecture and laboratory courses. 2. Development of clinical or educational skills in laboratory and fieldwork courses. 3. Research training to enable students to read and interpret original research and to carry out educational, clinical or laboratory research. 4. Seminars to discuss theory and research, identification of research problems, and clinical/educational applications. 5. Elective courses to meet specific student needs which may be taken throughout the College and University in such areas as anatomy, biology, business, chemistry, computer science, health education, higher and adult education, neurosciences, nutrition, physiology, psychology and science educa150

tion. A list of recommended elective and related courses is available to students in the Movement Sciences office. Degree Requirements: Master’s Degree Programs

For the M.A. and Ed.M. programs, students have two options. They may specialize in one of the three areas offered within Movement Sciences or, in consultation with an advisor, they may arrange a flexiblydesigned program of study cutting across specialization in the movement sciences which will meet their professional needs and academic interests. Master of Arts

The M.A. program emphasizes bridging between the movement sciences and clinical or education practice. The objective is to develop a comprehensive and coherent view of theory and research that can be applied to practice within the student’s professional field. The program requires 32 points of study. A culminating project is required for the M.A. and may involve: (a) a scholarly review of research and theory within a topical area drawing application to educational or clinical practice, or (b) a basic or applied research report. For initial advisem*nt and approval of M.A. projects, students must consult with Professor Gordon. The M.A. program can be completed in 12–18 months of full-time study or two to three years of part-time study (depending on the student’s other responsibilities). Specific requirements include: • BBS 4060, Neuromuscular response and adaptation to exercise (2) • BBS 5068, Brain and behavior I: Communication in the nervous system (1–2) • BBSR 5582, Research design in the movement sciences (3)

• Substantive study in movement sciences including offerings in physical education (minimum 6 points) • One laboratory course in Movement Sciences (minimum 2–3 points) • Seminars or tutorials (minimum 2–3 points) • Individual program in movement sciences (additional substantive, laboratory, fieldwork or seminar study) or in related areas outside of movement sciences (minimum 6 points) • Electives with provision that the total program includes at least three courses (for at least 2 points each) outside of the movement sciences. Master of Education

The Ed.M. program provides for advanced study in the movement sciences and for individually designed study to meet the student’s professional needs and interests. The program requires 60 points of graduate study. Students can focus on: (a) preparation as a “scholar of practice” able to translate research and theory into appropriate clinical or educational strategies; (b) preparation as a clinical instructor, clinical or educational supervisor or applied investigator; or (c) preparation for study towards the doctoral degree. All Ed.M. students must complete a final, culminating project involving either (a) an applied research report which can focus on clinical or educational issues, or (b) a laboratory research paper. Students intending to continue study towards the doctoral degree should arrange their Ed.M. program to include core courses required for doctoral specialization in Applied Physiology or in Motor Learning and Control.

For the Master of Education Program, specific requirements for courses, or equivalents transferred from prior graduate study, are: • BBS 4060, Neuromuscular response and adaptation to exercise (2) • BBS 5068, Brain and Behavior I: Communication in the nervous system (1–2) • BBSR 5582, Research design in the movement sciences (3) • Research preparation: minimally one course selected from BBSR 5504, 5505, 5595 (2–3) • Substantive study in the movement sciences including offerings in physical education (minimum 15 points) • Two laboratory courses: (minimum 5–6 points) • Seminars or tutorials: (minimum 5–6 points) • Individual program in movement sciences (additional substantive, laboratory, fieldwork or seminar study) or in related areas outside of movement sciences (minimum 12 points) • Electives (for at least 2 points each) (12) Doctoral Programs

Specialization in applied physiology or in motor learning and control is required for the doctoral program. Within each area of specialization, students prepare course and laboratory projects, research papers and other materials appropriate for their projected professional activities. The program requires 90 points of graduate study. The doctoral program prepares individuals for leadership roles in the movement sciences and in the fields of physical education, nutrition and rehabilitation (occupational, physical and respiratory therapy). Graduates have assumed positions as faculty members and program directors in universities and colleges; as researchers in educational, clinical or biomedical

D E PA R T M E N T O F BIOBEHAVIORAL SCIENCES settings; and as administrators, supervisors or consultants in clinical or educational facilities. Preparation focuses advanced study and research training within the specialization. Doctor of Education (Applied Physiology) The goal of the applied physiology specialization is to prepare doctoral students to pursue scholarly and scientific work. Students are expected to contribute significantly to the completion of at least one research project prior to initiation of their dissertation proposal. The skills developed during completion of this project will enable students to carry out their dissertation project independently. Students are encouraged to present the work leading up to the dissertation proposal at national meetings and to contribute to the publication of results in peer reviewed journals. Research may be completed in the applied physiology laboratories at Teachers College or in the student’s own clinical/ research setting. If the work is completed outside of Teachers College, students are expected to demonstrate that they have contributed significantly to the completion of the required projects. All work (either at Teachers College or outside of the College) must be developed and completed in conjunction with advisem*nt of Movement Sciences faculty. Students are expected to commit themselves to their graduate studies. A minimum commitment entails engaging in research activity related to the doctoral degree three days per week (at least two weekdays). This minimum commitment will ensure that advisem*nt, research activities and course work can be completed in an efficient and timely fashion.

For the doctoral program with specialization in Applied Physiology, specific course requirements (or equivalents transferred from prior graduate study) include: • BBS 4060, Neuromuscular response and adaptation to exercise (2) • BBS 5068, Brain and behavior I: Communication in the nervous system (1–2) • BBS 6070, Neural basis of respiration (3) • BBSR 4065, Biological and behavioral basis of sleep (3) • BBSR 4095, Applied physiology I (3) • BBSR 4195, Applied physiology laboratory I (3) • BBSR 5095, Exercise and health (3) • BBSR 5194, Applied physiology laboratory II (3) • BBSR 5582, Research design in the movement sciences (3) • BBSR 5595, Research seminar in applied physiology (typically, students enroll each semester until degree requirements are completed) (3 points each semester) • BBSR 5596, Topics in applied physiology (3) • One additional laboratory course: BBSR 5195 or BBSR 5055 (3) • Three courses (9) selected from BBS 5055, BBSR 4005, BBSR 4050, BBSR 4055, BBSR 4060, BBSR 5028, BBSR 5052, BBSR, 5057, BBSR 5200, HBSV 5010, HBSV 5011, HBSV 5034, MSTC 4043, MSTC 4054, • Statistics sequence minimally two courses (6 points) from: HUDM 4122, HUDM 5122 and HUDM 5123 Doctor of Education (Motor Learning and Control) In the preparation of doctoral students, the goal is to develop those competencies necessary to pursue scholarly and scientific work and to formulate strategies to enhance professional practice.

Research training uses an apprenticeship model. Students work closely with faculty throughout their preparation: initially as apprentices with access to considerable advisem*nt, subsequently as collaborators, then progressing to a position as independent researchers. Typically, the dissertation research is an extension of one or two prior studies. Often, research leading up to the dissertation is presented at national meetings or is published in professional journals. In addition to substantive study and research preparation, students are expected to design an individual program representing their research area and professional concerns. Such preparation requires a significant commitment to graduate study. Doctoral students (and Ed.M. students planning to pursue the doctoral degree) are required to be engaged in research at least three days per week (on- or off-site) and be available for advisem*nt at least two mornings or afternoons. For the doctoral program with specialization in Motor Learning and Control, specific course requirements (or equivalents transferred from prior graduate study) are: • BBS 4060, Neuromuscular response and adaptation to exercise (2 points) • BBS 5068, Brain and behavior I: Communication in the nervous system (1–2 points) • BBSR 4050, Analysis of human movement (3 points) • BBSR 4060, Motor learning (2–3 points) • BBSR 4150, Motor learning laboratory (2 points) • BBSR 4151, Laboratory methods in biomechanics (3 points)

• BBSR 5151, Analysis of biomechanical signals or an approved course in computer programming (3 points) BBSR 5504, Research training in motor learning and control (2–3 points each semester, continuous enrollment required until completion of degree requirements, typically 18 points) • BBSR 5582, Research design in the movement sciences (3 points) • BBSR 5860, Movement sciences conference (enrollment required during each year of study towards the Ed.D., minimum 3 points, other enrollments can be noncredit) • Three enrollments in BBSR 6563 Conference seminar (6 points) • Four courses (12 points) selected from: BBSQ 4047, BBSR 4055, BBSR 4070, MSTC 5000, BBSR 5028, BBSR 5050, BBSR 5055, BBSR 5057, BBSR 5251. • Three topical seminars (9 points) selected from: BBSR 5596, BBSR 6263, BBSR 6564, BBSR 6565, BBSR 6571 • Statistics sequence minimum (9 points): HUDM 4122, HUDM 5122 and HUDM 5123 • Individual program and electives (22 points) Graduate Study/Clinical Practice Traineeships are available for occupational and physical therapists enrolled in or admitted to degree programs in Movement Sciences. They are offered in collaboration with several clinical agencies located in the metropolitan New York area, that provide services to diverse groups including pediatric, adult and geriatric clients. These traineeships carry an award of $32,000 in stipend and tuition benefits. The instructional staff in Movement Sciences provides clinical super151

D E PA R T M E N T O F BIOBEHAVIORAL SCIENCES vision. A case study approach is used to directly bridge between substantive study and clinical practice. For more detailed information, contact the coordinator of Clinical Traineeships at 212-678-3325. In addition to scholarship awards, advanced students in the Ed.M. or Ed.D. programs may have an opportunity for funding by serving as research, laboratory or teaching assistants, conference coordinators or through appointment as instructors in basic courses. Courses: Substantive study BBSR 4005. Applied anatomy and biomechanics (3) Faculty. Topics include: gross anatomy and function of human skeletal and muscular systems, mechanics of human movement, and analysis of skills in dance and physical education. Designed primarily for students without a prior course in anatomy or biomechanics. Students will be expected to participate in a laboratory offered immediately preceding the scheduled class time. Lab fee: $50. BBSR 4050. Analysis of human movement (3) Professor Gordon. Permission required. Covers the principles and techniques required to analyze human movement, which can be used to develop practical research questions. Quantitative and qualitative techniques for analysis of movement are discussed in relation to the study of learning, motor control, motor development, and motor impairments. Lab fee: $50. BBSR 4055. Neuromotor processes (3) Professor Gentile. Prerequisite: BBSQ 4043 or equivalent. An examination of the structure and function of the nervous system with specific reference to adaptive motor control.

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BBSR 4060. Motor learning (2–3) Professor Gentile. Study of factors relating to the acquisition and performance of motor skills. Includes review and analysis of appropriate research findings. Corequisite: BBSR 4861, Section 1. BBSR 4070. Introduction to the psychosocial aspects of sport and exercise (2–3) Dr. Muzii. This course is designed to introduce students to the major psychosocial topics related to the performance of sport and exercise. Topics include the initiation, motivation and quality of performance, the roles of arousal, attention, and gender as well as principles of cognitive and behavioral change. Class readings, discussion and assignments are designed to facilitate the application of theory to the students’ current sport or exercise related employment. BBSR 4090. Physical fitness, weight control, and relaxation (3) Faculty. Contributions of exercise to human well-being throughout life. Classroom, gymnasium, and laboratory experiences included. Designed for teachers, counselors, and others who desire an introduction to basic concepts of physical fitness. BBSR 4095. Applied physiology I (3) Professor DeMeersman. Prerequisite: a course in human physiology. Physiological bases of exercise. Lectures concerning the effects of exercise on the major physiological systems (cellular, cardiovascular, thermoregulatory, pulmonary, renal, body fluids, hormonal). BBSR 5028. Motor development (2–3) Professor Gentile. Review and analysis of theoretical models and experimental research related to development and performance of motor skills throughout the life span. BBSR 5050. Neurophysiology of motor control and electromyography (3) Faculty. Advanced topics dealing with the experimental and clinical use of electromyography. Topics will be integrated with the kinematics of movements being observed. A laboratory project

using EMG will be required. Lab fee: $50. BBSR 5055. Bases of motor control systems (3) Professor Gentile. Study of control processes subserving the coordination of movement. BBSR 5057. Movement disorders (3) Professor Gordon. Study of the pathophysiology of various movement disorders and the resulting motor impairments. BBSR 5095. Exercise and health (3) Professor DeMeersman. Prerequisite: BBSR 4095 or equivalent. The role of exercise in diagnosis, prevention, and rehabilitation of health problems such as cardiovascular disease, pulmonary disease, diabetes, obesity, and stress. Interactions with nutrition are stressed. BBSR 5098. Biochemistry of exercise (3) Professor DeMeersman. Enzymatic, hormonal, and metabolic responses to exercise. Interactions of exercise and nutrition. Application to exercise performance and health concerns such as carbohydrate metabolism, diabetes, cardiovascular disease, lipoprotein profile, pregnancy, body composition, and osteoporosis. Laboratory Courses BBSR 4151. Laboratory methods in biomechanics (3) Dr. Kaminski. Permission required. Enrollment limited. Prerequisite: BBSR 4050. Students develop technical skills in the application of biomechanics to the study of movement behavior including video-based data collection and computer-based kinematic analysis. Students design and conduct a pilot research study using biomechanical analysis of a functional movement. Special fee: $75. BBSR 4161. Motor learning laboratory (1–2) Faculty. An introduction to qualitative and quantitative analysis of movement and action during acquisition of functional skills.

BBSR 4195. Applied physiology laboratory I (3) Professor DeMeersman and Lab Assistant. Co- or prerequisite: BBSR 4095. The discussion and practice of techniques for collection and analyses of physiologic data (calibration, basal metabolism, body composition, static pulmonary functions, VO2 measurements, physiography). Lab fee: $100. BBSR 5151. Introduction to the analysis of biomechanical signals (3) Professor Gordon. Introduction to the concepts and techniques used in the analysis of biomechanical signals. Students will apply these techniques to actual kinematic, kinetic, and electromyographic data using the LabVIEW programming language. BBSR 5194. Applied physiology laboratory II (3) Faculty. The discussion and practice of techniques for collection and analysis of physiologic data (strength testing, electromyography, computerized data acquisition). Lab fee: $100. BBSR 5195. Advanced applied physiology laboratory (3) Professor DeMeersman. Prerequisite: BBSR 5194. Introduction of advanced physiologic measurement techniques and concepts. Included are indirect calorimetry, spectrophotometry, vascular volume dynamics, autonomic reflexes, thermoregulation, noninvasive cardiac output, computerd data plethysmography, tonometry, acquisition and post-acquisition analyses. Lab fee: $100. Seminars and Conferences BBSR 4865. Tutorials in motor learning and control (1–3 or noncredit) Faculty. Review of theoretical and experimental studies in motor learning and motor control. Topics to be announced. BBSR 5596. Topics in applied physiology (3) Faculty. Prerequisite: BBSR 5095 or equivalent. A seminar format used for discussion of advanced topics. Open only to doctoral and advanced master’s students.

D E PA R T M E N T O F BIOBEHAVIORAL SCIENCES BBSR 5860. Movement sciences conference (1 or noncredit) Faculty. Topics and speakers are announced in a separate brochure which may be obtained from the department office. BBSR 6562. Review and analysis of clinical literature (3) Faculty. Review and analysis of literature in rehabilitation (physical therapy, occupational therapy) and special education, with reference to theory and research in the neurosciences and motor control. BBSR 6563. Movement sciences conference seminar (2) Faculty. Offered in conjunction with BBSR 5864. Review and analysis of research related to conference topic. BBSR 6564. Advanced topics in neuromotor processes (2–3) Faculty. Topic changes annually. BBSR 6565. Seminar in motor learning and motor control (3) Professor Gentile. Review and analysis of theories and research in a selected topical area pertaining to acquisition of skill or control processes underlying skilled performance. Re-enrollment is permitted as topics vary. BBSR 6571. Research seminar in the psychosocial aspects of rehabilitation (3) Dr. Muzii. Examines research topics, problems, design, and methodologies in the psychosocial study of human movement. Fieldwork BBSR 5200. Fieldwork in movement sciences (1–4) Permission required. For advanced students prepared to investigate problems. BBSR 5251. Fieldwork seminar in motor learning and motor control (1–2) Faculty. Applications of theory/ research to therapeutic or educational practice for students in field-based settings. BBSR 6201. Supervision of educational or clinical practice in the movement sciences (0–2) Professor Gentile. Permission required. Corequisite: actual

supervisory experience during that semester. For doctoral students in the movement sciences. Fieldbased experiences in the guidance of therapists or educators engaged in applying the movement sciences to clinical practice. Research Preparation BBSR 4900. Research and independent study in movement sciences and education (1 or more) Master’s degree students undertake research and independent study under the direction of a faculty member. BBSR 5504. Research training in motor learning and control (1–3) Professors Gentile, Gordon, and Kaminski. Permission required. A competency-based approach to the preparation of researchers in the areas of neuromotor control and perceptual-motor processes. Several learning experiences are offered each semester, involving lectures, laboratory practica, seminars and individual research advisem*nt. BBSR 5505. Tutorial in research conceptualization (2–3) Faculty. Formulation and design of field-based studies and library research projects. Intended for master’s (M.A. and Ed.M.) students. BBSR 5582. Research design in the movement sciences (3) Faculty. Basic concepts of research design and statistical analysis. Students learn to interpret articles and design projects. BBSR 5595. Research seminar in applied physiology (3) Section I: Professor DeMeersman Section II: Faculty. M.A. students carrying out research-culminating projects enroll in this course near the end of their course of study to discuss and present their projects. Ed.M. and doctoral students enroll at least once in connection with each research project they complete. BBSR 6900. Supervised independent research in movement sciences (1–9) For advanced students who wish to conduct research under faculty guidance.

BBSR 7500. Dissertation seminar in movement sciences (0–3) BBSR 8900. Dissertation advisem*nt in movement sciences (0) Advisem*nt on doctoral dissertation. Fee: equal to 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D. degree.

Physical Education (Code: TRC) Program Coordinator: Professor Stephen Silverman Degrees Offered: Master of Arts (M.A.) Master of Education (Ed.M.) Doctor of Education (Ed.D.)

Physical Education (Code: TRP) Degree Offered: Master of Arts (M.A.) Special Application Requirements/Information: The GRE is not required. Program Description: The course of study provides students with a broad background in physical education, the movement sciences, and related areas. It is designed for students whose career goals include teaching in schools and other environments, fitness management, coaching, and related areas. Students who are interested in obtaining K–12 teacher certification in physical education must complete the state approved program and may require additional course work beyond that required for the degree. Students should contact the program coordinator for transcript review and to develop a plan to meet teacher certification requirements. Degree Requirements: After consultation with their advisor, students will select a minimum of 18 of the 32 required points in movement

sciences and education courses. At least six credits in Curriculum and Teaching in Physical Education are required. Additional courses may be selected from the following areas: • Applied physiology • Motor learning • Psychosocial study of human movement • Health education • Nutrition • Curriculum and Teaching Integrative Paper As part of their culminating experience, students present a special project that integrates their course experiences with an independently defined issue of professional concern. Physical Education Teacher Certification Students wishing to be eligible for New York State Department of Education certification as a K–12 physical education teacher must complete additional requirements beyond the M.A. degree. Among the other requirements are: (a) an undergraduate degree in kinesiology or physical education or the equivalent in course work (see below) (b) completion of 100 hours of pre-practica; (c) completion of a full semester of student teaching (BBSR 4700, 3 credits); (d) completion of stateapproved courses in Detection and Reporting of Child & Substance Abuse and in Violence Prevention; (e) satisfactory scores on the state administered ATS-W and LAST tests. The exact coursework needed to complete state teacher certification requirements will be determined by the program coordinator when evaluating previous coursework. Entry to teacher certification program Students entering the physical education teacher certification program normally have an

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D E PA R T M E N T O F BIOBEHAVIORAL SCIENCES undergraduate degree in kinesiology or a related field (e.g., physical education, exercise science, movement science). Students who do not have a degree in physical education are required to have the equivalent in course work in order to be admitted to the program or may make up the prerequisites once admitted to the program. As a prerequisite to entering the teacher education program all students are required to have a minimum of 24 hours in the disciplinary aspects of kinesiology including courses in: (a) exercise/applied physiology; (b) fitness and physical activity program planning; (c) biomechanics and anatomy; (d) sport psychology; (e) sport sociology/cultural studies of physical activity; (f) motor learning and control; (g) measurement and evaluation/assessment of physical activity; (h) growth and motor development; and (i) prevention and treatment of athletic injuries. All students are required to document competence in a wide variety of motor activities including: (a) team sports; (b) individual sports; (c) racquet activities; (d) dance and rhythms; (e) aquatics; (f) fitness activities; and (g) adventure activities. In order to meet the motor activity prerequisites, students may have completed a college class, have significant documented participation in the activity, or completed community education courses (e.g., Water Safety Instructor class through the American Red Cross). In addition, students in the physical education certification program are required to have first aid and CPR certification issued by a national certification agency. Each student’s transcript will be evaluated to determine if he or she has completed the prerequisites. Students who do not have the prerequisites will be 154

required to make them up early in their program. Content course deficiencies will be made up, with the approval of the program coordinator, through courses at Teachers College, Columbia University or another college or university. Students who are deficient in physical activity courses will be required to make up courses through the Columbia College physical education program, or other educational experiences that are approved by program faculty. Courses for physical education teacher certification •BBSR 4060 Motor learning (2) • BBSR 4080 Teaching physical education (3) •BBSR 4700 Student teaching in physical education (3) •BBSR 4865 Tutorial: Motor learning and control (1) •BBSR 5028 Motor development (3) •BBSR 5040 Curriculum design in physical education (3) •BBSR 5041 Analysis of teaching physical education (3) •BBSR 5240 Fieldwork in curriculum and teaching in physical education (6) •BBSR 5543 Seminar in physical education (3) •BBSR 5582 Research design in movement science and education (3) •C&T 4020 The Environments of schools (3) •HBSE 4000 Introduction to special education (3)

Curriculum and Teaching in Physical Education (Code: TRC) Degrees Offered: Master of Arts (M.A.) Master of Education (Ed.M.) Doctor of Education (Ed.D.)

Special Application Requirements/Information: Teach and Study applicants should request a separate application from the program office. They must also submit the Teachers College Application for Admission. Doctoral applicants are required to submit a writing sample (preferably a course paper, master’s thesis, or published article). Prior formal training and/or teaching experience in physical education is required for admission to the doctoral program. Applicants without a major or minor in physical education at the undergraduate level should submit letters verifying their physical education teaching experience. Program Description: The 32-point M.A. program is designed so physical educators can develop greater knowledge about curriculum and teaching. The 60-point Ed.M. program is designed to prepare teachers for leadership roles in schools. The program provides opportunities to study school-wide issues of curriculum, teaching, administration, and school reform. Specialized concentrations also are available in physical fitness program development and administration. A program leading to certification as a director of physical education is available. The Teach and Study Program, which is for qualified teachers of physical education, assists applicants in finding a physical education teaching position (part-time or fulltime) in schools in the Teachers College vicinity. The 90-point Ed.D. program prepares students to serve in leadership roles as specialists in physical education curriculum and teaching, administrators in schools and colleges, teacher educators, and/or researchers

and faculty members in institutions of higher education. Degree Requirements The specific career goals of the student are used in planning the graduate program. Programs include one or more of the following features: Field-Based Experiences The theoretical study of curriculum and teaching concepts is integrated with field-based applications of those concepts Part of the student’s graduate study experience takes place in elementary, secondary, or college physical education settings. Students who are concurrently employed as physical education teachers use their own schools as field sites; other students are assigned to selected field sites. Program Design and Development Students critically examine an array of traditional and innovative physical education program designs, and then formulate their own conception of curriculum. Program evaluation techniques are studied and then used to conduct field evaluations of ongoing programs. Students learn systematic techniques for program development and use them to plan programs for field settings. Teaching: Performance and Analysis Students critically evaluate existing theories and models of teaching, and devise their own concepts of teaching. A spectrum of analytic techniques is used to analyze videotaped and live samples of interactive teaching. Study and Application of Concepts of Human Movement and Health Students study theory and research in the applied sciences of anatomy, movement analysis, exercise physiology, health, nutrition, and motor learning, and their applica-

D E PA R T M E N T O F BIOBEHAVIORAL SCIENCES tions to program designs and teaching strategies.

further enhance their research preparation.

Culminating Experience Students in the M.A. and Ed.M. programs are required to complete a culminating experience that integrates material from their course work. This experience can be field-based, theoretical, or a research project related to physical education. The student and his or her advisor will discuss and design an individual experience that helps meet the goals of the student’s program.

Courses:

Research Competence (for Ed.D. students) All doctoral students develop proficiency in research and complete a dissertation under the advisem*nt of a faculty sponsor. With their career goals in mind, students design their programs to include course work that focuses on research methods and the results of research in physical education, and participate in research experiences to demonstrate competence and successfully complete the dissertation. All doctoral students participate in an intensive seminar that reviews research in physical education and also attend a continuous research semester during most semesters of their enrollment in the program. Students must satisfactorily complete all parts of the program certification exam and a literature review to be certified and officially begin the dissertation process. During the dissertation process, students work closely with an advisor and complete pilot studies to enhance their research skills. Students who are planning on academic careers that will include conducting research may participate in faculty research projects throughout their program to

BBSR 4080 Teaching physical education (3) Faculty. For students seeking physical education teacher certification. Introduction to curriculum, teaching and assessment strategies for elementary and secondary physical education classes. BBSR 4700. Student teaching in physical education (3) Faculty. Student teaching in both elementary and secondary schools for a full semester. Includes a required seminar. BBSR 5040. Curriculum designs in physical education (3) Faculty. Review of existing curriculum designs; traditional and new. Systematic development of curriculum plans.

BBSR 5543. Seminar in physical education (2 or 3) Professor Silverman. Examination of current issues in curriculum and teaching in physical education relative to diverse student populations and associations with other disciplines. Advanced students prepare and present integrative papers. BBSR 6340. Supervision in physical education (3) Faculty. For doctoral candidates and supervisors in curriculum and teaching. Field-based experiences in the analysis and evaluation of programs and teacher performance. BBSR 6540. Research seminar in curriculum and teaching in physical education (3) Faculty. Examines research problems and methodologies in curriculum and teaching in physical education.

Courses that overlap all Movement Sciences Programs

BBSR 5041. Analysis of teaching in physical education (3) Professor Silverman. An analysis of the decisions and actions of teachers in relation to their role as director of learning. Includes experiences in executing and analyzing teaching skills.

BBSR 4070. Introduction to the psychosocial study of human movement (2–3) Professor Muzii. A general overview of knowledge and theory pertaining to the psychosocial dynamics of behavior in sports and dance.

BBSR 5043. Administration of physical education and athletics (2–3) Dr. Meyers. For prospective and in-service administrators. Preparation for carrying out administrative functions related to program planning, scheduling, budgeting, equipment and facilities, safety and liability, staff development, community relations, and others.

BBSR 4900. Research and independent study in movement sciences and education (1 or more) Faculty. Permission required. Master’s degree students undertake research and independent study under the direction of a faculty member.

BBSR 5240. Fieldwork in curriculum and teaching in physical education (2–4) Faculty. Field projects in program evaluation, curriculum development, analysis of teaching, and the application of teaching strategies.

BBSR 5200. Fieldwork in movement sciences and education (1–4) Faculty. Permission required. For advanced students prepared to investigate problems. BBSR 5582. Research design in movement sciences and education (3) Professor Silverman. Basic concepts of research design and statistical analysis. Students learn to interpret articles and design projects.

BBSR 6900. Supervised independent research in movement sciences and education (1–8) Faculty. Permission required. For advanced students who wish to conduct research under faculty guidance. See HBSR 4900 (General Offerings). BBSR 7500. Dissertation seminar in movement sciences and education (0–3) Faculty. Permission required. Candidate develops proposal for doctoral dissertation in consultation with advisor. Seminar convenes only on days when candidates present proposals for approval. BBSR 8900. Dissertation advisem*nt in movement sciences and education (0) Faculty. Individual advisem*nt on doctoral dissertation. Fee: equal to 3 points at current tuition rate for each term. For requirements, see catalog on continuous registration for Ed.D. degree.

Neuroscience and Education (Code: TKN) Program Coordinator: Professor Peter Gordon Degree Offered: Master of Education (Ed.M.) Special Application Requirements/Information: Applications are considered for the fall term only. An interview is recommended. Interested applicants should contact Professor Peter Gordon at 212-678-8162 or [emailprotected]. columbia.edu for additional information. Students who enter the program with a prior master’s degree may apply up to 30 points of acceptable graduate credit toward the Ed.M. Enrollment may be on a fullor part-time basis. Students may enter the program with only a bachelor’s degree but must combine study of the neurosciences with earning an

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D E PA R T M E N T O F BIOBEHAVIORAL SCIENCES M.A. /M.S. in an applied area such as Speech-Language Pathology, Learning, dis/Abilities or Reading Specialist. The M.A. /M.S. provides a sequence of supervised practica and opportunities to acquire professional skills and experience. Students entering with only a bachelor’s degree should work with Professor Peter Gordon to identify the appropriate applied area and to secure a faculty advisor from that area. Program Description: This is the first and only graduate program focused on the educational and clinical implications of recent advances in understanding brain-behavior relationships. The objective of the multi-disciplinary program is to prepare a new kind of specialist: a professional with dual preparation able to “bridge the gap” between research underlying cognition and behavior and the problems encountered in schools and clinics. The program leads to an advanced master’s degree and is intended primarily for qualified professionals with experience in such fields as speech-language pathology, school psychology, occupational therapy, physical therapy, learning disabilities, and reading. For most graduates, the degree is designed to supplement their professional training; however, some go on to further graduate study. Degree Requirements: The program of study in neuroscience and education offers a systematic sequence of courses within the neurosciences. • Basic courses provide a thorough introduction to the neural bases of behavior. • Advanced courses explore implications of brain-behavior research for educational and clinical practice. • Supervised practica enable students to make use of neuropsychological assess156

ment findings for instruction and learning. Professional Studies All students are expected to develop or enhance their competencies in and understanding of: a) the psychological processes underlying development and learning, b) the nature of psychoeducational assessment, c) the social and philosophical foundations of education, and d) the theory and practice within a particular field of education or clinical specialization. Thus, all students must offer the minimum preparation and point distribution outlined below within the four areas. Prior study at the graduate level may be applied to meet these requirements if judged to be acceptable. Students who are not qualified through prior study at the undergraduate or graduate level to meet the requirements for registration, certification or licensure in an area of educational or clinical practice must select one of the following five areas for professional specialization within this program: a) Educational PsychologyReading, b) Elementary Education, c) Special Education, d) Motor Learning and Control, or e) Speech-Language Pathology In effect, students fulfill the master’s level requirements in one of these four areas, and thus qualify for the M.A./M.S. degree during the 60-point program of study for the Ed.M. For other students who are professionally qualified before entry to this program, there may be requirements in addition to those outlined below. Psychological processes underlying development, learning and cognition One course in each of the areas below is required.

Developmental Psychology: • HUDK 4020, Theories of human development (3) • HUDK 4024, Developmental psychology: Adulthood and lifespan (2–3) • HUDK 5023, Cognitive development (2–3) • HUDK 5024, Early language development (2–3) Learning and Cognition: • HBSK 5097, Psychology of instruction (3) • HUDK 5023, Cognitive development (if not applied toward Developmental requirements) Psychological Evaluation and Assessment The two courses (or their equivalents) indicated below are required. • HBSK 5320, Individual psychological testing (3) • HUDM 4050, Introduction to measurement (2–3) Educational or Clinical Specialization Minimally, 15 points of graduate study representing a cohesive sequence of courses in such areas as: audiology, counseling psychology, educational psychology, elementary education, motor learning, nursing, science education, speech pathology and special education. Neurobiological Bases of Behavior and Educational Applications Core Courses The courses indicated below are for students with little or no prior background in Neuroscience. With consultation and approval of the advisor, three to four courses are required unless equivalent preparation can be demonstrated. • BBS 4032. Neuroscience of human speech and language (2) • BBS 4043, The human nervous system (3)

• BBS 5069, Brain and behavior I: Communication in the nervous system (2) • BBS 5069, Brain and behavior II: Perception, emotion, memory and cognition (1–2) • BBSQ 4040, Speech and language disorders (3) • HBSK 5070, Neural bases of language, and cognitive development, Section 1 (3) Section 2 (3) • HBSK 5072, Developmental Neuropsychology (3) Educational and Clinical Applications of the Neurosciences All students are expected to offer minimally 24 points of study in Neuroscience and Education course work. At least three courses (9 points) must be selected for the Core Courses. The Integrative Seminar (minimum of 3 points) is required during work on the Ed.M. paper. The four additional courses (12 points) necessary to fulfill the point requirement may be selected for the remaining Advanced Course, Field Work/Case Studies, Workshops/Conferences, or Advanced Topical Seminars. Advanced Courses Minimally, three courses from those listed below or (equivalents): • HBSK 5033. Human clinical neuropsychology (3) • HBSK 5139. Fundamentals of psychopharmacology (3) • HBSK 5338. Neuropsychology assessment in education and clinical practice (3) • HBSK 5371. Educational neuropsychology (3) Note: Courses listed with HBSK prefix may be listed under the BBSN prefix in the course schedule. Integrative Seminar The Seminar BBSN 5575 is required of all students and is taken in conjunction with preparation of the Ed.M. project. It may be taken for two

D E PA R T M E N T O F BIOBEHAVIORAL SCIENCES semesters (fall and spring of one academic year), beginning with the second year of the student’s full-time equivalent enrollment in the program (15 points). A total of at least 3 points must be accrued in this year. The Ed.M. project entails a committee of one advisor in the Neuroscience and Education program and at least one other appropriate faculty member. It culminates in a paper of publishable form and quality which is submitted for permanent record at the Teachers College Library, and in an oral presentation of the work to the students and faculty of the Neuroscience and Education program. Field Work/Case Studies • HBSK 5274, Field Work: Neuropsychological Approaches to reading and learning disabilities (0–4) • HBSK 5375, Case studies of reading and learning disabilities from a neuropsychological perspective (3) Advanced Topical Seminars • BBSN 6575, Seminar in neuroscience and education (3) • BBSQ 6510, Seminar: Neuropathologies of speech (3) • HBSR 6561, Seminar in neuromotor processes (2–3) Summary of Point Distribution (Ed.M.) Professional studies (27–32 points) • Psychological processes (6) • Psychological evaluation and assessment (6) • Educational or clinical specialization (15–18) Neurobiological bases or behavior and educational applications 18–30 points • Core courses in neuroscience (9–12) • Educational and clinical applications of the neurosciences (18)

• Integrative seminar in neuroscience and education (HBSK 5575) (3 or more) Electives (3–12 points) Minimum Total (60 points) Opportunities for student participation in research are available. Preparation of a master’s thesis is required for the degree. Note: Teachers College students enrolled in selected doctoral programs may arrange a focus in the area of Neuroscience and Education. These include Clinical Psychology, Counseling Psychology, Developmental Psychology, Educational Psychology, Motor Learning and Control, Science Education, Special Education, and Speech Sciences.

Clinical Neuropsychology (Code: TZK) Degree Offered: Certificate of Attendance See listing in Department of Health and Behavioral Studies. This program is not currently accepting applications. Courses: HBSK 5033 Human clinical neuropsychology (3) Faculty. Permission required. Prerequisite: HBSK 4075 or equivalent. Cognitive and emotional disorders associated with particular brain functions or locations. HBSK 5070. Neural bases for language and cognitive development Section 1 (3) Section 2 (3) Professor Kirk. Permission required. Examination of neural mechanisms involved in language, reading, and the acquisition of academic skills. Particular attention to language disorders, variations in cerebral organization, and hemisphere specialization.

HBSK 5072. Developmental neuropsychology (3) Faculty. Permission required. Prerequisite: HBSK 4075 or HBSK 5070 or HBSK 5068 or equivalent background in basic neuroscience; also recommended: an introductory course in developmental psychology. Focus on neurobiological processes underlying pre- and post-natal development of the central nervous system. Particular attention is devoted to processes related to early perceptual-motor and cognitive development and to educational and clinical problems in development. HBSK 5139. Fundamentals of psychopharmacology (3) Faculty. Permission required. Mechanisms of action and behavioral effects of drugs on the central nervous system. Focus on drugs influencing learning and memory and those used for psychiatric and neurobiological conditions. HBSK 5375. Fieldwork in reading and cognitive development from a neuropsychological perspective (4) Faculty. Permission required. Prerequisite: previous courses in neuropsychological and educational assessment. Interpretation and implications of neuropsychological assessment for effective educational interventions. Materials fee: $100. HBSK 5575. Integrative seminar in neuroscience and education (3) Faculty. Primarily for students in the Neuroscience and Education program during preparation of the final Ed.M. project; others by permission. In-depth examination of the implications for education and clinical practice of defined areas within the neurosciences. HBSK 5905. Research-independent study in neuroscience and education (1–3) Faculty. Permission required. HBSK 6383. Neuropsychological assessment of children and adults (3) Faculty. Permission required. Prerequisites: HBSK 5033 or HBSK 5070; and HBSK 5320. Analysis, administration, and interpretation of special procedures used to assess

brain damage/dysfunction in adults and children. Special fee: $150. Advanced Study HBSK 6904. Research-independent study in neuroscience and education (1–3) Faculty. Permission required. HBSK 9410. Supervised internship, advanced study level (1–6) Professor Kirk. Internship for Advanced Study program students in Neuroscience and Education. Supervised experience with assessment and intervention techniques in the neurosciences as they apply to education and clinical practice.

Speech-Language Pathology and Audiology Program Coordinator: Professor John H. Saxman Speech-Language Pathology

(Code: TQC) Audiology

(Code: TQE) Degrees offered: Speech-Language Pathology Master of Science (M.S.) Doctor of Education (Ed.D.) Doctor of Philosophy (Ph.D.) Audiology Master of Education (Ed.M.)* Doctor of Education (Ed.D.)* Doctor of Philosophy (Ph.D.)* *These programs are currently not admitting new students. Special Application Requirements/Information: Ideally, candidates should have a broad liberal arts background with concentration in the biological and behavioral sciences. Foundation courses that provide information relating to normal speech, language and hearing processes; introductory level courses in speech, language, and hearing disorders; and, appropriate related areas required for the master’s pro157

D E PA R T M E N T O F BIOBEHAVIORAL SCIENCES gram can be taken as a matriculated graduate student at Teachers College or at another accredited institution. Students with undergraduate preparation in communication sciences and disorders typically have completed the foundation courses. Students who choose to take the foundation work at Teachers College should plan on extending their master’s program as appropriate, usually one semester and a summer session. Students from diverse academic and experience backgrounds are routinely accepted into the program and encouraged to apply. The Master of Science degree in Speech-Language Pathology accepts applicants for the Fall semester only, and does not accept applications after the priority deadline. Doctoral candidates should have completed a professional master’s degree in communication sciences and disorders prior to matriculation. Under exceptional circ*mstances, students with a master’s degree in a closely related field will be considered for admission. In addition to the regular admission requirements, doctoral applicants must also submit: Doctor of Education (Ed.D.) At least one letter of recommendation specifically related to the applicant’s professional ability and potential. Whenever possible, this should be from a licensed or certified speech and language pathologist or audiologist familiar with the applicant’s area of specific interest. A paper, no more than 5 or 6 pages in length, describing a major clinical problem in need of investigation or clarification in the applicant’s area of interest. 158

Doctor of Philosophy (Ph.D.) If possible, at least one letter of recommendation related to the applicant’s research potential by a professional familiar with the applicant’s interests and aptitudes. A paper, not more than 5 or 6 pages in length, describing a major research need in the applicant’s area of interest. Completion of at least 90 credits in liberal arts courses. All Doctoral Applicants Doctoral applicants are strongly urged to discuss their plans with one of the department’s faculty before completing the application process. After all credentials have been received in the Admission Office, an interview will be arranged by the Department’s Doctoral Admission and Monitoring Committee. Program Description: The programs in SpeechLanguage Pathology and Audiology offer advanced education and training in the processes of individual human communication (speech, hearing, language), disorders of human communication, and remedial procedures for such disorders. Emphases and interests of the program are reflected in the work of the following faculty: Professor O’Malley-psychoacoustics, including frequency selectivity, two-tone suppression, auditory spectral resolution, pitch, and auditory temporal acuity; Professor Saxman-speech and language development and disorder; Professor Sweeting-vocal tract function and dysfunction and life span development of speech processes; Professor Gordonlanguage acquisition, psycholinguistics, cognitive development in infants and children. Professor Patel-augmentitative and augmentative communication, acoustics of speech production, technology-aided human communication.

Programs leading to the M.S., Ed.M., Ed.D., and Ph.D. degrees in Speech-Language Pathology or Audiology (doctoral only) prepare graduates for positions in a variety of professional settings: school systems, community speech and hearing centers, rehabilitation centers, hospital clinics, private practice, state departments of education, health departments, federal agencies, and colleges and universities. Because of the program’s central concern with the processes of individual human communication and their disorders and management, it has special interests in, and relations with, the fields of psychology, linguistics, anatomy and physiology, acoustics, special education, medicine, and dentistry. In turn, many of the program’s courses in normal and disordered speech and hearing processes contribute to professional preparation in speech and language arts, kindergarten through secondary school education, special education, remedial reading, psychology, and various health related professions, including physical therapy, occupational therapy, dental hygiene, nursing, and hospital administration. Degree Requirements: Master of Science in Speech-Language Pathology

This degree program leads to professional licensing, professional certification, and if elected, to teacher of speech and hearing handicapped certification. Students are required to complete academic and practice requirements for the New York State License in SpeechLanguage Pathology and the Certificate of Clinical Competence offered by the American Speech-Language-Hearing Association to be eligible for

graduation with the Master of Science Degree. This requirement means that it is the responsibility of the student to satisfy the required 75 credits of course work in appropriate specified areas for the ASHA CCC-SP before completion of the M.S., either through course work taken at Teachers College or through an approved distribution of courses completed at Teachers College and at another regionally accredited institutions (including undergraduate course work). This requirement is in addition to the specific courses and minimum credits required by the Teachers College faculty to satisfy the Master of Science degree requirements. Although course credits from other institutions are not transferred to the students program, courses taken elsewhere and approved by the student’s academic advisor as equivalent to course work required to satisfy the ASHA certification requirements or selected departmental requirements do not need to be repeated at Teachers College. Teachers College requires a minimum of 32 points for the Master of Science Degree. The minimum number of points for completion of the Program in Speech-Language Pathology is approximately 50, including practicum courses. Students who have no previous applicable coursework in the field typically require 74 points to complete the requirements for graduation. Students admitted to the program with undergraduate majors in speech and language pathology or with substantial prior coursework can expect to complete the program within two calendar years (four semesters and two summer sessions) of full time study.

D E PA R T M E N T O F BIOBEHAVIORAL SCIENCES Students admitted with little or no prior coursework can expect to complete the program in two and one-half calendar years of full-time study. Some accommodations can be made for part-time study during a portion of the program, but students must be enrolled in practicum experiences (BBSQ 5331/2) from their first semester and in all subsequent semesters of their enrollment. Academic and Practicum Requirements Basic Human Communication Processes In the area of normal human communication processes, students are required to take two courses in each of three areas of speech, language, and hearing, including: • anatomic and physiologic bases • physical and psychophysical bases • linguistic and psycholinguistic aspects These courses will total at least 15 points. This coursework may be taken at either the undergraduate or graduate level. Students with an undergraduate degree in communication disorders will have taken some or all of this coursework as part of their undergraduate preparation. Material covered in the following courses must have been included as part of the student’s prior coursework or must be taken at Teachers College: • BBSQ 4030, Speech science (3) • BBSQ 4031, Anatomy and physiology for speech, language and hearing (3) • BBS 4032, Neuroscience of human speech and language (2) • BBS 5068, Brain and behavior I: communication in the nervous system (1–2)

The remainder of the normal human communication processes requirement can be fulfilled through a variety of course options such as: BBSQ 5044 Speech and language perception and processing; A&HL 4101 Phonetics and phonology; HBSE 4079 Language development and habilitation; HUDK 5024 Language development; HUDK 5090 The psychology of language and reading; HUDK 5091 Applied psycholinguistics; A&HL 4000 The study of language; A&HL 4003 Linguistic analysis; ITSL 4024 Linguistic foundations of bilingual/bicultural education; and other courses listed in the program materials. Professional Course Work In professional area coursework, students are required to take 7 points in hearing disorders and a minimum of 30 points in speech-language disorders. The professional area coursework in speech-language pathology must be at the graduate level and must include a minimum of 3 points in courses within the program that are not part of the core requirements. In addition, only 3 points of practicum coursework can be used to fulfill the 30-point professional area requirement. Only courses for which a grade of at least a C has been earned can be used to fulfill these requirements. Core Course Work The following core courses must be taken at Teachers College or the equivalent course material must have been taken as part of a student’s prior coursework and approved by the student’s academic advisor: Speech-Language Pathology • BBSQ 4040, Speech and language disorders (2) • BBSQ 5111, Tests and testing procedures (3) • BBSQ 5112, Articulation disorders (3)

• BBSQ 5113, Voice disorders (3) • BBSQ 5114, Stuttering: Theory and therapy (3) • BBSQ 5115, Language disorders in children (3) • BBSQ 5116, Language disorders in adults (3)

Research Methods Students are required to take BBSQ 5940, Evaluating research in speech-language pathology, or to have previously taken equivalent coursework. This course is offered during the fall term.

Hearing • BBSQ 4042, Audiology (2–3 Majors take course for 2 points only) • BBSQ 5125, Clinical approaches to aural rehabilitation (3) • BBSQ 5129, Audiological concepts and principles (1) • BBSQ 5343, Hearing measurements (1)

Out-of-Department Courses Students at Teachers College are required to take 2 courses in departments other than their major program area. These courses may be used to fulfill the requirements for coursework in normal human communication processes or may be in related professional areas. Out-of-department courses may be taken pass/fail. Currently, any advisor approved non BBSQ course meets the “out-ofdepartment” requirement.

Additional Course Work Students are required to take a minimum of 3 points of professional area coursework within the program in Speech-Language Pathology in addition to the required core courses. Some additional courses are offered yearly, while others are offered on a less regular or a one-time basis. There are also seminars that are open to advanced master’s students. The following is a list of additional courses: • BBSQ 4046, Non-speech communication: alternative & augmentative systems (2) • BBSQ 4047, Early motor behaviors in children: normal and abnormal (3) • BBSQ 5117, Cerebral palsy and speech habilitation (3) • BBSQ 5118, Cleft palate (2–3) • BBSQ 5119, Alaryngeal speech (1) • BBSQ 5130, Assessment & intervention for dysphagia (2) • BBSQ 6111, Neurogenic speech disorders (2–3) • BBSQ 6111, Current issues and practices in speech-language pathology (1–3)

Bilingual emphasis track The bilingual emphasis track is for students who wish to develop expertise in working with culturally and linguistically diverse children and adolescents with communication disorders. Following the bilingual emphasis track will satisfy the coursework and field placement requirements for the bilingual extension to the New York State Teacher of Hearing Handicapped certificate. Under New York State Education Department regulations, the bilingual extension certificate is required to provide speech and language intervention for bilingual children and adolescents ages 3 through 21. This includes working in a school system in NYS as well as providing bilingual therapy in a private practice where funding comes from the NYC Dept. of Ed. or the NYS Education Department.

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D E PA R T M E N T O F BIOBEHAVIORAL SCIENCES The requirements for the NYS bilingual extension certificate as it is infused into the masters of science program in speechlanguage pathology are: • BBSQ 5041 School speechlanguage-hearing program; • BBSQ 5111 Assessment and Evaluation, with C. Crowley; • BBSQ 5115 Language Disorders in Children, with C. Crowley; • BBSQ 5120 Communication Disorders in Bilingual/Bicultural Children, with C. Crowley; • 50 hours of bilingual therapy/evaluations with children and/or adolescents supervised by a certified bilingual speech-language pathologist as part of the total hours required by ASHA. • A passing score on the NYS Education Department’s Target Language Proficiency Test in the student’s nonEnglish language and in English. Student must pass the test before their last semester at Teachers College. Practicum Requirements • Therapy practicum. Students enroll in Practicum (BBSQ 5331/2) starting with their first semester at Teachers College and continue in Practicum during each subsequent semester, including at least one summer (BBSQ 5315/6). Assignment and participation in each of these Practicum experiences is determined by and at the discretion of the Clinic Program Coordinator. Students continue in Practicum until a satisfactory level of clinical competence appropriate for entry into the Clinical Fellowship Year has been demonstrated. Students without background in the field typically enroll for six or seven semesters of Practicum, while students with background tend to enroll for five or six semesters of Practicum. Students accrue a 160

minimum of 350 supervised clinical hours within a minimum of 3 service sites in addition to the on-campus Edward D. Mysak Speech and Hearing Center. These field placements typically include a school site, a hospital, and a rehabilitation site. • Diagnostics. Students are required to enroll in one semester of diagnostic Practicum (BBSQ 5312). This Practicum experience follows BBSQ 5111 (Tests and Testing Procedures) and is contingent upon satisfactory completion of academic coursework and therapy Practicum experiences in a variety of disorder areas. Assignment to this Practicum is also determined by and at the discretion of the Clinic Program Coordinator. • Clinic Lab. Students must enroll in BBSQ 5333 or BBSQ 5334, depending on previous academic background. This is a one-semester course in Laboratory Methods and Instrumentation in Clinical Practice that is taken for 1 point. All students meet one evening a week for a lecture/presentation. Students are also assigned to small group workshop sessions during the day. • Hearing Practicum. Students are required to enroll in BBSQ 5343 (Hearing Measurement). This is a one semester, one point Practicum that fulfills the ASHA requirement for clinical hours in Audiology. Doctor of Education

This degree program leads to a professional doctorate in Speech-Language Pathology and is designed to prepare candidates for professional leadership in clinical, supervisory, and teaching activities. A minimum of 90 points must be

completed. There is no language requirement.

Edward D. Mysak Speech-Language and Hearing Center.

Doctor of Philosophy

Practical training at the master’s and doctoral levels includes lecture/demonstrations, small-group instruction, and direct experience with clients. Students engaged in practica are supervised individually and in groups by the faculty and staff of the program. Unusual opportunities for learning and inquiry with reference to advanced clinical, supervisory, teaching, and research activities are provided within the large, well equipped, and active Edward D. Mysak Speech-Language and Hearing Center.

This program is designed for individuals primarily interested in careers in Speech-Language Pathology, in research, and college teaching. A minimum of 75 points must be completed. There is no language requirement. All doctoral candidates must complete a dissertation. For details concerning the various doctoral programs, consult the Office of Doctoral Studies’ bulletins, “Requirements for the Degree of Doctor of Education” and “Requirements for the Degree of Doctor of Philosophy,” and request from the program office statements on Ed.D. and Ph.D. programs. Continuing Professional Education Each year, the SpeechLanguage Pathology program offers courses, workshops, and special events designed for postgraduates and other practicing professionals in the field and related fields. Also, under the Alumni Audit Program, alumni may audit courses offered through the program at substantially reduced fees. The program in Speech-Language Pathology and Audiology is approved by the Continuing Education Board of the American Speech-Language-Hearing Association as a continuing education sponsor. Academic, Practical, and Research Training Opportunities Instruction in the areas of speech and language pathology and audiology includes formal course work (lectures, seminars, colloquia) and practica training. The formal course work within each area is supplemented by videotape and livecase presentations by the instructors and by direct experiences with clients within the

Opportunities for clinical and research experiences also exist in numerous affiliated field settings. For example, practical training experiences are available in approximately 60 selected field facilities including hospital, rehabilitation centers, and school settings. The program’s Clinic Laboratory is used to train students in the application of precision instrumentation for objective measurement of the phonatory, articulatory, and fluency dimensions of speech behavior. The laboratory is an integral element in the diagnostic and treatment services provided by the Speech-Language and Hearing Center and enhances opportunities for clinical research. Special learning and research experiences are available through the program’s Speech Research Laboratory, and, for qualified students, laboratories maintained by the Department’s programs in applied physiology and motor learning and control. Additional research facilities are available in several related Teachers College programs and Columbia University departments in various affiliated institutions

D E PA R T M E N T O F BIOBEHAVIORAL SCIENCES throughout the greater New York metropolitan area. Traineeships Traineeships on the master’s and doctoral levels from the Veterans Administration, the Shield Institute, the Parkside School, the League Center, and others are available through the department. The program for preparing teachers of the speech and hearing handicapped is approved by the New York State Education Department. The Ph.D., Ed.D., Ed.M., and M.S. programs are also registered by the New York and New Jersey State Education Departments. Courses: General BBSQ 4040. Speech and language disorders (2–3) Professor Saxman. Discussion of speech and language disorders and of remedial procedures. For speech pathology-audiology majors without academic background in speech and hearing and students in language arts, psychology, guidance, special education, childhood education, health education, nursing education, physical and occupational therapy, and dental hygiene. BBSQ 4042. Audiology (2–3 Majors take course for two points only.) Professor O’Malley. This course covers the anatomy and physiology of the auditory system, pure tone and speech audiometry, types and effects of hearing loss, amplification, and immitance audiometry. BBSQ 4045. Communication problems among the aging (2–3) Faculty. Survey of disordered communication processes in the aged, its assessment and its management in a variety of settings. Designed for non-majors, especially for those in gerontology, psychology, social work, nursing, health education, health administration, physical and occupational therapy, and dental hygiene.

BBSQ 4046. Introduction to augmentative and alternative communication (2) Dr. Budde and Ms. Cohen. This introductory course will provide a comprehensive overview of augmentative and alternative communication (AAC). A thorough examination of the assessment and therapeutic processes will be presented. Emphasis will be placed upon individuals exhibiting severe communication disorders secondary to congenital/acquired cognitive and motor impairments. Low and high tech AAC systems will be discussed and demonstrated. Important to speech therapists, special educators, psychologists, occupational and physical therapists, school administrators and other health professionals. BBSQ 4047. Early motor behaviors in children: Normal and abnormal (3) Dr. Sheppard. Study of normal and abnormal development of sensorymotor speech processes and related oral motor behaviors; etiology, diagnosis, and management of prespeech and eating pathologies in infants and severely handicapped individuals. BBSQ 5041. School speech-language-hearing program (2) Dr. Kaufman. Prerequisite: BBSQ 4040 or equivalent. Analyzes impact of federal and state laws on service delivery in school setting. Develops skills to meet the needs of communication-disordered students with the full range of disabilities, including working with other professionals to assist children in accessing the general curriculum. BBSQ 5042. Geriatric communicology (2) Faculty. Biomedical, psychosocial, and environmental factors as they relate to speech and hearing in the aged. Adaptations and innovations in procedures for assessment and management of geriatric communication problems. Programs for the delivery of services in institutions and the community.

Basic Speech and Hearing Science BBSQ 4030. Speech Science (3) Faculty. Kinesiologic approach to the study of phonetics and the phonetics of physiologic impairment. Practice in use of the International Phonetic Alphabet and other descriptive systems. BBSQ 4031. Anatomy and physiology for speech, language and hearing (3) Dr. Nicholas. Basic structures and functions of the articulatory, vocal, and auditory mechanisms. Application of such study to the field of speech-pathology and audiology. . BBSQ 4042. Audiology (3) Introduction to acoustics, anatomy and physiology of hearing, hearing measurement, aural rehabilitation, principles of school hearing conversation programs, and communication implications of hearing loss. BBSQ 5044. Speech and language perception and processing (2–3 Majors take course for 2 points only) Professor O’Malley. Examination of the models proposed to explain speech perception, and discussion of the research which assigns to speech and language a “special” role. Applied Speech Science Courses (Speech-Language Pathology) BBSQ 5105. Assessment of child language (2–3) Faculty. This course will cover procedures for analyzing and probing a child’s language for the purposes of identifying language impairment and determining individualized intervention goals. Areas of language needed to be covered include morphology, syntax, semantics, pragmatics, and narrative for the age span from toddlers to preadolescence. BBSQ 5111. Assessment and evaluation (3) Ms. Crowley. Permission required. Required of speech pathology majors. Prerequisites: an introductory course in speech-language pathology and a course in normal language development. Studies use of published tests, technology, and alternative and curriculum-based strategies in assessment. Focuses on

impact of bilingualism and sociolinguistics on the assessment of culturally and linguistically diverse clients across the lifespan, covering the full range of disabilities. BBSQ 5112. Articulation disorders (3) Faculty. Prerequisites: phonetics course and an introductory course in speech pathology. Study of phonological rule disorders and disorders associated with functional and various structural and neurological problems. Critical analysis of research in etiology, testing, and therapy. BBSQ 5113. Voice disorders (3) Professor Sweeting. Prerequisite: BBSQ 4031 or equivalent and an introductory course in speech pathology. Study of voice disorders associated with functional, structural, endocrinological, and neurological problems. Analysis of recent research and major approaches to voice therapy. BBSQ 5114. Stuttering: Theory and therapy (3) Dr. Wexler. Prerequisite: an introductory course in speech pathology. Analysis of major theories and research on stuttering. Study of prophylactic principles for younger children and evaluative and therapeutic procedures for older children and adults. BBSQ 5115. Language disorders in children (3) Ms. Crowley. Prerequisites: an introductory course in speech-language pathology and a course in normal language development. Language disorders in children, including native English speakers and children from culturally and linguistically diverse homes, covering the full range of disabilities. Course covers birth through late adolescent and includes impact of language disorders on language acquisition, literacy development, and uses of technology. BBSQ 5116. Language disorders in adults (3) Dr. Goldfein. Prerequisite: an introductory course in speech pathology. Study of aphasia: etiology, diagnosis, classification, and remedial procedures.

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D E PA R T M E N T O F BIOBEHAVIORAL SCIENCES BBSQ 5118. Cleft palate and speech habilitation (2–3) Professor Saxman. Prerequisite: an introductory course in speech pathology. Etiology and symptomatology of the communication impairment associated with cleft lip and palate and other craniofacial disorders. The role of the speech pathologist in the multidisciplinary approach to total habilitation of children and adults. BBSQ 5119. Alaryngeal speech (1) Ms. Morris. Prerequisite: an introductory course in speech pathology. Survey of medicosurgical treatments for laryngeal carcinoma. Analysis of physiologic, acoustic, and psychosocial aspects of alaryngeal speech. Study of therapeutic methods. BBSQ 5120. Communication disorders in bilingual/bicultural children (3) Ms. Crowley. Study of effect of bilingualism, bilingual education, sociolinguistics, psycholinguistics and multicultural perspectives in education on communication disordered child. Considers appropriate assessment and treatment to ensure optimal academic success, for English Language Learners, bidialectal, and bicultural children with communication disorders, covering the full range of disabilities. Q 5125. Clinical approaches to aural habilitation of child (3) Faculty. Prerequisite: BBSQ 4042 or equivalent. Clinical procedures available to audiologists, speech pathologists and deaf educators for implementing speech-reading, auditory training, and speech language therapy for the hard-of-hearing child. Use of amplification and counseling approaches. BBSQ 5130. Assessment and intervention in dysphagia (2) Dr. Sheppard. Study of eating and swallowing disorders in children and adults. Assessment and management strategies for eating and swallowing disorders.

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Applied Hearing Science Courses (Audiology) BBSQ 5125. Clinical approaches to aural habilitation of children (3) Faculty. Prerequisite: BBSQ 4042 or equivalent. Clinical procedures available to audiologists, speech pathologists and deaf educators for implementing speech-reading, auditory training, speech-language therapy for the hard-of-hearing child. Use of amplification and counseling approaches. BBSQ 5126. Clinical approaches to aural rehabilitation of adults (3) Faculty. Prerequisite: BBSQ 4042 or equivalent. Recent developments in speech-reading, auditory training, and speech conservation. The audiologic problems of the geriatric population. Principles of therapy and clinical techniques emphasized. BBSQ 5129. Audiological concepts and principles (1) Professor O’Malley. Prerequisite: BBSQ 4042 Audiology (2–3) (Majors take course for 2 points only.) This course covers acoustics, the anatomy and physiology of the auditory system, pure tone and speech audiometry, types and effects of hearing loss, amplification, and immitance testing. Practica BBSQ 5210-BBSQ 5212. Practicum in school speechlanguage pathology (3) Professor Sweeting. Permission required. Participation and student teaching in a school remedial speech and hearing program: survey, organization, remedial procedures. Special fee: $150. BBSQ 5312. Diagnostic methods and practice in speech-language pathology (3 per section) Professor Sweeting. Sections: (1) TBA. (2 ) TBA. (3) TBA. Required of speech pathology majors. Prerequisites: BBSQ 5110 and BBSQ 5111. Methods of assessing native English speakers and culturally and linguistically diverse clients, including English Language Learners. Ways to plan or modify instruction based upon information gathered through

assessment. Analysis language skills related to literacy and overall academic achievement. Uses of instructional and assistive technology in assessment. Methods of assessing clients within the full range of disabilities and across the lifespan. Special fee: $150. BBSQ 5331-BBSQ 5339. Therapy Practicum Faculty. Assessment and intervention planning and implementation for clients across the full range of disabilities and across the lifespan. Coursework covers the needs of native English speakers and English Language Learners in hospitals and school settings. College-supervised practica. For bilingual emphasis students, at least 50 clock hours in providing bilingual services. • BBSQ 5331-BBSQ 5332. Regular clinic (3) Professor Sweeting (Coordinator). Observation and practice in speech and language therapy at the Speech and Hearing Center and at related field facilities. Weekly lecture on principles of speech and language therapy (three semesters). Majors enroll until practicum requirements for the M.S. degree are completed. Special fee: $150. • BBSQ 5333-BBSQ 5334. Laboratory methods and instrumentation in clinical practice (0) Faculty. Instruction and practice in acoustic and physiologic measures related to voice, articulation, and fluency disorders. Majors must enroll for one Autumn and one Spring term. Special fee: $150. • BBSQ 5335. Infant evaluation clinic (0) Dr. Sheppard. Observation and participation in the evaluation of pre-speech and feeding behaviors in at-risk infants and in the development of individualized management programs. Special fee: $150. • BBSQ 5336. Stuttering clinic (0) Dr. Wexler. Observation and participation in group therapy for adult stutterers. Special fee: $150.

• BBSQ 5337. Aphasia clinic (0) Faculty. Observation and participation in group therapy for adult aphasics. Special fee: $150. • BBSQ 5338. Voice clinic (0) Faculty. Observation and participation in group therapy for adults with voice problems. Special fee: $150. • BBSQ 5339. Computer applications in clinical practice (0) Faculty. Understanding, evaluating, and implementing microcomputer facilities in speech and hearing practice. Special fee: $150. BBSQ 5340-BBSQ 5343. Methods and practice in audiology Faculty. Permission required. Preor corequisite: BBSQ 5120. May be repeated for credit. BBSQ 5342. Auditory rehabilitation clinic (0) Faculty. Observation and participation in individual and group therapy for hearing impaired individuals. Special fee: $150. BBSQ 5343. Hearing measurement (1) Faculty. Prerequisite: BBSQ 4042. Practice in hearing screening, Audiological evaluation, hearing aid fittings and troubleshooting malfunctioning hearing aids. For speech and language pathology majors. Special fee: $150. BBSQ 6351-BBSQ 6355. Advanced practice (2) Faculty. Advanced practice in speech-language pathology and audiology required. Doctoral students are required to register in four sections during their period of candidacy. Observation of faculty during therapy, diagnosis, supervisory, teaching, or research activities and participation in such activities. BBSQ 6351. Clinical (2) BBSQ 6352. Supervision (2) BBSQ 6353. Teaching (2) BBSQ 6354. Laboratory (2) BBSQ 6355. Administration (2)

D E PA R T M E N T O F BIOBEHAVIORAL SCIENCES Research Courses and Seminars BBSQ 5940. Evaluating research in speech-language pathology and audiology (3) Professor O’Malley. Required of all Master’s and first-year doctoral students. Evaluation of research methods. BBSQ 5941. Research needs and methods in speech-language pathology and audiology (3) Professor Saxman. Permission required. Prerequisite: BBSQ 5940. Required of first-year doctoral students. Development of rationales for doctoral dissertations and projects. BBSQ 6511. Seminar in supervision in speech-language pathology and audiology (2) Faculty. Permission required. Study of supervisory models in speech-language pathology and audiology and related areas. BBSQ 6512. Seminar in the practice of supervision in speech-language pathology and audiology (3) Faculty. Permission required. Prerequisite: BBSQ 6511. Continued study of supervisory processes and opportunity for supervisory experiences. BBSQ 6513-BBSQ 6517. Seminars in basic and applied speech science (3) Faculty. Permission required. For doctoral candidates and advanced master’s degree students in speechlanguage pathology. Doctoral candidates are required to enroll in at least three sections. Seminars involve intensive study and analysis of current research and issues in the particular topics. BBSQ 6513. Phonological impairment (children and adults) (3) BBSQ 6514. Language: brain, biology, and language acquisition (3) BBSQ 6515. Voice and its disorders (3) BBSQ 6516. Fluency and its disorders (3) BBSQ 6517. Neuropathology of speech (3)

BBSQ 6520. Seminars in basic and applied hearing science (3) Professor O’Malley. Permission required. For doctoral candidates and advanced master’s degree students in audiology. Doctoral candidates are required to enroll in at least three seminars. Intensive study and analysis of current issues on particular topics. BBSQ 6940-BBSQ 6941. Supervised research in speech-language pathology and audiology (3 per section) Sections: (1) Professor Saxman. (2) Professor O’Malley. (3) Professor P. Gordon (4) Professor Patel. Permission required. Prerequisite: BBSQ 5941. Doctoral candidates are required to enroll in their advisor’s section for both semesters. Opportunity to design and conduct pilot studies and projects. BBSQ 7500. Dissertation seminar in speech-language pathology and audiology (2) Professor Saxman and Faculty. Prerequisite: BBSQ 6941. Development of doctoral dissertations and projects and presentation of plans for approval. Doctoral candidates are required to enroll for one year and must begin the sequence in the Autumn term immediately following completion of BBSQ 6941.

This Institute satisfies the academic and field-experience requirements of the New York State Education Department for the bilingual extension to the Teacher of Speech and Hearing Handicapped teaching certificate. It is designed to train students in areas of study that are needed by bilingual speech-language clinicians working with culturally and linguistically diverse children and adolescents. Great effort is made to connect lectures, presentations, discussions and hands-on experience in class to the experience of clinical work in schools. In addition, project-based learning brings theory and practice out of the classroom and into the everyday clinical work of the participants (and vice versa). The Institute meets for six weekends in May, June, September, October, November and December and is taught by its eight-person faculty.

BBSQ 6811. Neuromuscular facilitation approaches to assessment and treatment of oral motor dysfunction (Noncredit or 1–3) Dr. Sheppard. Application of neuromuscular facilitation approaches to the various eating, pre-speech, and motor speech disorders caused by oral motor dysfunction in infants and the severely, developmentally disabled. BBSQ 6812. Symposium on care of the professional voice (1) Faculty. Course taken in association with the annual symposium on the care of the professional voice sponsored by The Voice Foundation. The purpose of the symposium is to present the latest information on research findings and on teaching and clinical activities pertinent to the care of the professional singing and speaking voice.

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

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

The Bilingual Extension Institute, (6) (The Institute is co-sponsored by the Department of Biobehavioral Studies and the Center Educational Outreach & Innovation and is approved for non-matriculated, non-degree students) Ms. Crowley, Coordinator.

BBSQ 6120. Current issues and practices in audiology (1–3) Faculty. Topics will vary with respect to current issues and practices in audiology.

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D E PA R T M E N T COUNSELING

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Chair: Madonna Constantine Location: 428 Horace Mann Telephone Number: 212-678-3257 Fax: 212-678-3275

Programs: Psychological Counseling Counseling Psychology Clinical Psychology Psychology in Education

Faculty: Professors:

Robert T. Carter (Counseling) Madonna Constantine (Conseling) Barry A. Farber (Clinical) Suniya Luthar (Human Development/Clinical Psychology) Elizabeth Midlarsky (Clinical) Rosalea A. Schonbar (Clinical)—Emeritus Derald Wing Sue (Counseling) Associate Professors:

George Bonanno (Clinical) Marie Miville (Counseling) Christine Yeh (Counseling) Assistant Professors:

George V. Gushue (Counseling) Sally Hage (Counseling) Lisa Miller (Clinical) Adjunct Professors:

Jesse D. Geller (Clinical) Jerome W. Kosseff (Clinical) Judith Kuriansky (Clinical) Stephen Reisner (Clinical) Arnold W. Wolf (Counseling) Adjunct Associate Professors:

Xavier Amador (Clinical) Jill Backfield (Clinical) Ghislaine Boulanger (Clinical) Nurit N. Israeli (Counseling) Nanette A. Kramer (Counseling)

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Adjunct Assistant Professors:

Tamara Buckley (Counseling) Clarissa Bullitt (Clinical) Edith Cooper (Clinical) Leah DeSole (Counseling) Julie Goldberg (Counseling) Melinda Gonzales (Clinical) Scott Kellogg (Clinical) Lisa Kentgen (Clinical) Michael J. Koski (Counseling) Samuel E. Menahem (Clinical) Alyson Nelson (Counseling) Robin Nemeroff (Clinical) Laura Nisco (Clinical) Elizabeth Owen (Clinical) Billie Pivnick (Clinical) Dinelia Rosa (Clinical/ Counseling) Andrea Safirstein (Counseling) Roni Beth Tower (Clinical) Helena Verdeli (Clinical) Leo Wilton (Counseling) David Yourman (Clinical) For information about faculty and their scholarly and research interests, please refer to the “Faculty” section of the Catalog.

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

Counseling Psychology Program Coordinator: Professor Marie Miville Director of Training: Professor Marie Miville Degrees Offered: Doctor of Education (Ed.D.)— currently not accepting applications Doctor of Philosophy (Ph.D.) (Code: TJV) Psychological Counseling Degree Offered: Master of Education (Ed.D)— (Code: TJE) M.A. en passant

Departmental Mission:

This department prepares students to investigate and address the psychological needs of individuals, families, groups, organizations/institutions, and communities. Counseling psychology focuses on normal and optimal development across the lifespan, with particular attention to expanding knowledge and skills in occupational choice and transitions, and multicultural and group counseling. Clinical Psychology primarily uses a broad-based psychodynamic perspective to study and treat a variety of psychological and psychoeducational problems. In addition to sharing an interest and appreciation for the critical role of culture in development and adaptation, both programs highly value the teaching of clinical and research skills.

Special Application Requirements/Information: An undergraduate major in psychology or one of the other social or behavioral sciences is desirable, but not essential. It is expected that the personal statement which accompanies the student’s application will show a realistic assessment of the student’s professional interests and goals, as well as how she/he fits with the master’s or doctoral program’s training objectives. Applications are considered once a year for the doctoral and master’s programs. Doctoral Program Applications

Doctoral applicants must submit all credentials along with their scores on the Graduate Record Examination General (Aptitude) Test by December 15. Doctoral applicants are also required to submit a copy of a recently completed paper

on a topic of interest to them. This may be, but does not have to be, a paper submitted to satisfy course requirements. Admissions decisions are made once a year, usually by April. All admissions materials must be received by the December 15 deadline. While admission to the Ph.D. program requires final acceptance by the Columbia University Graduate School of Arts and Sciences as well as Teachers College, the administrative details for this process are managed via the Teachers College Admissions Office. Applicants should not submit an application to the Graduate School of Arts and Sciences. The Graduate School of Arts and Sciences requires that applicants have a Bachelor of Arts degree with 60 points of liberal arts credit. Preference is given to candidates with excellent verbal and quantitative skills whose transcripts, references, performance in an admissions interview, and previous work experience suggest that they have the potential to make a significant contribution to theory, research, practice or policy-making. Experience has shown that the doctoral program is not appropriate for students who seek to become psychotherapists. Applicants who are so motivated are advised to seek admission to a program in clinical psychology. Program Descriptions: The Program in Counseling Psychology is dedicated to the preparation of psychological counselors (master’s students) and counseling psychologists (doctoral students) who facilitate the normal and optimal development of individuals, groups, and organizations that is culturally relevant and psychologically appropriate across the lifespan. Our students are

COUNSELING taught to use strategies of prevention, intervention, and remediation to assist others in developing effective coping skills and responses to their environments. (See respective program handbooks for more information.) The objectives of the program are to prepare students to: 1) be self-aware, reflective and sensitive to social constructions, to issues related to identity group membership, and to participate in a variety of settings with diverse populations 2) intervene in appropriate arenas through their commitment to education, evaluation, research, and program development 3) focus on the development of individuals and groups, their educations and careers, assets and strengths, the importance of person-environment interactions, psychoeducation and preventive needs, as well as their pathologies 4) integrate theory, practice, and research 5) develop identities as ethical counselors who are socialized into the profession and contribute to the discipline and to society. Students are expected to adhere to ethical and professional standards of practice and conduct. Academic dishonesty and unethical behavior may be grounds for immediate dismissal from the program (masters or doctoral). These competencies prepare students to work in a variety of settings with emphasis on educational (e.g., schools, colleges, and universities, etc.), health (e.g., outpatient clinics, hospitals, nursing homes, etc.) and related agencies. In roles as psychological counselors, master’s graduates will be able to apply their skills in school counseling, clinical practice, administration, assessment,

and research. As a result of more in-depth training at the doctoral level, the roles of counseling psychologists include a capacity to produce knowledge, to be leaders in relation to policy development and implementation, and to work in independent practice. With the help of a faculty advisor, students register for required and elective courses, revelant to their special needs and career objectives. Depending on their areas of interest and levels of training, graduates have found employment in colleges, adult education centers, industry, various health centers, and community and government agencies. Regardless of their eventual work settings, students in the program are expected, by the end of their training, to have the following in common: • They are concerned with assessing, facilitating and guiding individual development. Their focus is on enhancing those conditions which further human development, and on ameliorating those that hamper it. They help individuals discover and take advantage of possibilities in the environment and in themselves. They are skilled in working with individuals from diverse ethnic, racial, cultural, and socioeconomic backgrounds. • They are concerned with the social, situational, and psychological determinants of behavior. They use their theoretical knowledge to bring about growth in individuals and their environments. They are concerned with providing individuals and groups with experiences that will help them achieve their full potential. • They are skilled in several modes of facilitating human development, such as short-

AND

term individual and group counseling, environmental intervention, and planned exploratory and developmental experiences. They are concerned with translating concepts and theories into strategies and programs of intervention. They not only engage in designing innovative programs and planned interventions, they evaluate the outcomes of such undertakings. Master of Education

The Ed.M. is granted after successful completion of a special project and 60 points of planned, sequential study beyond the bachelor’s degree, of which at least 30 points must be taken at Teachers College. The Ed.M. can lead to the doctorate at Teachers College and elsewhere, but usually with some loss of time and credits because of differences in emphasis between master’s and doctoral programs. Students who apply to the program while or after taking classes as a non-matriculated student can only transfer 9 points if accepted as a matriculated degree student. School counseling is one of several areas of specialization within the Ed.M. in Psychological Counseling whose graduates are eligible for certification. It is a specialty that allows students to develop appropriate skills to deliver services unique to school settings, in addition to learning the essential functions generally found in the counseling profession. A graduate of this specialization is eligible for provisional certification as a School Counselor in New York State after completing the program, including a series of specified courses. See specific course requirements in the “Degree Requirements” section below,

D E PA R T M E N T O F CLINICAL PSYCHOLOGY

as well as in the School Counseling Specialization statement available from the Counseling Psychology Program. For permanent certification, New York State requires two years of employment as a school counselor and 30 additional credits of graduate work. The credits from the Ed.M. beyond the M.A. will be applied toward the 30. Students planning to obtain New York State Certification in School Counseling use the en passant M.A. to apply for provisional certification. The application for certification is made upon graduation. Similarly, students can become certified as rehabilitation counselors by completing a series of specified courses, 3 to 4 years of post-master’s work experience in an appropriate setting, and successful performance on an examination sponsored by the Commission on Rehabilitation Counselor Certification (CRCC). See details in the “Degree Requirements” section below. In addition, students who complete the Ed.M. are eligible to apply in states that offer master’s-level licensure, (NY State has passed a master’s license law. Details of eligibility of programs for training have to be determined by the New York State Department of Education). A terminal M.A. degree is not offered. However, students who have completed 32 credits of appropriate work and passed the master’s level comprehensive examination at Teachers College may apply for the award of the en passant M.A. during their third full-time (or part-time equivalent) semester of study. To satisfy residence requirements, 45 points out of the 60 must be completed at Teachers College if both the M.A. and Ed.M. are sought. Those 45 165

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credits must include all courses required for the M.A. Students should be aware that transfer credits cannot be used toward the M.A. en passant. Required courses are scheduled in the afternoon and evening, so it is possible for students with flexible schedules to attend on a part-time basis and complete the program. Fulltime students generally complete the program in about two years. The length of completion for part-time students varies with the number of points for which they enroll each semester. Doctoral Program

The program of study that follows is described in terms of full-time study. Some of the courses may be taken on a parttime basis. At least one full year of full-time study after the first 30 applicable credits is required unless the student can present persuasive evidence that his/her living and working circ*mstances have not prevented and will not prevent him/her from taking full advantage of the College’s resources. Certain essential subjects and practica are offered only in the morning and early afternoon hours. The doctorate is granted after successful completion of a minimum of 90 points of planned, sequential study beyond the bachelor’s degree, of which at least 60 points must be taken at Teachers College. The doctoral program is approved by the American Psychological Association and requires at least five years, including the equivalent of four years of academic study beyond the Bachelor’s degree and one calendar year of internship. Please note that upon admission to the Ph.D. students will receive a Handbook for the

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Ph.D. program in Counseling Psychology which will provide updated policy, program features and requirements. The program of study leading to the doctorate in Counseling Psychology is guided by criteria adopted by the American Psychological Association for accredited programs in professional psychology. The course of studies includes: Scientific and professional ethics and standards; Psychological measurement, statistics and research design and methodology; Knowledge and understanding of a) history and systems of psychology b) the biological basis of behavior c) the cognitive-affective bases of behavior d) the social bases of behavior (e.g., social psychology) and e) individual behavior (e.g., personality theory, human development); Intervention strategies and methods of inquiry; Preparation to undertake a doctoral dissertation. In developing the necessary mastery of these areas, the student is expected to be attentive to the historical roots of counseling psychology, i.e., the study of individual differences, the vocational guidance movement and the mental health movement. Similarly, he/she is expected to be prepared for the probable future of counseling psychology in the areas of expertise represented by the faculty, especially the influence of social and cultural systems (home, family, workplace and environment) on human development and change. In addition to core requirements, courses in specific and specialized areas of counseling psychology are available. Courses in the department are supplemented by appropriate offerings in other programs and departments at Teachers College and Columbia University.

Degree Requirements: Master of Education

In addition to required core courses, students will be expected to select electives from the various areas of psychology and other appropriate disciplines that will provide breadth and depth to their preparation as counselors. The core courses are: • CCPJ 4064 Theories of counseling (3) • CCPJ 4560 Professional issues (2) • CCPJ 4873 The Winter Roundtable in cross-cultural psychology and education (1) • CCPJ 5020 Racism and racial identity in psychology and education (3) • CCPJ 5025 Group counseling (3) • CCPJ 5062 Career counseling and development (2–3) • CCPJ 5164 Multicultural counseling and psychology (2–3) • CCPJ 5165 Racial/cultural counseling laboratory (4) • CCPJ 5371 Foundations of counseling (3) The courses for the broad and basic areas may be met by one of the following: • HUDK 4022 Developmental psychology: Childhood (2–3) • HUDK 4023 Developmental psychology: Adolescence (2–3) • HUDK 4024 Developmental psychology: Adulthood and the life span. (2–3) • HUDK 5029 Personality development and socialization across the lifespan (2–3) The Clinical Psychology requirement may be met by one of the following four courses: • CCPX 4030 Psychology of adjustment (3) • CCPX 4035 Personality and behavior change (3) • CCPX 5032 Personality and psychopathology (3)

• CCPX 5034 Developmental psychopathology (3) The Research requirements may be met by taking one of the following courses: • HUDM 4050 Introduction to measurement (3) • HUDM 5059 Psychological measurement (3) Students are also strongly recommended to take: • CCPJ5060 Assessment in Counseling (2) In addition, students must also take one of the following: • HUDM 4122 Probability and statistical inference (3) • HUDM 5122 Applied regression analysis (3) • ORLJ 4009 Understanding behavioral research (3) Students should register for the following courses to meet Fieldwork and Practicum requirements: • CCPJ 5260 Fieldwork in counseling and rehabilitation (2–4) • CCPJ 5263 Supervised fieldwork in elementary school counseling (2–4) • CCPJ 5265 Supervised fieldwork in secondary school counseling (2–4) • CCPJ 5360 Practicum in career and personal counseling (4) Students must have completed all prerequisites for the Fieldwork and Practicum before they will be allowed to register for these courses. Please see prerequisites which are listed with the course descriptions. Students must apply for CCPJ 5360 (Practicum) between April 15 and June 1 of the Academic Year prior to their planned enrollment in the practicum. Applications are available from the program secretary. In addition, CCPX 5630 (Case Conference), offered for zero credit, must be taken concurrently with CCPJ 5360.

COUNSELING Students planning to complete the requirements for N.Y. State. certification in School Counseling must take either CCPJ 4160, School counseling for children and youth or ITSL 5023, Counseling techniques for the bilingual-bicultural children and their families, and do their fieldwork (CCPJ 5263 or CCPJ 5265) in a school setting. Colleges are not a recognized school setting for certification purposes. Students interested in becoming Certified Rehabilitation Counselors must take CCPJ 4065, Career development of women; CCPJ 4062, Medical aspects of disabilities and rehabilitation or CCPJ 5063, Psychological aspects of disabilities and rehabilitation; and CCPJ 4061, Rehabilitation counseling: principles and practices. Students’ fieldwork (CCPJ 5260) must be done in a rehabilitation setting under the supervision of the Certified Rehabilitation Counselor (CRC). A Special Project is required in addition to the 60 points of course work. Students should plan to complete their project in the same semester that they apply for the Ed.M. degree. The Comprehensive Exam, which is a mandatory requirement for obtaining the en passant M.A., is generally taken in the semester in which 45 credits are completed. Doctoral Program

Please note that satisfactory performance in the program is defined as no incomplete grades, and no courses in which the grade earned is lower than B can be considered. General Psychology requirements: • CCPJ 5068 Brain and behavior I

• CCPX 6020 History and systems of psychology • HUDK 4029 Human cognition and learning • HUDK 5029 Personality development and socialization across the life span • HUDM 5059 Psychological measurement • ORLJ 5540 Pro-seminar in social and organizational psychology Professional Development requirements: • CCPJ 6569 Scientific and professional ethics • CCPJ 6560 Advanced professional issues (first three years) Research: There are two areas of requirements: Research Methodology and Techniques of Data Analysis. Research Methodology requirements: • CCPJ 5040 Research methods in social psychology • CCPJ 5560 Review of research in counseling psychology • CCPJ 6572-79 (Year Course), Research practicum in counseling psychology • CCPJ 7502 (Year Course), Dissertation seminar • CCPJ 8900 Dissertation advisem*nt Techniques of Data Analysis requirements (must take HUDM 5122 plus two additional courses from the list below): • HUDM 5122 Applied regression analysis • HUDM 5123 Linear models and experimental design • HUDM 6055 Latent structure analysis • HUDM 6122 Multivariate analysis I • HUDM 6123 Multivariate analysis II Note: HUDM 4122 (or an equivalent undergraduate statistics course) is a prerequisite for HUDM 5122.

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Practice: Our practice sequence includes courses associated with individual differences, human functioning, dysfunctional behavior or psychopathology, theories and methods of assessment, diagnosis and effective interventions. The following courses are required if not taken in a master’s degree graduate program: (See Doctoral Student Handbook for more information) • CCPJ 4064 Theories of counseling • CCPJ 5062 Career counseling and development • CCPJ 5360 Practicum in career and personal counseling • CCPJ 5371 Foundations of counseling The following courses are required of all doctoral students: • CCPJ 5025 Group counseling • CCPJ 5060-61 (Year Course), Assessment in counseling psychology (individual psychological testing) • CCPJ 5165 Racial-cultural counseling laboratory • CCPJ 5364Z (Year Course), Advanced practicum in multicultural counseling and psychotherapy (Year Course) • CCPJ 6330 Basic practicum in individual counseling and psychotherapy • CCPJ 6350 (Year Course), Externship in counseling psychology • CCPJ 6360Z (Year Course), Practice in psychological counseling • CCPJ 6460 (Year Course), Internship (completed after the student has achieved an approved dissertation) • CCPX 5032 Personality and psychopathology or • CCPX 5037 Dynamic psychotherapies or • CCPX 5038 Cognitive behavioral, and interpersonal therapies Practice Electives: Elective possibilities are: • CCPJ 5368 Supervision and teaching of counseling

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•CCPJ 6362 Group practicum •CCPJ 6363 Advanced group and family systems particum • CCPJ 6368 Advanced supervision and training Doctoral Certification Candidacy as a doctoral student expires after a certain number of years. Ph.D. candidates must complete all degree requirements within seven years of first entering the program (six years if they have an applicable master’s degree or 30 points of advanced standing prior to doctoral admission). Counseling psychology students do not become official candidates for the degree of Doctor of Philosophy until they have an (1) interdepartmental and college wide examination on research methods and design, (2) submitted a scholarly review of research on a psychological topic of particular interest to them, and (3) passed a program certification comprehensive exam. In addition, they must satisfy all other requirements for certification prescribed by the Office of Doctoral Studies (see the bulletins issued by that office). Students who fail to take the certification examination at the appropriate point in their studies are subject to certain penalties. To avoid these penalties, the certification examination must be taken no later than the third year in the program. (See Doctoral Student Handbook for more information). The Program Certification and Comprehensive Exam The Certification and Comprehensive Exam will have two components: (A) a scholarly paper involving a comprehensive and integrative review of the literature in a topic chosen by the student in consultation with his or her advisor; and (B) a written exam covering several areas in counseling psychology. Exam questions will assess the 167

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student’s command of: (1) theoretical concepts; (2) core psychology course work; (3) clinical interventions; (4) assessment in career work and personal/social counseling; and (5) professional issues such as ethics, professional trends, and developments in counseling psychology. Cultural issues will be infused in the content questions on the exam. There are progress evaluations done annually to facilitate students timely completion of the Ph.D. degree (See Doctoral Student Handbook for more information). Externship This year-long placement in a field-setting for clinical experience is required for doctoral students. Students petition to be placed into a supervised 2day a week training site and see individual and group counselors. To apply, students must complete the practicum sequence, pass the certification/comprehensive examinations, and have completed most course work. For students to be eligible for externship they need to have completed at least two years of coursework and at least one and a half years of practicum. Internship For doctoral students only. Supervised experience in approved and appropriate agencies, institutions, and establishments. Students are required to petition faculty for internship training and must be approved to apply for internship. Students must have completed all coursework during the academic year in which they are applying for internship. Student would have to have passed all certification and comprehensive examinations as well as have an approved dissertation proposal.

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The Dissertation For most doctoral students, the completion of course requirements presents few problems. Successful completion of a dissertation is usually less easily managed. Unless carefully planned in advance, it can prove a difficult hurdle. Accordingly, the program has several built-in features designed to facilitate the formulation and successful execution of an acceptable dissertation proposal, and assistance in completing the dissertation. These include a second year project, dissertation seminar and a review of research. In addition students must have an approved dissertation proposal before they can apply for an internship. Students must petition the faculty if they wish to apply for internship. Courses: Courses at the 4000-level do not usually require permission of the instructor and are open to nonmajors as well as majors. Many 5000-level courses are also open to non-majors with appropriate background; 6000-level courses are usually limited to majors with advanced standing in the program. See listings below for prerequisites and limitations on enrollment. In addition to the courses listed below, students should consult the offerings of other psychology programs in this catalog. CCPJ 4061. Rehabilitation counseling: Principles and practices (2–3) Dr. Wolf. History and legislation, principles, settings, major issues. The counselor’s role in the rehabilitation program. CCPJ 4062. Medical aspects of disabilities and rehabilitation (2–3) Faculty. Limiting aspects of the major physical and emotional disabilities. Understanding and using medical knowledge in rehabilitation counseling.

CCPJ 4064. Theories of counseling (3) Professor Sue. Approaches to counseling; theories and research findings; educational, vocational, and personal counseling; typical problems; illustrative cases. CCPJ 4065. Career development of women (2–3) Faculty. Applicability of existing theories of vocational choice and adjustment to the career development of women. New and emerging concepts, theories, and research findings. Psychological, sociological, and economic factors which facilitate or impede the career development of women. CCPJ 4068. Counseling women (2–3) Emphasis on the factors that influence the familial and intrapsychic issues of women. The integration of theories provides a framework for understanding the implications of women’s development for counseling and psychotherapy. CCPJ 4160. School counseling for children and adolescents (3) Faculty. Principles and practices in the guidance of children and adolescents examined from a multidisciplinary and multicultural perspective with special emphasis on facilitating developmental processes of school, family, and community contexts. The role of the Guidance Counselor in developing preventive and rehabilitative interventions in urban and suburban schools/communities will be considered. Special fee: $15. CCPJ 4165. Community agencies and resources (2–3) Faculty. Community services and programs in family and personal counseling, health and child care, mental health, career counseling, job placement, and service to the aged. CCPJ 4166. Current issues in gerontology (1) Dr. Kramer. Current and emerging emphases in theory, research, and practice. Registration not limited to one term. Topics are announced in the preliminary and final course schedules distributed each semester.

CCPJ 4560. Professional and ethical issues in psychological counseling (2) Faculty. Professional orientation for Ed.M. students in psychological counseling. Ethics and professional issues; employment opportunities and work settings. Registration in the first year is recommended. (masters only) CCPJ 4873. The Winter Roundtable on cultural psychology and education (1) Professor Carter. An Annual National Conference where top leaders in education and psychology share their expertise. CCPJ 5020. Racism and racial identity in psychology and education (3) Professor Carter. A review of the debate on the influence of race and racism on education, mental health, and other social sciences. Introduction of current theoretical and research developments which explore the influence and role of racial identity (black and white) in individual development and professional practice. CCPJ 5025. Group counseling (3) Faculty. Students will explore the functions of group counseling in meeting client needs. Emphasis will be placed on theory and principles of group process, and on the development of group skills through participation in class roleplays and in a group counseling experience. Attention to the practice of effective group leadership will also be addressed. CCPJ 5060. Assessment in counseling psychology (2-master’s, 3-doctoral) Dr. Kramer. The course is designed to provide an overview of the basic principles, theories, issues and practices in the field of psychological testing. Tests of both cognitive and personality functioning will be included, with emphasis on identification of both problems and strengths. This course is divided into 2 sections, as follows: Section 1: Open to all students. It is a one semester course which covers theories and concepts of testing, an introduction to DSM IV, understanding and interpreting of test results and test

COUNSELING reports, and use of assessment results to develop treatment plans and interventions. Section 2: Open only to doctoral students in Counseling Psychology. In addition to the material covered in section 1, it includes training in the administration, scoring, interpretation and reporting of results of a standard battery of test instruments. Students will meet for weekly small-group supervision as well as for class instruction. This course is offered in the Fall. Special fee: $150. CCPJ 5061. Assessment in counseling psychology (3) Dr. Kramer. Students will explore a range of contemporary issues in testing and will also receive supervised testing experience in a hospital or clinic. This course is offered in the Spring only for the students who have completed CCPJ 5060, Section 2. For doctoral students only. CCPJ 5062. Career counseling and development (2–3) Professor Gushue. General concepts of career development and methods of assessment in career counseling. This course also highlights various issues related to the career development of diverse client populations in light of contemporary socio-political phenomena. Materials fee: $40. CCPJ 5063. Psychological and cultural aspects of disability and rehabilitation (2–3) Dr. Wolf. Personality theory and physical disabilities. Personality and environmental variables in the adjustment and rehabilitation process. CCPJ 5064. Couples and family therapy: theory and practice (3) Dr. Israeli. Open to majors in counseling and clinical psychology and to others with appropriate backgrounds. The course focuses on the relationship between self and system. Integrative theory models based on systemic thinking are explored. Family systems approaches relevant to working with individual adults, children, couples and families are studied. Illustrative cases are presented and discussed.

CCPJ 5065. Psychology of the undergraduate: Issues for counseling and psychology (3) Faculty. Theory and research on the psychological development of women and men in college. Focus on intellectual, psychosocial, moral, and vocational development with attention to the needs of special student groups, and to the campus context and climate. Institutional structures and responses. Issues for counseling and education. CCPJ 5161. Counseling and normal aging (2–3) Dr. Kramer. Exploration of factors impacting on psychological treatment for normative problems of later adulthood such as physical illness and retirement, and survey of interventions designed to address these problems. CCPJ 5162. Counseling and psychopathology in older persons (2–3) Dr. Kramer. Exploration of factors impacting on psychological treatment of serious psychological dysfunctioning in later life, such as senile dementia and clinical depression, and survey of interventions designed to address these problems. CCPJ 5164. Multicultural counseling and psychology (2–3) Professor Yeh. Introduces students to a range of approaches used in psychology and other disciplines for developing therapeutic intervention across racial and cultural groups. Examination of culturally indigenous perspectives of and approaches to mental health and healing. Introduction to culturally based counseling methods. CCPJ 5165. Racial-cultural counseling laboratory (4) Professor Carter. Permission and application required. Prerequisites: CCPJ 4064, CCPJ 5371, CCPJ 5025 and CCPJ 5020 or CCPJ 5164. An advanced experiential skill oriented, and didactic course with limited enrollment (30) intended to provide insights into the racial, social and cultural factors in the development of relationships in counseling. The course uses a minimum competence model focused on self-exploration and the use of counseling skills.

CCPJ 5167. Consultation and supervision in counseling (2–3) Faculty. Prerequisites: CCPJ 4064, CCPJ 5371, or equivalent training and experience. For advanced master’s and doctoral students. Introduction to the knowledge and skills of consultation and supervision in the helping professions, emphasizing the work of the counselor in schools and agencies.

Relevant Courses in Other Departments Taught by Counseling Faculty: HUDK 5122. Psychological factors in later life (3) Faculty. ITSL 5023. School counseling for the bilingual/bicultural child and family (3) Faculty. Fieldwork and Internships CCPJ 5260. Fieldwork in psychological counseling and rehabilitation (2–4) Faculty (Coordinator). Limited to second-year students. Required: Written application by the last Wednesday in September for Spring and Summer and by the first Wednesday in February for Autumn and permission of the instructor. Prerequisites: CCPJ 4064, CCPJ 5025, CCPJ 5062, CCPJ 5371, CCPJ 5025; and either HUDK 4022, 4023, 4024 or HUDK 5029; or approved substitutes. Supervised experience in various types of social agencies, rehabilitation agencies, career counseling centers, business establishments, educational institutions, and facilities serving the elderly. Normally a minimum of two semesters is required at 2 points per term. Additional points of credit may be added only with the approval of the instructor. CCPJ 5263. Supervised fieldwork in elementary school counseling (2–4) Faculty. Required: Written application by the last Wednesday in September for Spring and Summer and by the first Wednesday in February for Autumn and permission of the instructor. Limited to second-year students specializing in elementary guidance. Prerequisites: CCPJ 4064, CCPJ 5025, CCPJ 5062, CCPJ 5371, and

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either HUDK 4022, 4023, 4024 or HUDK 5029 or approved substitutes. Normally, a minimum of two semesters is required at 2 points per term. Additional points of credit may be added only with the approval of the instructor. Special fee: $20. CCPJ 5265. Supervised fieldwork in secondary school counseling (2–4) Faculty. Required: Written application by the last Wednesday in September for Spring and Summer and by the first Wednesday in February for Autumn and permission of the instructor. Limited to second-year students specializing in secondary guidance. Prerequisites: CCPJ 4064, CCPJ 5025, CCPJ 5062, CCPJ 5371; and either HUDK 4022, 4023, 4024 or HUDK 5029; or approved substitutes. Normally a minimum of two semesters is required at 2 points per term. Additional points of credit may be added only with the approval of the instructor. Special fee: $20. CCPJ 6260. Advanced fieldwork (2–4) Faculty. Permission required. Limited to advanced students who have completed the regular fieldwork sequence in their area of concentration. Registration not limited to one semester. CCPJ 6460z. Internship in counseling psychology (0–6) Faculty. Permission required. For doctoral students only. Supervised experience in approved and appropriate agencies, institutions, and establishments. Students are required to petition faculty for internship training to be approved to apply for internship. Students must have completed all coursework during the academic year in which they are applying for internship. Student would have to have passed all certification and comprehensive examinations as well as have an approved dissertation proposal.

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Practica CCPJ 5025. Group counseling (3) Faculty. Students will explore the functions of group counseling in meeting client needs. Emphasis will be placed on theory and principles of group process, and on the development of group skills through participation in class roleplays and in a group counseling experience. Attention to the practice of effective group leadership will also be addressed. CCPJ 5360. Practicum in career and personal counseling (4) (Coordinator) and Faculty. Limited enrollment. Required: written application by June 1 for either semester of the next academic year, permission of the instructor, and concurrent registration for CCPX 5630. Prerequisites: CCPJ 4064, CCPJ 5062, CCPJ 5361, CCPJ 5025, HUDK 4022, 4023, 4024 or HUDK 5029 or their equivalents. Limited to second-year students (30 or more points) majoring in counseling. Supervised practice in vocational appraisal and shortterm educational and personal/ career counseling. Students work with clients of the Center for Psychological Services. Special fee: $115. CCPJ 5363. Practicum in educational, career, and personal counseling in school settings (3) Faculty. Permission required. Prerequisite: CCPJ 4064, CCPJ 5062, CCPJ 5371, CCPJ 5025, HUD M5059 and HUDK 4022 or 4023. Students take responsibility for counseling under supervision. *CCPJ 5364. Advanced practicum in multi-cultural counseling and psychotherapy (2) Faculty. Concurrent registration for CCPX 5630. Course will involve a weekly seminar, client assignments with individual supervision, and discussion of culturally relevant clinical interviews. Prerequisites: CCPJ 4064, CCPJ 5025, CCPJ 5062, CCPJ 5371, HUDK 4022 or HUDK 4023 or HUDK 4024. CCPJ 5368. Supervision and teaching of counseling (0–2) Permission required. Prerequisite: successful completion of appropriate practica in individual and/or

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group counseling. Experience in practicum supervision and related teaching activities under the guidance of a faculty member. Enrollment not limited to one term. CCPJ 5371. Foundations of counseling (3) Faculty. Permission required. Limited enrollment. Prerequisite: for counseling psychology majors, CCPJ 4064 completed or taken concurrently; CCPJ 4064 recommended but not required of other students. A laboratory experience for counselors and others in the helping professions. Practice in clarifying, understanding, and responding to personal communications. Graduated exercises and videotapes are used to develop counseling and interviewing skills, and desirable counselor attitudes. Special fee: $20. CCPJ 6330 Basic practicum in individual counseling and psychotherapy (0-4) Professor Sue. Permission required and enrollment limited. Individual work with clients under supervision on a range of issues and problems. Personal, social, relationship, educational and vocational adjustment and developmental focus. CCPJ 6350. Externship in counseling psychology (0–3) Faculty. Year-long placement in a field-setting for clinical experience. (Required for Doctoral students) Students petitioning to be placed into a supervised 2-day a week training site and see individual and group counselors. To apply students must complete practicum sequence, pass certification/comprehensive examinations, and have completed most course work. For students to be eligible for externship they need to have completed at least two years of coursework and at least one and a half years of practicum. Externships involve students applying to affiliated programs (i.e., institutions and organizations in which we have established affiliated agreements with). We require students to be on site for at least two days a week for 8–10 months, that the students be supervised by a licensed psychologist and that the student be trained in individual and group modes of service delivery.

*CCPJ 6360. Practice in psychological counseling (4 points each for Autumn and Spring) Faculty. Required: permission of the instructor, and concurrent registration for CCPX 5630. For advanced doctoral candidates in counseling psychology. Course is a year long seminar for second year doctoral students. It involves a weekly seminar, client assignments with individual supervision, and exposure to a range of theoretical approaches to the clinical/counseling interview. Students will engage in short-term counseling persons with personal, social, and educational problems in the Center for Psychological Services. Students register for 4 points each term. CCPJ 6362. Group practicum (3) Faculty. Permission required. Students must submit written application by the midterm date of the preceding semester. Limited to advanced students with appropriate backgrounds in group work. Students will practice group counseling skills in selective settings. CCPJ 6363. Advanced group and family systems practicum (1–2) TBA. Permission required. Prerequisites: CCPJ 5025. (Year Course) Advanced group supervision to provide service to clients in the Center for Psychological Services and/or outside agencies. CCPJ 6368. Advanced supervision and teaching of counseling (0–2) Permission required. Supervision and related teaching activities for advanced doctoral students under the guidance of a faculty member. Registration not limited to one term. Courses (* =students must register for this course in the summer for year long commitments.) Seminars CCPJ 5560. Review of research in counseling psychology (3) Professor Yeh. Required of and limited to doctoral candidates in counseling psychology. Exploration of theoretical and methodological approaches in counseling psychology.

CCPJ 5563. Special topics and issues in counseling psychology (1–3) Faculty. New and emerging developments, practices, and concerns in the field are examined and evaluated. Topics are announced in the preliminary and final course schedules distributed each semester. Registration not limited to one term. CCPJ 6560. Advanced professional issues (1 Autumn, 0 Spring) Faculty. Students will familiarize themselves with a range of professional issues that affect their learning and development as Counseling Psychologists as well as having the opportunity to explore topics not currently available in the curriculum. Limited to doctoral students in psychology. CCPJ 6569. Professional ethics and standards in psychology (3) Faculty. Ethics and standards of psychological practice and research. Limited to doctoral students in psychology. Others by special permission. CCPJ 6572-CCPJ 6579. Research practicum in counseling psychology Permission of instructor required. Students participate in ongoing research under the direction of a faculty member. Participation includes formulation of hypotheses, identification of appropriate variables and measures, data collection and analysis, and preparation of research reports. Students register for two consecutive terms. CCPJ 6572. Multicultural competencies (2–3) Professor Sue CCPJ 6573. Cross cultural research (2–3) Professor Yeh CCPJ 6575. Research models and procedures with racial/cultural emphases (2–3) Professor Carter. CCPJ 6576. Prevention, multicultural training, spirituality and counseling (2–3) Professor Hage. CCPJ 6577. Psychological interventions with older persons (2–3) Dr. Kramer. CCPJ 6578. Sexual harassment, psychology of the undergraduate, gender and leadership (2–3)

COUNSELING CCPJ 6579. Racial cultural influences in career, cognition, and health (2–3) Professor Gushue. CCPJ 7502. Dissertation seminar (1–3) Permission required. Prerequisite: CCPJ 5560 and CCPJ 6572-CCPJ 6579. An advanced research course designed to facilitate the development of doctoral dissertations and presentation of plans for approval at all steps in the process. Required of all doctoral students before or after an approved proposal. Registration limited to two terms. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees. CCPJ 7572. Advanced research practicum in counseling psychology (0) Permission required. Prerequisite: CCPJ 6572-79. This course is a continuation of CCPJ 6572-79 and is only open to students who have completed two semesters of the prerequisite. Independent Study and Research

Students may register for intensive individual study of a topic of special interest. Registration in independent study is by permission of the instructor under whose guidance the work will be undertaken. Credit may range from 1 to 3 points each term except for CCPJ 8900 (Dissertation Advisem*nt); and registration is not limited to one term. Hours for individual conferences are to be arranged. CCPJ 4902. Research and independent study in psychological counseling (1–3 each course) CCPJ 6902. Advanced research and independent study in counseling psychology (1–3 each course) CCPJ 8900. Dissertation advisem*nt (0 each course)

Clinical Psychology (Code: TXC) Program Coordinator and Director of Clinical Training: Professor Barry A. Farber Degrees Offered: Doctor of Education (Ed.D.)* Doctor of Philosophy (Ph.D.) Master of Science (M.S.) en passant *currently not accepting students Special Application Requirements/Information: Doctor of Philosophy

1. A bachelor’s degree from a regionally accredited college or university or its equivalent in another country. An applicant who applies while still an undergraduate can be accepted only on condition that the bachelor’s degree be received in time for enrollment. The undergraduate transcript must include a course in statistics and at least nine additional credits from among the following areas, at least one of which should include a laboratory experience: personality, social psychology, developmental psychology, abnormal psychology, learning theory, and experimental psychology. An applicant may be accepted with a deficiency in one of these areas on condition that the deficiency be remedied (either during the summer or, without degree credit, during the first semester). 2. Clinical and Research Experience: Though not required, the Program values the additional evidence of maturity, competence, and capacity for responsibility that comes from a broad range of work and life experiences. Thus, most students admitted to the program have engaged, after college, in both supervised psychological research

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and some type of supervised work in a clinical setting. 3. Graduate Record Examination (GRE): Applicants must submit the results of the GRE Aptitude tests and the GRE Advanced Examinations in Psychology, taken no more than two years prior to the date of the application. Unless English is not the applicant’s first language, scores on the Verbal and Quantitative tests and the Advanced Test of less than 650 will make acceptance less likely. On test retakes, the Admissions Committee will consider the higher scores. Applicants are urged to take the GRE no later than November. 4. References: Applicants must submit at least two letters of recommendation from individuals able to comment on their scholarly and personal qualifications. 5. Personal Statement: Applicants should try to say something about the range of their interests and experience, attempting to give the Admissions Committee a flavor of the person behind the application. Applicants whose paper qualifications appear most promising are invited to a personal interview, usually in late February or early March. As a rule, no applicant will be accepted on the basis of written application alone. Applicants are interviewed by one student and one faculty member of the Admissions Committee. All material included in the admissions procedure is accorded professional confidentiality by the Committee. The fact that students submit their applications with this knowledge constitutes permission to have these materials read by both faculty and student members of the Committee.

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Program Description: The Clinical Psychology Program offers a course of scholarly/professional education leading to the degree of Doctor of Philosophy (Ph.D.). The Master of Science (M.S.) and Master of Philosophy (M.Phil.) degrees are earned en passant. In the doctoral program students are prepared for professional work in community agencies, hospitals, research centers, colleges and universities, and independent practice. Completing a 95-point doctoral degree, including an internship, typically takes five to seven years. Practicum work is done in the Teachers College Center for Educational and Psychological Services (Director: Dr. Dinelia Rosa). The doctoral program has been continuously accredited by the American Psychological Association since accreditation was initiated in 1948. Most recently (9/01), the program was awarded “full and seven years”—the maximum term allowed. Notable graduates both before and after 1948 include Virginia Axline, Albert Ellis, Chaim Ginott, Helen Singer Kaplan, M. Powell Lawton, Perry London, Rollo May, and Carl Rogers. Our current training model is that of the Scholar-Practitioner. This model best reflects the traditional strengths of this program (e.g., equal weight placed on scholarship and practice, significant faculty involvement in community and professional activities, and faculty scholarship that includes but is not restricted to empirical research). Our scholar-practitioner model means that we are dedicated to training clinically proficient students who are also able to expertly analyze, discuss, and generate scholarly material, whether in the form 171

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of empirical research or theoretical exposition. We fully expect our students’ work to be constantly informed by traditional and emerging scholarship in the field. Conversely, we expect our students’ work to give rise to theoretical and clinically oriented questions that can become the basis for scholarly enterprise. Further, we are committed to the belief that training as a clinical psychologist must be deeply rooted in psychology itself, its body of knowledge, methods, and ethical principles which form the basis and context of clinical practice. The theoretical orientation of the Program may be broadly described as psychodynamic. Although we offer exposure to other perspectives (e.g., cognitive-behavioral therapy, family therapy), the Program emphasizes instruction in a variety of psychodynamic models, including traditional insight-oriented psychotherapy, ego psychology, interpersonal approaches, short-term therapy, self psychology and object relations. Thus, the primary objective of the program is to train psychodynamically-informed clinical psychologists who are prepared for research and practice with a diverse population in a variety of settings. Increasingly, the Program is emphasizing work in the child-clinical area. The Program shares an inhouse clinic (The Center for Educational and Psychological Services) with several other College programs. All clinical psychology doctoral students are staff members in the Center after their first semester in the Program, and carry a regular caseload of clients. The Center sponsors a weekly case conference, at which students present and discuss cases. Clinical work is supervised by core faculty members or by adjunct faculty who are psychologists in pri172

vate practice in New York. Students usually carry four clients as part of their psychotherapy practicum and receive two hours of supervision each week with two different supervisors. Degree Requirements: The Program requires: 1. The completion of 95 points of academic credit during three to four years of residence at the College; 2. A full-time, twelve month clinical internship during the fourth or fifth year of study; 3. An original piece of empirical research, which also serves as a qualifying paper, to be completed during the second year of study; 4. A passing grade on the certification examination (on Research Methods) during the third year of study; 5. A case presentation and accompanying paper during the third year, demonstrating the student’s ability to integrate theory, research, and practice; and 6. A doctoral dissertation, which must be completed no later than the seventh year after matriculation. First Year During their first year of study, doctoral students typically take the following didactic courses: Professional and Ethical Issues in Clinical Psychology; DSM IV; Psychological Measurement; Applied Regression Analysis; Research Methods; Developmental Psychopathology; and Dynamic Approaches to Psychotherapy. Students also take three semesters of psychological testing and a course in clinical interviewing. Many students begin working with faculty members on research during this first year.

Second Year During their second year, students’ didactic courses include: Brain and Behavior; Experimental Design; Emotion, Culture and Health in Clinical Practice; Psychotherapy with Children; History and Systems; Cognitive, Behavioral and Interpersonal Therapies; the Evolution of Freud’s Psychological Theories; and Short Term Dynamic Psychotherapy. In addition, students sign up for a full year of research practicum with a faculty member (culminating in an empirical Second-Year Project) and a full-year clinical practicum. Third Year Third year didactic courses include Group Dynamics; Family Therapy; Transference and Countertransference; Empirical Bases of Psychotherapy; and Dissertation Seminar. There is also a full year clinical practicum. Fourth and Fifth Year Fourth year features an optional clinical practicum but is typically devoted to work on the dissertation. Year five is usually spent on a full-year clinical internship. Students who elect either a special childtrack or neuropsychology-track take additional didactic courses and practica. Elective courses for all students include Object Relations Theory; Forensic Psychology; Advanced Cognitive-Behavioral Therapy; Women and Mental Health; Family Counseling and Therapy; The Psychology of Loss and Trauma; Psychotherapy, Religious Diversity, and Spiritualilty; and Assessment and Treatment of Alcohol and Chemical Dependency. The program allows only 12 points of graduate work from another institution to be transferred. No transfer credits are awarded for practica. Coordinator: Professor Farber

Financial Aid Teachers College has three scholarship funds: General, Minority and International Student. The College also arranges a variety of student loans with banks, most of them repayment- and interestdeferred. Limited work study funds may also be available. Since 1993, the Clinical Psychology Program has also granted partial scholarships via the James S. Scappaticcio Fellowship for Gay Men and Lesbian doctoral candidates in Clinical Psychology. Tuition grants are available for one or two “self-identified gay clinical doctoral candidates”; small grants-in-aid are also made available for research on topics relevant to hom*osexuality, including psychological and/or psychosocial aspects of AIDS or AIDS treatment. The program currently does not have NIMH-funded traineeships to offer. Most doctoral students with significant financial need obtain help in the form of a tuition scholarship that covers approximately 25% of the cost of a year’s tuition. Most students also work parttime to cover expenses. Student and Faculty Research Despite the small size of the faculty, the range of both student and faculty research in recent years has been broad. Representative faculty research can be found elsewhere in this Catalog. Examples of recently completed student dissertations include: “Gender Differences in Object Relations and Defensive Style” (Sponsor: Barry Farber); “Internalized Shame, Representations of the Supervisory Process, and Trainees’ Perceptions of Nondisclosure in Psychotherapy Supervision” (Sponsor: Barry Farber); “Patterns of Self Disclosure and Satisfaction in Psychotherapy and in Mar-

COUNSELING riage” (Sponsor: Barry Farber); “Therapists’ Modifications of Psychotherapeutic Boundaries” (Sponsor: Barry Farber); “Effects of Psychological Differentiation on Success with Self-Management of Diabetes” (Sponsor: Faculty); “Psychological Differentiation, Object Representation, and Social Support: Factors Influencing Reaction to Community Violence” (Sponsor: Faculty); “Violence and Psychosis in Relationship to Insight into Illness and Medication Compliance” (Sponsor: Faculty); “Bicultural Involvement, Psychological Differentiation, and Time Perspective as Mediators of Depression and Anxiety in Native Americans living on and off Reservation” (Sponsor: Faculty); “Predictors of Perceived Self-Efficacy Among White and African-American Psychologically Distressed Older Adults” (Sponsor: Elizabeth Midlarsky); “Racial Differences in the Association between Religiosity and Psychological Distress” (Sponsor: Elizabeth Midlarsky); “Impact of Maternal Depression on the Intergenerational Transmission of Religion” (Sponsor: Lisa Miller).

CCPX 4010. Psychological perspectives on critical social problems (3) Professor Midlarsky. Psychological perspectives on social problems such as eating disorders, domestic violence, AIDS and HIV infection, and mental health in late life. CCPX 4030. Psychology of adjustment (3) Dr. Gonzales. Healthy and pathological adjustment throughout the life span: stress, defense mechanisms, and coping. CCPX 4032. Assessment and treatment of alcohol and chemical dependency (3) Dr. Kellogg. Overview of the clinical principles governing assessment and treatment of addictive disorders; stages of addiction; issues of comorbidity; resistances to treatment. CCPX 4033. Advanced clinical interventions with addicted patients and families (3) Permission required. Prerequisite: CCPX 4032. Focus on developing advanced alcohol-specific intervention techniques, and group and family counseling skills for work with addicted individuals and their families. CCPX 4035. Personality and behavior change (3) Dr. Bullitt. Review of the major theories of personality; mechanisms of behavioral change.

CCPX 4039. Critical perspectives on nontraditional psychotherapies (3) Dr. Menahem. Overview and evaluation of nontraditional psychotherapeutic approaches including existential psychotherapy, Eriksonian hypnosis, transpersonal therapy, and Eastern-oriented models. CCPX 4060. The psychology of loss and trauma (3) Professor Bonanno. Focus on how humans cope with significant losses and trauma: historical developments, recent empirical advances, cross-cultural variations, and clinical and social implications. CCPX 4120. Psychotherapy through fiction and film (3) Professor Farber. Psychotherapy, the therapist, and psychopathology as reflected in current fiction and film. CCPX 4121. Psychology and Shakespeare (3) Ms. Silverbush. Understanding personality, motivation, and psychopathology, including aspects of culture and gender through critical analyses of Shakespeare’s plays and characters. CCPX 4125. Women and mental health (3) Dr. Bullitt. Stressors, manifestations, and treatment of psychopathology in women; theories of Klein, Horney, Thompson, and others.

Courses: Note that 4000-level courses are generally open to non-majors, as are certain 5000-level courses. See listings below for prerequisites and limitations on enrollment. CCPX 4000. Introduction to applied psychology (3) Professor Midlarsky. This course is designed to provide an introduction to multidisciplinary approaches to mental health including clinical psychology, school psychology, pediatric psychology, forensic and health psychology.

CCPX 4036. Psychology of human intimacy (3) Dr. Kuriansky. Overview of issues in the fields of interpersonal relationships and sexuality: developmental theories, dating and mating, gender differences and similarities; sexual behaviors and sexual victimization. CCPX 4038. Comparative psychotherapies (3) Dr. Tower. Survey and analysis of representative psychotherapies in current practice: psychoanalytic, neo-Freudian, Gestalt, Jungian, client-centered, existential, behavior therapy, and others.

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CCPX 4126. The mother-child matrix: developmental and clinical implications (3) Faculty. The mother-child relationship: Implications for development and influence on clinical theory and practice, focus on theories of parenting, ruptures in the relationship and therapy with mothers and children. CCPX 4150. Introduction to forensic psychology (3) Dr. Owen. The practice and application of forensic psychology to medical-legal problems and nomenclature in diagnosis, evaluation, assessment, treatment, and testimony regarding criminal behavior, psychopathology, and civil, family and criminal law.

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CCPX 4230. Fieldwork in applied psychology (3) Dr. Nisco. Supervised practice in field placements. CCPX 5020. Emotion, culture & health (3) Professor Bonanno. This course covers the impact of overwhelming emotions on human health and self-regulatory responses. The role of culture in these responses is explored, as well as historical context and theoretical perspectives. CCPX 5030. Ethical and professional issues in clinical psychology (1) Professor Schonbar and Dr. Bullitt. Limited to doctoral students in clinical psychology. Orientation to program and field; ethical and professional issues. CCPX 5032. Personality and psychopathology (3) Professor Midlarsky (Section 1), Dr. Tower (Section 2). Major clinical disorders of adulthood viewed from clinical and research perspectives; current issues in diagnosis and treatment. CCPX 5033. The evolution of Freud’s psychological theories (3) Dr. Reisner. Intensive examination of selected psychological works of Sigmund Freud from 1892 to 1940, focusing on theoretical innovations, modifications, and elaborations. CCPX 5034. Developmental psychopathology (3) Professor Farber. Major clinical syndromes of childhood and adolescence viewed within the context of normal development. Consideration of various theoretical, diagnostic, etiological, and therapeutic viewpoints. CCPX 5036. Clinical work with diverse populations (3) Dr. Rosa. Permission required. An experiential seminar for practicum students in clinical and counseling psychology who are working with clients different from themselves. CCPX 5037. Dynamic psychotherapies (3) Dr. Boulanger. Spring: open to doctoral candidates in psychology; others by permission. Theories of psychoanalytic psychotherapy 173

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with emphasis on original sources: Freud, Winnicott, Kohut, ego psychology, and object relations theory. CCPX 5038. Cognitive, behavioral, and interpersonal therapies (3) Professor Miller. Doctoral candidates in psychology, doctoral students in other fields and Ed.M. students by permission. Introduction to theory and technique underlying treatment within the following modalities: Cognitive, Behavioral, Interpersonal, and Short-Term Psychodynamic. The course will explore the application of these various treatment approaches to a range of disorders including Depressive Disorders, Anxiety Disorders, OCD, and Schizophrenia. CCPX 5039. Empirical bases of psychotherapy (3) Professor Farber. Permission required. Analysis of research efforts concerned with investigating the process and outcome of psychotherapy. Emphasis on client, therapist, and system variables that contribute to the probability of therapeutic success. CCPX 5045. Psychotherapy, religious diversity & spirituality (3) Professor Miller. No prerequisites. Open to Ph.D., M.A., & M.Div. students in all departments. This course will focus on the role of religion and spirituality in psychotherapy. Research, theory and case material will be used to clarify healing dimensions of religion and spirituality. Discussion will focus on a re-examination of models of psyche and goals of treatment. CCPX 5048. Advanced cognitive-behavioral therapy (3) TBA. Permission required. Application of cognitive-behavioral interventions in clinical practice. CCPX 5102. Research and clinical applications of DSM-IV (3) Dr. Tower. Diagnostic, clinical, and research applications of the DSM-IV; ethical, cultural, and gender issues in the diagnostic process.

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CCPX 5230. Fieldwork in clinical psychology (0–1) Limited to doctoral candidates in clinical psychology. Supervised practice in field placements. Sections: (1) Adult Externship (Dr. Tower). (2) Child Externship (Professor Miller). CCPX 5330. Principles and techniques of clinical assessment (3) Dr. Backfield. Limited to doctoral candidates in clinical, counseling, and school psychology. Theory and practice of psychological testing; focus on cognitive assessment. CCPX 5333. Practicum in clinical assessment (3) Dr. Backfield. Permission required. Didactic focus on personality assessment, including projective measures; supervised practice in comprehensive psychological assessment as staff member of the CEPS. CCPX 5334. Clinical assessment and research with children and adolescents (3) Dr. Verdeli. Limited to doctoral candidates in clinical, counseling, and school psychology. Psychological assessment of children and adolescents, including interviewing techniques, observational methods, and psychodiagnostic testing. CCPX 5531. Psychotherapy with children (3) Dr. Pivnick. Open to doctoral students in psychology; others by permission. Introduction to contemporary models of child psychotherapy. Emphasis will be upon a comparison of the theoretical foundations and techniques across paradigms. CCPX 5532. Clinical issues: children from diverse backgrounds (3) Professor Miller. Open to all students. The course will focus upon current research on risk and resiliency factors developed from within epidemiological, social, and intra-psychic perspectives. Research findings will be discussed within the context of theories of development.

CCPX 5533-CCPX 5534. Research methods in clinical psychology (3 each semester) CCPX 5533 Fall: Professor Bonanno. CCPX 5534 Spring: Faculty. Permission required. Design, methodology, and artifact in research. Development of research proposals. Critical review of journal articles.

CCPX 5630. Case conference (0) Dr. Rosa. (Coordinator). Permission required. Corequisite: CCPX 5333, CCPX 6335, CCPX 6336, CCPJ 5360, CCPJ 6360Z, or CCPJ 6364. For practicum students in the Center for Educational and Psychological Services. All trainees must attend at least five conferences each term.

CCPX 5535. Research practicum in clinical psychology (2) Faculty. Permission required. Supervised research in clinical psychology.

CCPX 6020. History and systems of psychology (3) Dr. Yourman. Survey of the history of psychology from the Ancient Greeks to the present. Discussion of theoretical systems including Associationism, Structuralism, Behaviorism, Psychoanalysis, and Existentialism.

CCPX 5539. Clinical assessment: the interview (3) Dr. Rosa. Doctoral students in clinical, counseling, school psychology, speech and hearing, learning disabilities, special education, and pre-doctoral students providing intake services at the Teachers College Clinic. Introductory didactic and practice seminar in clinical interviewing. CCPX 5542. Introduction to contemporary psychoanalytic thought (2–3) Dr. Kossef. Examination of current psychodynamic ideas, including object relations theory, selfpsychology, theories, narcissism, borderline pathology, and the nature of the therapeutic relationship. CCPX 5544. Cross-cultural issues in psychopathology, resilience and coping (3) Dr. Owen. Examination of pathology and resilience in the context of cultural patterns of coping with developmental life tasks and reactions to stress. CCPX 5546. Research perspectives on critical social problems (3) Professor Midlarsky. Master’s and doctoral students. Exploration of research and theory emerging from the interface of social and clinical psychology. Topics include AIDS, violence, help and help-seeking, and aging and mental health. CCPX 5610. Clinical psychology colloquium (0) Professor Bonanno (Coordinator), Clinical faculty and guest speakers. Permission required.

CCPX 6332-CCPX 6333. Supervision of assessment, intake, educational, or abuse prevention family services (1–3) Faculty. Permission required. For post-internship students in clinical, and counseling, school psychology, and qualified doctoral and pre-doctoral supervisors of services in the Teachers College Clinic or in the community. Seminar and supervised practice in the teaching and supervision of clinical assessment and intake. CCPX 6335. Practicum in clinical intervention (3–4; 0–2 during Summer) Professor Farber. Permission required. For doctoral students in clinical psychology, two semesters, 3–4 points each semester. Supervised practice in psychotherapy as staff members of the Center for Psychological Services. CCPX 6336. Advanced practicum in clinical intervention (3–4; 0–2 during Summer) Dr. Geller. Permission required. Prerequisite: CCPX 6335. For third-year doctoral students in clinical psychology. CCPX 6338. Fourth-year practicum in clinical intervention (1) Dr. Rosa. Permission required. Prerequisite: CCPX 6336. For fourth-year students in clinical psychology, two semesters, 1 point each semester.

COUNSELING CCPX 6430Z. Internship in clinical psychology (0) For advanced doctoral students in clinical psychology. Experience under supervision in approved mental health agency. One year full-time or part-time equivalent. CCPX 6530. Short-term dynamic psychotherapy (3) Dr. Kentgen. Permission required. For doctoral students in clinical, counseling, and school psychology. Focus on theoretical and technical aspects of short-term therapy; key concepts illustrated by clinical material presented by instructor and students. CCPX 6531. Psychological assessment and clinical practice (2) Dr. Backfield. Permission required. Prerequisites: CCPX 5330, CCPX 5333. Emphasis on the interpretation of projective tests, and on the integration and reporting of multiple sources of assessment data. CCPX 6532-CCPX 6533. Advanced topics in clinical theory, research, and practice (2–3) Clinical Faculty and Invited Instructors. Advanced doctoral candidates in clinical and counseling psychology; other candidates by permission (different sections may have different criteria). Seminars for the intensive study of specialized areas of theory, research, and practice for advanced students. Content varies. CCPX 6534. Object relations and self psychology (3) TBA. Permission required. British and American schools of object relations; discussion of the role of such clinical phenomena as internalization, splitting, regression, and projective identification. CCPX 6538. Advanced object relations theory (2–3) Faculty. Permission required. Prerequisite: CCPX 6534. Emphasis on clinical material illustrative of object relations phenomena.

Independent Study and Research

Students may register for intensive individual study of a topic of special interest. Registration in independent study (CCPX 4900 and CCPX 6900) is by permission of the instructor under whose guidance the work will be undertaken. Credit may range from 1 to 3 points each term, and registration is not limited to one term. Hours for individual conferences are to be arranged. CCPX 4900. Research and independent study (1–3) CCPX 5110. Research apprenticeship (0–2) Faculty. Permission required. Involvement as a research extern in community agencies or as a research assistant to departmental faculty. CCPX 6900. Advanced research and independent study (1–3) Faculty. Permission required. CCPX 7500. Dissertation seminar (0-1 each semester) Faculty. Permission required. Development of doctoral dissertations and presentation of plans for approval. Registration limited to two terms. CCPX 8900. Dissertation advisem*nt (0)

Psychology in Education Program Coordinator: Professor Elizabeth Midlarsky Degree Offered: Master of Arts (M.A.) Two Tracks: Applied Psychology (Code: TXA) General Psychology (Code: TXG) Special Application Requirements/Information: At least one of the two required letters should be an academic reference. The GRE’s are recommended but not required.

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Program Description: The Applied Psychology track aims to give students introductory training, at the graduate level, in personality and psychopathology, research methods in psychology, psychological perspectives on social contexts and social problems, and theories of psychotherapy. It includes clinical course work, and opportunities to gain experience in relevant fieldwork and research, both inside and outside the classroom. The General Track is designed to provide students with a broad exposure to clinical psychology and to other areas of psychology that may be of interest to them. Graduates of these academic M.A. programs are not trained for the independent practice of counseling psychotherapy or psychological assessment. However, with a Master of Arts degree, graduates can find employment in research centers, social service agencies, community colleges, and hospitals. Through their interaction with faculty in the Clinical Psychology program, they also have the opportunity to strengthen their candidacy for doctoral study in psychology. Completion of the M.A. degree does not guarantee admission to a doctoral program, here or elsewhere, but outstanding students are likely to be more attractive candidates. Please note that differences between the master’s-level and doctorallevel requirements can reduce the number of master’s credits that will be accepted for transfer to a doctoral program. Degree Requirements: The program for the Master of Arts (M.A.) degree in Psychology in Education: Applied Psychology requires 32 credits of coursework and a special project. The program is built around an 18-credit core of courses. Degree requirements

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may be completed on a fulltime basis in an academic year (two semesters), a calendar year (two semesters), or its equivalent in part-time study. The program for the Master of Arts (M.A.) degree in Psychology in Education: General Psychology requires 32 credits, at least 18 of which must be taken in the department of Counseling and Clinical Psychology. A special project is also required. This program may be completed in an academic year (two semesters) a calendar year (two semesters plus summer), or its equivalent in part-time study. Transfer credits cannot be used to meet the requirements of either of these M.A. programs. The basic curriculum includes: The Curriculum: Applied Psychology Track I. Required Courses: (18 credits total) The following courses (totaling 9 or 12 hours) are required: • CCPX 4010 Psychological perspectives on critical social problems (3) Fall or Spring • CCPX 5032. Personality and psychopathology (3) Fall, Spring (and sometimes Summer A) One of the following three courses: • CCPX 4000 Introduction to applied psychology (3) Fall (and sometimes Spring) or • CCPX 4038 Comparative psychotherapies (3) Fall (and sometimes Summer A) or • CCPX 4035 Personality and behavior change (3) Spring

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One of the following two courses. • CCPX 5533 Research methods in clinical psychology (3) Spring or • HUD 4120 Methods of empirical research (3) Two or three courses in clinical psychology must be chosen from the following list Choose 2 courses (totaling 6 credits) if you chose CCPX 5333 Choose 3 courses (totaling 9 credits) if you chose HUD 4120 • CCPX 4030 Psychology of adjustment (3) Fall • CCPX 4037 Introduction to cognitive behavior therapy (3) Spring • CCPX 4150 Introduction to forensic psychology (3) Fall • CCPX 4230 Fieldwork in applied psychology (3) Spring, Summer A • CCPX 4532 Topics in clinical psychology (3) • CCPX 4900 Independent study (3) Fall, Spring (occasionally summer) You may register for any clinical faculty member’s section with prior permission from the instructor. • CCPX 5020 Emotion, Culture, and Health (3) Fall • CCPX 5034 Developmental psychopathology (3) Summer A • CCPX 5045 Psychotherapy, religious diversity and spirituality (3) Spring • CCPX 5546 Research perspectives on critical social problems (3) Fall, Spring (occasionally Summer A)

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III. The Breadth Requirement (3 out-of-department courses: 2 or 3 credits each.) Three of your elective courses MUST be chosen from outside the Department of Counseling and Clinical Psychology, CCPX & CCPJ, to meet the college’s foundations requirement. If you have never taken a course in basic statistics, then you are advised to take a course in Basic Statistics, or in Measurement, or both. HUDK 5040 taught in the fall semester by Professor Suniya Luthar, is a highly recommended elective. Choices for the breadth requirement include: • HUDK 5040 Development and psychopathology (3) (very highly recommended) • HUDM 4050 Introduction to measurement (3) (or a similar course in measurement) • HUDM 4120 Basic Concepts in Statistics (3) (or another appropriate course in statistics) • HUDM 4122 Probability and statistical inference (3) • HBSK 4020 Theories of human development (3) • HUDK 4030 Cognitive clinical interview (3) • HUDK 4080 Educational psychology (3) • HUDK 5022 Emotional development (3) • HBSK 5033 Human clinical neuropsychology (3) • HBSS 4110 Health promotion for children and adolescents (3) • HBSS 4113 Human sexuality education (3) • ORLJ 4005 Organizational psychology (3) Additional Electives in Counseling and Clinical Psychology • CCPJ 4080 Principles and methods of counseling psychology (3) • CCPX 4032 Assessment and treatment of alcohol and chemical dependency (3)

• CCPX 4036 Psychology of human intimacy (3) • CCPX 4120 Psychotherapy through film and fiction (3) • CCPX 4121 Psychology and shakespeare (3) • CCPX 4125 Women and mental health (3) • CCPX 4126 The motherchild matrix (3) • CCPX 5803 Critical issues in child abuse and maltreatment (3) • CCPX 5544 Cross-cultural issues in psychopathology, resilience, and coping (3) The degree requirements for both tracks within the M.A. program may be completed on a full-time basis in an academic year or calendar year, although students may elect to meet the requirements over a longer period of time. Be sure to consult with the Program Coordinator about program selection. Please refer to course descriptions listed under Clinical Psychology: Courses

D E PA R T M E N T O F CURRICULUM AND TEACHING Chair: Professor James H. Borland Location: 306 Main Hall Telephone: (212) 678-3765

Programs: Curriculum and Teaching Early Childhood Education Early Childhood Special Education Elementary/Childhood Education, (Preservice) Gifted Education Teaching Students with dis/Abilities: Learning dis/Abilities Dual Certificate Program: Childhood Education and Teaching Students with dis/Abilities: Learning dis/Abilities Early Childhood Education/Early Childhood Special Education

Faculty: Professors:

James H. Borland Lucy McCormick Calkins Celia Genishi Sharon Lynn Kagan Nancy Lesko D. Kim Reid Frances Schoonmaker Leslie R. Williams Karen Zumwalt

Adjunct Assistant Professors:

Leonard Barham Janet Andron Hoffman Jean Gaumer John Gray Elaine Kanas Lori Langer de Ramirez Eileen Marzola Diane Newman Carol Prendergast Robert Southworth Lecturers:

Lynne Bejoian Susan Stires Instructors:

Troy Akiyama David Connor Vicki Garavuso Tricia Giovacco-Johnson Tamara Glupczynski Lisa Hertzog Dawn Horton Richard Keller Heeral Mehta Belinda Morrissey Roberta Newton Nadjwa Norton Catherine Pangan Victoria Puig Mary Rowe Nadine Ruzzier Ivonne Torres Jan Valle Donna Volpitta

Lyn Corno Beatrice Fennimore

For information about faculty and their scholarly and research interests, please refer to the “Faculty” section of the Catalog.

Associate Professors:

Departmental Mission

A. Lin Goodwin Barbara Kiefer Susan L. Recchia Marjorie Siegel Celia Oyler

The two broad goals of the Department of Curriculum and Teaching are to: 1. Contribute to the fields of early childhood education, early childhood special education, educational and instructional leadership, general curriculum design and theory, gifted education, teaching students with dis/Abilities, especially learning dis/Abilities, supervision and curriculum development, and teacher education.

Adjunct Professors:

Adjunct Associate Professors:

Joann Jacullo-Noto Lisa Wright Assistant Professors:

Michèle Genor Michelle Knight Anne Sabatini

2. Prepare prospective teachers and other professionals to assume leadership roles in educational programs for learners of all ages. We aim to educate leaders who will engage in inquiry about, and reform of, curriculum, teaching, the organization of schools, and teacher education. We are committed to understanding and working with children and adults in culturally and socially diverse field settings (e.g., schools, centers, homes, workplaces, neighborhoods). We approach our work from a critical and historical perspective, and cultivate an ethic of care and rigorous scholarship, taking collaborative approaches to inquiry, teaching, and governance. We respect broad methods of learning and inquiry, and believe in the need for both qualitative and quantitative research methods. Our intellectual and theoretical roots are deep in the Progressive Education tradition, which places high priority on direct experience in teaching, learning, and research; integration of the social, emotional, intellectual, and moral dimensions of education; and authentic respect for learners, the process of learning, and the wisdom gained through practice. We view meaning and truth as constructions, literally built through study, conversation, thought, writing, and critique in the context of a learning community. Faculty and students in the Department participate in a number of interrelated communities, incorporating into them diverse individuals and their respective cultures, life experiences, and points of view. Our central goal is to create, participate in, and nurture many learning communities, while pursuing deeper understanding and mitigation of persistent

problems of educational practice. Along the way, we deliberately educate prospective and experienced professionals and ourselves about ways to initiate, sustain, and provide leadership for these learning communities in a variety of educational settings, including urban contexts and public schools. Typical positions for which students are prepared include: • Teacher or supervisor of: —infancy or early childhood education —early childhood special education —elementary or secondary education —students with dis/Abilities: learning dis/Abilities —gifted education • Director of: —child-care center —community or governmentbased organization or agency —infant and parent center —early childhood program • College teacher in undergraduate or graduate programs specializing in: —infancy or early childhood education —early childhood special education —early childhood policy —elementary or secondary education —students with dis/Abilities: learning dis/Abilities —gifted education —curriculum development —research and theory in curriculum and teaching • Administrator (such as assistant superintendent, consultant, coordinator, director) in charge of: —curriculum and instruction —curriculum research —professional development —gifted education • Teacher-leader in programs for learners from infancy to adulthood • Consultant or educational specialist in a school or nonschool agency.

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Preservice and some inservice teacher education programs (the Teaching Students with dis/Abilities: Learning dis/Abilities program, for example) are designed to meet New York State and City teacher certification requirements. Requirements for school administrator/supervisor (SAS) may be met through courses incorporated in the Ed.M. degree.

Programs in Curriculum and Teaching Areas of Specialization: Master of Arts

There are two different types of Master of Arts Programs within the Department of Curriculum and Teaching: Preservice, or Initial Certification Programs, and Inservice, or Professional Certification Programs. Preservice, or initial certification M.A. programs, are designed for people with little or no teaching experience or preparation who wish to become teachers. Programs in this department lead to certification in the following areas: Early Childhood Education, Early Childhood Special Education, Dual Certification in Early Childhood Education and Early Childhood Special Education, Early Childhood Education with an Extension in Gifted Education, Elementary/Childhood Education, Dual Certification in Elementary/Childhood Education and Early Childhood Education, Elementary/Childhood Education with an Extension in Gifted Education, Teacher of Students with dis/Abilities, and Dual Certification in Elementary/Childhood Education and Teacher of Students with dis/Abilities. The Department now offers three Preservice, or initial certification programs, in Early

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Childhood Education and Early Childhood Special Education (see section on Early Childhood Education). In-service, or professional certification, M.A. programs are designed for individuals who are already certified or are initially certified to teach in New York, in another state, or on another grade level and who seek a Masters of Arts degree in Curriculum and Teaching, Gifted Education, Literacy, or Teacher of Students with dis/Abilities (pending approval by New York State Department of Education). Graduates of these programs meet the formal educational requirements for professional (formerly “permanent”) certification in the State of New York. The programs in Gifted Education and Literacy also lead to extensions of the teaching license. The M.A. in Teaching Literacy (TYZL) is being revised. Students interested in this program of study should contact the department for further information. The Department of Curriculum and Teaching also offers an M.A. program for students interested in studies in curriculum and policy who are not seeking teacher certification. Master of Education

The Master of Education degree (Ed.M.) within the Department of Curriculum and Teaching affords students the opportunity to develop an area of expertise beyond that required for classroom teaching. The degree comprises 60 points. Thirty of those 60 points may be transferred from previous graduate work at another institution or at Teachers College, upon the recommendation of the student’s program advisor. See specific programs for additional admission requirements. The Ed.M. program for dual certifi-

cation in Childhood Education and Teaching Students with dis/Abilities: Learning dis/Abilities is designed for people with little or no teaching experience or preparation. The Ed.M. program for dual certification in Childhood Education and Teaching Students with dis/Abilities: Learning dis/Abilities is registered with the State of New York, and graduates of this program are recommended for certification. Doctoral Programs

The Department of Curriculum and Teaching offers a single Doctor of Education program with different areas of concentration. The program requires 90 points of graduate study beyond the Baccalaureate, 35 of which may be transferred from previous graduate work at other institutions, should they meet requirements of the Teachers College degree. Applicants interested in the Ed.D. program in the Department of Curriculum and Teaching should consult the booklet, “Studying for the Ed.D. Degree in the Department of Curriculum and Teaching,” available from the Department of Curriculum and Teaching. The concentrations within the Ed.D. program are: • Curriculum Studies • Early Childhood Education—(specialization) • Early Childhood Policy • Early Childhood Special Education • Educational Leadership and School Change • Gifted Education • Learning dis/Abilities • Reading and Language Arts • Religious Education • Research and Inquiry in Curriculum and Teaching • Teaching and Teacher Education • Urban and Multicultural Education

Enrollment Requirements for First-Year Ed.D. Students Every first-year Ed.D. student in the Department of Curriculum and Teaching is required to enroll in C&T 5000, Theory and Inquiry in Curriculum and Teaching, in both the fall and the spring semesters of his or her first year. C&T 5000 is a 6point course that meets for a double class session once per week, resulting in a minimum first-year enrollment of 12 points. A student can enroll for more than this minimum, but C&T 5000 must be part of his or her first-year course of study. A first-year student is defined as a student who matriculates in the fall term or who matriculated in the previous spring or summer term and is enrolling for his or her first fall term. C&T 5000 is designed to make beginning doctoral students aware of important problems and issues in curriculum and teaching, to introduce students to methods of formulating questions and to modes of inquiry appropriate to doctorallevel research, and to build a cohesive student cohort. C&T 5000 is a rigorous course, with respect to both the quantity and sophistication of the material for which students are held responsible. The course requires a commitment of time and effort commensurate with the norms of scholarship at the doctoral level. It is our belief that the demands placed on the students by this course will benefit students and that those who complete the course and pass the certification examination will be well prepared to continue their doctoral studies successfully through the dissertation phase. Students accepted into the Ed.D. program will receive a list of course texts with their acceptance letters so they can begin their reading early.

D E PA R T M E N T O F CURRICULUM AND TEACHING Special Application Requirements/Information: For Inservice M.A. admission, please submit a resume and (a) proof of early childhood, elementary or secondary school teacher initial certification (formerly “provisional”) or professional certification (formerly “permanent”), or (b) proof that you have completed an accredited Elementary, Early Childhood or Secondary teacher preparation/student teaching program. Those who are teaching in an independent school must present proof of at least one year’s head teaching experience (which must be assessed and approved by the faculty). (For admission requirements for the Preservice M.A., refer to the section on Elementary/ Childhood Education—Preservice.) Please note that neither the Graduate Record Examination (GRE) nor the Miller Analogies Test is required for application to any of the M.A. programs in the Department of Curriculum and Teaching. In addition to the above, Ed.M. students must provide evidence of a minimum of two years of successful teaching experience, and students seeking the Ed.D. degree must provide evidence of a minimum of three years of successful teaching experience or equivalent experience. Please note that neither the Graduate Record Examination (GRE) nor the Miller Analogies Test is required for application to any of the Ed.M. programs in the Department of Curriculum and Teaching. The exception is the Ed.M. in Childhood Education and Teaching Students with dis/Abilities: Learning dis/Abilities. For the program in Teaching students with dis/Abilities: Learning dis/Abilities, prior certification or completion of a recognized degree program in some field of general education is required. A year of teaching is

not an acceptable substitute. Evidence of prior teaching is not required. Admission to programs leading to the Ed.D. degree is determined on the basis of academic ability as evidenced by success in prior academic work and/or other measures of academic aptitude; demonstrable potential for research, field inquiry, or development activities in education; and three years of successful teaching or equivalent experience. All applicants are required to submit Graduate Record Examination (GRE) or Miller Analogies Test scores that are no more than five years old, and are required to submit a writing sample. The Department of Curriculum and Teaching evaluates Ed.D. applications twice per year. The priority deadline for completed applications is January 2nd. The final deadline for completed applications is April 1st. Applications which are received after April 1st, or which are incomplete after April 1st, will be evaluated in the following year.

cators who 1) have received formal professional preparation in preschool through grade twelve teaching at an accredited college or university; 2) hold, or are eligible to receive, teacher certification; and/or 3) meet the minimum number of years of head teaching experience as indicated for each degree in the “Special Application Requirements/Information” section above. Students will have opportunities to become expert in such areas as curriculum development, school change and reform initiatives, action research and other school-based inquiry strategies, and will gain perspectives on teaching as complex intellectual activity. The overarching intention of the program is to assist educators who expect to exert leadership in their school settings and with their colleagues.

Master of Arts

Core Courses: • C&T 4002 Curriculum Theory and History (3) • C&T 4005 Principles of Teaching and Learning (4) (includes 50 clock hour practicum) • C&T 4052 Designing Curriculum and Instruction (2–3) Content/Pedagogy Courses:

Elementary Education: Students seeking professional certification in elementary education must take one course in each of the following areas: Mathematics (MSTM 5010, MSTM 5020); Science & Technology (MSTC 4042, MSTC 5042, MSTU 4035, MSTU 4052); Literacy (C&T 4131, C&T 4138, C&T 4139, C&T 4140, C&T 4141, C&T 4151 C&T 5037); the Social Studies requirement will be fulfilled by enrolling in C&T 4052.

Degrees Offered: Master of Arts (M.A. Inservice, or professional certification) Master of Education (Ed.M.) Doctor of Education (Ed.D.)

Any applicant seeking initial teacher certification should apply for the preservice, or initial certification, M.A. program in early childhood education or Elementary/ Childhood Education. Individuals working in areas related to education but who are not seeking teacher certification may engage in the professional study of Curriculum and Teaching. Admission to degree study will depend on faculty assessment and approval of prior participation in education-related activities (other than classroom teaching) or work in educational institutions.

Secondary Education: Students seeking professional certification in secondary education, students must enroll in 12 points of coursework in content/pedagogy in the department and program appropriate to their initial certification. Students will follow the program set by the particular program in the areas of Social Studies, Mathematics, Science & Technology, English, Art Music, Physical Education, Technology, and TESOL.

Special Application Requirements/Information: Refer to departmental requirements section above.

Degree Requirements: All the Master of Arts programs include field experience or practica.

• C&T 4115 Critical Perspectives in the Education of Youth and Adolescents (2-3)

Curriculum and Teaching (Code: TYZ) Program Coordinators: Professors Borland, Calkins, Kiefer, Knight, Lesko, Schoonmaker, Siegel, and Zumwalt

Social Context Courses:

• C&T 4130 Critical Perspectives in Elementary Education (2–3) OR

• C&T 4502 Master’s Project (1)

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Choose one course from the following: C&T 4000, C&T 4001, C&T 4078, C&T 4114, C&T 5037,(Elementary Education only) • Choose one course from the following: C&T 4004, C&T 4023, C&T 4032, C&T 4161, C&T 4615 (Elementary Education only) • Elementary Education students choose one elective (2–3 points) outside the Department of Curriculum and Teaching. Master of Education

The basic curriculum for Ed.M. students includes: Core Courses: • C&T 4002 Curriculum theory and history (3) • C&T 4004 School change (3) • C&T 4005 Principles of teaching and learning (3) • Practical Curriculum Design Course (at least one of the following): C&T 4052 Designing curriculum and instruction (2–3), C&T 4023 Differentiated curriculum for the gifted-talented (2–3), C&T 5114 Development of multicultural curriculum for the early years (3), or MSTU 4083 Instructional technology & media systems (3). • One course in social-historical foundations of curriculum and teaching. Choose from: C&T 4118 Theoretical foundations of childhood education (2–3), C&T 5036 Child and family policy (2–3), C&T 4020 The environments of school (2–3), C&T 5074 Curriculum and teaching policy (3). • Beyond the core courses, students’ programs are individually planned with their advisors, based on their professional goals and interests.

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Doctor of Education

The basic curriculum for Ed.D. students includes: Core Courses: • C&T 5000 Theory and inquiry in curriculum and teaching (6 points each semester, fall and spring, of the first year) Research Requirements: • C&T 7500 Dissertation seminar in curriculum and teaching (1–3) • C&T 7501 Dissertation seminar in curriculum and teaching (1–3), plus one additional course in research methods (2–3) • HUDM 4122 Probability and statistical inference (3) • HUDM 5122 Applied regression analysis (3) Other courses are selected in consultation with an advisor. Concentrations include: • Curriculum Studies • Early Childhood Education—(specialization) • Early Childhood Policy • Early Childhood Special Education • Educational Leadership and School Change • Gifted Education • Learning dis/Abilities • Reading and Language Arts • Religious Education • Research and Inquiry in Curriculum and Teaching • Teaching and Teacher Education • Urban and Multicultural Education

Early Childhood Education (Code: TYD) Program Coordinator: Professor Genishi Degrees Offered: Master of Arts (M.A.) Master of Education (Ed.M.) Doctor of Education (Ed.D.)

Early Childhood Special Education (Code: TEC) Program Coordinator: Professor Recchia Degrees Offered: Master of Arts (M.A.) Master of Education (Ed.M.) Doctor of Education (Ed.D.), (Code: TYD) Special Application Requirements/Information: The Master of Arts inservice program in Early Childhood for those with teacher certification or the equivalent is not accepting applications in 2003–2004. Three new programs leading to the Master of Arts degree and initial certification in early childhood and early childhood special education are available through the Department of Curriculum and Teaching: Early Childhood Education, Early Childhood Special Eucation, and dual certification in Early Childhood General and Early Childhood Special Education. Admission to each of these programs is determined on the basis of academic ability and promise as an early childhood educator as evidenced by prior academic work, letters of reference, and the applicant’s own personal statement of purpose. Admission to programs leading to the Ed.D. degree is determined on the basis of academic ability as evidenced by success in prior academic work and/or other measures of academic aptitude; demonstrable potential for research, field inquiry, or development activities in education; and three years of successful teaching or equivalent experience. All applicants are required to submit Graduate Record Examination (GRE) or Miller Analogies Test scores that are no more than five years old, and are required to submit

a writing sample. The Department of Curriculum and Teaching evaluates Ed.D. applications twice per year. The priority deadline for completed applications is January 2nd. The final deadline for completed applications is April 1st. Applications which are received after April 1st or which are incomplete after April 1st will be evaluated in the following year. Program Description: Master of Arts

The Master of Arts programs in Early Childhood and Early Childhood Special Education prepare graduate students to teach in diverse and inclusive environments, including homes, schools, and other community settings, which serve children from birth to age 8 and their families. Child-centered and culturally sensitive practices are emphasized throughout the program, focusing on the need for multiple methods of instruction to accommodate a broad range of learners. Through a curriculum that integrates general and special early childhood education content, we aim to enable our initial certification students to become outstanding early childhood teachers, decision makers, and intellectual and ethical leaders. Honoring the importance of understanding children’s development and learning in context, the program emphasizes collaboration with families and other professionals and considers policies that affect families’ access to desirable services. Our students participate in several field experiences, which serve as the foundation from which theories about development, learning, and curriculum come to life and through which teachers begin to construct their professional practice.

D E PA R T M E N T O F CURRICULUM AND TEACHING The course of study for the M.A. in Early Childhood Education leads to initial certification in Early Childhood (birth–8 years). The course of study for the M.A. in Early Childhood Special Education leads to initial certification as a teacher of students with disabilities in early childhood (birth–8 years). Students with backgrounds in elementary education or with no previous course work in education must complete at least 40 credits in order to obtain the Master of Arts degree and the department’s recommendation for initial certification as an early childhood teacher or a teacher of students with disabilities, early childhood. The course of study for the M.A. in Dual Early Childhood/Special Education leads to initial certification as both an early childhood teacher and a teacher of students with disabilities in early childhood (birth–8 years). Students must complete at least 48 credits in order to obtain the Master of Arts degree and the department’s recommendation for initial dual certification. Students can qualify for the extension in gifted education as well as certification for birth-grade 2 by enrolling in the 42-credit gifted education extension program (see following pages). Master of Education

The 60-point Master of Education (Ed.M.) program in Early Childhood Education focuses on leadership in early childhood settings. It offers students who have already completed the M.A (or the equivalent) an opportunity for more specialized and advanced study, training, and practice in the field. The Master of Education (Ed.M.) with an Early Childhood Policy concentration is designed to give students a firm grounding in early childhood pedagogy, programs, and

practice as well as in policy analysis and policy making related to young children and their families. Students will combine theoretical knowledge with practice in the policy field; they will also become familiar with an array of policy issues impacting contemporary child and family life. While the focus of this work is on U.S. policy, there will be opportunity for international and comparative work as well. The Master of Education (Ed.M.) program in Early Childhood Special Education offers students who have already completed the Master of Arts degree (or the equivalent) an opportunity for more specialized and advanced study, training, and practice in the field. Ed.M. students take a series of interdisciplinary courses focused on their individual areas of interest (e.g., infant development and practice, working with families, working in inclusive settings, curriculum development, etc.). Teaching and research practica are incorporated into the program. At the doctoral level, the concentration in Early Childhood Education prepares candidates for college teaching, research, policy, and other leadership positions in early childhood education. The concentration is highly selective, aiming to identify and train individuals whose prior education and experience, whether or not it has been specifically in the field of early childhood, gives promise of the ability to develop modes of inquiry suitable to the field’s complexities. The Doctor of Education (Ed.D.) concentration in Early Childhood Policy prepares candidates for leadership positions, college teaching, and research in early childhood policy. The concentration is highly selective, aiming to identify and

train individuals whose prior education and experience, whether or not it has been specifically in the field of early childhood, gives promise of the ability to develop modes of inquiry suitable to the field’s complexities. Combining rigorous methodological, conceptual, and practical interdisciplinary experiences, the program is designed for those interested in shaping the policy agenda for young children and their families. It is predicated on the principle that undergirding all policy work, candidates must have thorough understandings of both substantive content (early childhood practices, pedagogy, and theory) and research skills. While the focus of this program is on U.S. early childhood policy, there will be opportunity for international and comparative work. The Department of Curriculum and Teaching offers a doctoral concentration in Early Childhood Special Education. This concentration prepares students for careers related to leadership and advocacy in the field, research and scholarship, and higher education and teacher preparation programs. Core courses emphasize theory and foundations in general and special early childhood education and research methods and training. Seminars and advanced practica focus on special topics in the field. Opportunities for involvement in faculty-sponsored research and professional development activities are an integral part of the program concentration.

Degree Requirements: Master of Arts

Course requirements for M.A. students seeking initial certification as early childhood teachers (birth–8 years): Core Courses: (16–17 points): • C&T 4080 Risk and resilience in early development: Birth–8 years (2–3) • C&T 4112z Integrated curriculum in early childhood (6) • C&T 4308 Field experiences in early childhood/special education (3) • C&T 4708a Observation and student teaching in early childhood/special education (3) • C&T 4708b Observation and student teaching in early childhood/special education (2) Methods Courses (12 points): • C&T 4131 Language and literacy in the early childhood curriculum (3) • C&T 4132 Reading and writing in the primary classroom (or equivalent) (3) • HBSS 4116 Health education for teachers (1) • HUDK 4027 Development of mathematical thinking (3) Foundation courses (11–13 points): • A&HH 4070 History of education in the U.S. (or equivalent) (2) • C&T 4001 Teaching students with dis/Abilities in inclusive classrooms (2) • C&T 4114 Multicultural approaches to early childhood education (2–3) • C&T 4122 Working with parents (2) • C&T 5118 Infant and toddler development and practice (3–4) Culminating Project (0 points): Students complete an integrated portfolio over the course of the program reflecting their personal growth as an early childhood teacher. 181

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Course requirements for M.A. students seeking initial certification as teachers of students with disabilities in early childhood (birth–8 years): Core Courses: (19–20 points): • C&T 4080 Risk and resilience in early development: Birth–8 years (2–3) • C&T 4112z Integrated curriculum in early childhood (6) • C&T 4302 Supervised practicum in the assessment of young children with exceptionalities (3) • C&T 4308 Field experiences in early childhood/special education (3) • C&T 4708 Observation and student teaching in early childhood/special education (3) (Must be taken before other C&T 4708 course.) • C&T 4708 Observation and student teaching in early childhood/special education (2) (Must be taken after other C&T 4708 course.) Methods Courses (14 points): • C&T 4131 Language and literacy in the early childhood curriculum (3) • C&T 4132 Reading and writing in the primary classroom (or equivalent) (3) • HBSK 4085 Classroom management (2) • HBSS 4116 Health education for teachers (1) • HUDK 4027 Development of mathematical thinking (3) Foundation Courses (7 points): • C&T 4001 Teaching students with dis/Abilities in inclusive classrooms (2) • C&T 4083 Working with families of young children with disabilities (2) • C&T 5118 Infant and toddler development and practice (3–4)

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Culminating Project (0 points): Students complete an integrated portfolio over the course of the program reflecting their personal growth as an early childhood teacher. Dual Certification Program in Early Childhood/Early Childhood Special Education Course requirements for M.A. students seeking initial dual certification as both early childhood teachers and teachers of students with disabilities in early childhood (birth–8 years): Core Courses (21–23 points): • C&T 4080 Risk and resilience in early development: Birth – 8 years (2–3) • C&T 4112z Integrated curriculum in early childhood (6) • C&T 4302 Supervised practicum in the assessment of young children with exceptionalities (3) • C&T 4308 Pre-service student teaching practicum in early childhood/special education (3) • C&T 4708 Observation and student teaching in early childhood/special education (3) (Must be taken before other C&T 4708 course.) • C&T 4708 Observation and student teaching in early childhood/special education (2) (Must be taken after other C&T 4708 course.) • C&T 5308 Advanced practicum in early childhood (or C&T 5321) (2–3) Methods Courses (14 points): • C&T 4131 Language and literacy in the early childhood curriculum (3) • C&T 4132 Reading and writing in the primary classroom (or equivalent) (3) • HBSK 4085 Classroom management (2) • HBSS 4116 Health education for teachers (1) • HUDK 4027 Development of mathematical thinking (3)

Foundation Courses (11–13 points): • A&HH 4070 History of education in the U.S. (or equivalent) (2) • C&T 4001 Teaching students with dis/Abilities in inclusive classrooms (2) • C&T 4083 Working with families of young children with disabilities (or C&T 4122) (2) • C&T 4114 Multicultural approaches to early childhood education (2–3) • C&T 5118 Infant and toddler development and practice (3–4) Culminating Project (0 points): Students complete an integrated portfolio over the course of the program reflecting their personal growth as an early childhood teacher. Master of Education (Early Childhood Education Specialization)

The basic curriculum for Ed.M. students includes: Core Courses: • C&T 4002 Curriculum theory and history (3) • C&T 4004 School change (3) • C&T 4005 Principles of teaching and learning (3) • C&T 5513 Seminar in early childhood education (3) • C&T 5514 Seminar in early childhood education (3) or C&T 5036 Child and family policy (2–3) (See the Department website for further information.)

Electives: Beyond the core courses, students’ programs are individually planned with their advisors, based on their professional goals and interests.

Master of Education (Early Childhood Education Policy Concentration)

The basic curriculum for the Early Childhood Education Policy Concentration includes: Course requirements for the degree fall into three course categories, totaling 45 credits that must be taken at Teachers College. First, a set of courses in Curriculum and Teaching will provide the foundation for early childhood pedagogy and practice (15 credits). Second, courses in Human Development will provide analytic policy training and focus (15 credits). A third set of course options (15 credits) is selected in consultation with an advisor. Departmental Requirements: • C&T 4005 Principles of teaching and learning (3) • C&T 4113 Early childhood methods and programs (3) • C&T 4121 Early childhood teaching strategies within a social context (3) • C&T 5513 Seminar in early childhood education (3), or C&T 5514 Seminar in early childhood education (3) • C&T 6502 Studies in curriculum and teaching: Contemporary issues in early childhood social policy (3) Policy Concentration Requirements: • HUDF 4000 Education and public policy (3) • HUDF 5645 Policy seminar (3) • HUDF 5646 Policy seminar (3) • HUDM 4122 Probability and statistical inference (3) or • C&T 5502 Introduction to qualitative research in curriculum and teaching (3) • C&T 6408 Advanced internship (3)

D E PA R T M E N T O F CURRICULUM AND TEACHING Electives: Beyond the core courses, students’ programs are individually planned with their advisors, based on their professional goals and interests. Course requirements for Ed.M. students in Early Childhood Special Education include: 30 points in Special Education and/or Early Childhood Education, 12 points in related social science courses (e.g., child development, speech and language development, neurophysiology, etc.), 10–12 points in research and technology, and 6–8 points in practicum experience. 30 points may be transferred in from other programs. The exact course of study is designed by students in collaboration with their program advisors. Doctor of Education (Early Childhood Education/Early Childhood Education Specialization)

The basic curriculum for Ed.D. students includes: Core Courses: • C&T 5000, Theory and inquiry in curriculum and teaching (6 points each semester, fall and spring, of the first year) Research Requirements: • HUDM 4122 Probability and statistical inference (3) • HUDM 5122 Applied regression analysis (3) • C&T 7500 Dissertation seminar in curriculum and teaching (1–3) • C&T 7501 Dissertation seminar in curriculum and teaching (1–3) • Plus one additional course in research methods (2–3) Other courses are selected in consultation with an advisor. (See Department web site for further information.)

Doctor of Education (Early Childhood Education Policy Concentration)

The basic curriculum for Early Childhood Education Policy concentration includes: Course requirements for the degree include 90 credit hours. Of these, 12 are required as a part of the departmental core, 15 are required as a part of the research core, and 12 are required as a part of the early childhood policy concentration core, totaling 39 credits. The remaining 51 credits are selected in consultation with an advisor. Required Departmental Core: • C&T 5000 Theory and inquiry in curriculum and teaching (6 points each semester, fall and spring, of the first year) Required Research Core: • HUDM 4122 Probability and statistical inference (3) • HUDM 5122 Applied regression analysis (3) • C&T 5502 Introduction to qualitative research in curriculum and teaching (3) or • HUDF 5645 Policy seminar (3) • C&T 7500 Dissertation seminar (1–3) • C&T 7501 Dissertation seminar (1–3) Required Early Childhood Policy Concentration: • C&T 5513 Seminar in early childhood education (3), or C&T 5514 Seminar in early childhood education (3) • C&T 6502 Studies in curriculum and teaching: Contemporary issues in early childhood social policy (3) • HUDF 4000 Education and public policy (3) • HUDF 5430 Internship (3) Other courses are selected in consultation with an advisor.

Elementary/Childhood Education (Preservice) (Code: TYP) Program Director: Professor Goodwin Degree Offered: Master of Arts (M.A.) Special Application Requirements/Information: Applicants who wish to enroll in the Summer or Fall semester should make every effort to meet the January 15 priority deadline. Applications received by April 15 will be considered if space is available. Those who complete their applications after the priority deadline may not have the opportunity to begin student teaching in their first year, even if admitted. Applicants who wish to enroll in the Spring semester must submit their applications no later than the November 1 priority deadline. Program Description: This is a 40-point M.A. preservice program for applicants with little or no teaching experience or preparation who are seeking certification at the elementary level, grades 1–6. An extension for the Middle School level is possible. Students can qualify for the extension in gifted education as well as certification for grades 1–6 by enrolling in the 40-credit gifted-education extension program (see following pages). The M.A. preservice program includes a professional studentteaching sequence from September through May. Students may complete the program on a full-time or parttime basis; students have the option to complete an accelerated program (an academic year plus preceding and following summer sessions) or to extend their program over 2–5 years.

Students planning to student teach are required to file a Declaration of Intention to Student Teach (available from the Program Office) by May 15 prior to the Fall term in which they plan to begin student teaching. A non-refundable deposit of $150.00, which is later released into the student’s account upon registration for student teaching that Fall, is also required by May 15. Some courses may be taken before beginning the professional sequence. New York State and the Preservice Program require that degree/teacher certification candidates complete a distribution of liberal arts course work at either the graduate or undergraduate levels. This includes a minimum of 6 credits in each of the following domains: English, mathematics, social science, science, and two term length courses in a language other than English (proven proficiency may substitute for course work in language). In addition, those seeking New York State certification must demonstrate knowledge of technology and experience in the arts. This requirement can be satisfied by: 1. transcript review of course work taken prior to entering Teachers College; 2. elective course work taken at Teachers College either as a part of or in addition to the 40 points required for the degree; 3. graduate or undergraduate course work taken elsewhere, in consultation with faculty, while completing the Teachers College degree; these would be in addition to Preservice Program degree requirements; 4. successful completion of the College Level Examination Program (CLEP) test can be substituted for course work in a second language, or in each of the liberal arts subjects. 183

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Please note that for New York City licenses and for states other than New York, requirements for certification may be different. It is up to the student to be aware of any additional provisions. Contact the Department of Education of New York City and applicable State Education Departments for current licensing requirements. Degree Requirements: The basic curriculum for M.A. Elementary Preservice students includes: • the Preservice Core, which includes such topics as teaching methods, teaching in urban and culturally diverse settings, curriculum development, alternative models of teaching, social studies curriculum, and classroom management and organization (designated C&T 4123, C&T 4334/5/6 and C&T 4726 in the Fall; C&T 4124, C&T 4143, C&T 4501, C&T 4726 in the Spring). Students complete the Preservice Core concurrently with the student teaching semesters. In addition to the Preservice Core, which accounts for approximately half of the 40 points required, the following courses are required for certification and the master’s degree: • one course in Child Development (2–3)*, such as C&T 4080 Risk and resilience in early development: Birth–8 years • one course in Educational Foundations (2–3)*, philosophical, historical, sociological etc. • two courses in Methods of teaching reading (3 points each): C&T 4132 and C&T 4133, to be taken in conjunction with student teaching. • one course in Methods of Teaching Math (3): MSTC 5010 Mathematics in the elementary school

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• one course in Methods of Teaching Science (3): MSTC 4040 Science in childhood education and MSTC 4140 Laboratory methods and experiences for elementary school teachers • one course in Special Education Methods (2–3) • course work in Health Education Methods * Appropriate undergraduate courses may be substituted for these requirements; please consult with Preservice faculty.

Gifted Education (Code: TEI) Program Coordinator: Professor Borland Degrees Offered: Master of Arts (M.A.), Doctor of Education (Ed.D.), available through Curriculum and Teaching (Code: TYZ) Admission to programs leading to the M.A. degree is determined on the basis of academic ability as evidenced by success in prior academic work and/or other measures of academic aptitude and demonstrable potential for excellence in teaching or development activities in education. The Graduate Record Examination (GRE) or Miller Analogies Test is not required for admission to the M.A. programs. The Department of Curriculum and Teaching evaluates M.A. applications three times per year. The deadline for spring admission is November 1st. The priority deadline for fall admissions is January 15th, and the final deadline applications is April 15th. Admission to programs leading to the Ed.D. degree is determined on the basis of academic ability as evidenced by success in prior academic work and/or other measures of academic aptitude; demonstrable poten-

tial for research, field inquiry, or development activities in education; and three years of successful teaching or equivalent experience. All applicants are required to submit Graduate Record Examination (GRE) or Miller Analogies Test scores that are no more than five years old, and are required to submit a writing sample. The Department of Curriculum and Teaching evaluates Ed.D. applications twice per year. The priority deadline for completed applications is January 2nd. The final deadline for completed applications is April 1st. Applications that are received after April 1st, or which are incomplete after April 1st, will be evaluated in the following year.

Education or Elementary/ Childhood Education.

Program Description: The M.A. program in gifted education is designed primarily for teachers, both preservice teachers (individuals who have no background in the field of education but wish to become teachers) and in-service teachers (those who already hold teaching certificates).

Required Courses in Gifted Education: (12 points) • C&T 4021 Nature and Needs of Gifted Students (2) • C&T 4025 Educating the Young Gifted Child (2) • C&T 4702 Observation and Student Teaching: Gifted (3) • C&T 4822 Instructional Models in the Education of Gifted Students (1) • C&T 5024 Planning and Implementing Programs for Gifted Students (3) • C&T 5810 New Approaches To Identifying and Educating Gifted Students (1)

Preservice, or initial certification, students interested in gifted education should apply for admission to either the initial certification program in Early Childhood Education with the gifted education extension (for teaching students birth through grade 2) or the program in Elementary/ Childhood Education with the gifted education extension (for teaching children grade 1 through grade 6). Students who complete these programs will be initially certified to teach on the early childhood or elementary level and will also earn the extension in gifted education. They will take coursework in gifted education and complete student teaching assignments in gifted education classrooms as well as meeting the requirements for the degree in Early Childhood

The Ed.D. degree is a concentration within the general Curriculum and Teaching Ed.D. program. Students enrolled for this degree meet the departmental doctoral core requirements, complete coursework in gifted education, and undertake dissertation research on a problem related to gifted students. Degree Requirements: Master of Arts

Preservice or Initial Certification Program—Master of Arts with Teaching Certification in Early Childhood Education (43 points)

Other Required Courses: (31 points) • A&HH 4070 History of Education in the U.S. (2) • C&T 4001 Teaching Students with dis/Abilities in Inclusive Classrooms (2) • C&T 4080 Risk and Resilience in Early Development (2) • C&T 4112 Integrated Curriculum in Early Childhood (6) • C&T 4122 Issues in Parenthood and Education (2) • C&T 4131 Language and Literacy in the Early Childhood Curriculum (3)

D E PA R T M E N T O F CURRICULUM AND TEACHING • C&T 4132 Reading and Writing in the Primary Classroom (3) • C&T 4308 Field Experiences (1) • C&T 5114 Multicultural Approaches to Early Childhood Education (2) • C&T 4708 Student Teaching (3) • HBSS 4116 Health Education (1) • HUDK 4027 The Development of Mathematical Thinking (2) Special Project (0 points): • Culminating project (0) Preservice or Initial Certification Program—Master of Arts with Teaching Certification in Childhood Education (42 points) Required Courses in Gifted Education: (13 points): • C&T 4021 Nature and Needs of Gifted Students(2) • C&T 4023 Differentiated Curriculum in the Education of Gifted Students (3) • C&T 4702 Observation and Student Teaching: Gifted (3) • C&T 4822 Instructional Models in the Education of Gifted Students (0–2) • C&T 5024 Planning and Implementing Programs for Gifted Students (3) • C&T 5810 New Approaches To Identifying and Educating Gifted Students (0–2) Other Required Courses (29 points): • C&T 4001 Teaching Students with dis/Abilities in Inclusive Classrooms (3) • C&T 4080 Risk and Resilience in Early Development (2) or HUDK 4022 Developmental Psychology: Childhood (2) • C&T 4123 Preservice Core (3) • C&T 4132 Reading Methods (3)

• C&T 4133 Reading Methods (3) • C&T 4143 Social Studies (1) • C&T 4501 Teaching and Learning in a Multicultural Classroom (1) • C&T 4726 Student Teaching (4) • MSTC 4040 Science Methods (lecture) (2) • MSTC 4140 Science Methods (lab) (1) • MSTM 5010 Mathematics Methods (3) • Course in Foundations of Education chosen with advisor (3) Special Project (0 points): • Culminating project (0) In-service, or Professional Certification, Program (32 points) Required Courses in Gifted Education: (13–15 points) • C&T 4021 Nature and Needs of Gifted Students (2–3) • C&T 4023 Differentiated Curriculum for Gifted Students (2–3) • C&T 4702 Observation and Student Teaching: Gifted (3) or • C&T 5302 Advanced Practicum: Gifted (3) • C&T 5023 Exceptionality and Intelligence: Theoretical Approaches (2–3) • C&T 5024 Planning and Implementing Programs for Gifted Students (3) and either Elective Courses in Gifted Education (5–7 points): • C&T 4025 Educating the Young Gifted Child (2–3) • C&T 4822 Instructional Models in the Education of Gifted Students (1–2) • C&T 5810 New Approaches to Identifying and Educating Gifted Students (1–2) Elective Courses (12 points): • Elective courses chosen with the advisor (12 total) Special Project (0 points): • Culminating project (0)

Doctor of Education

The basic curriculum for Ed.D. students includes: Core Courses: • C&T 5000 Theory and inquiry in curriculum and Teaching (6 points each semester, fall and spring, of the first year) Research Requirements: • C&T 7500 Dissertation seminar in curriculum and teaching (1–3) • C&T 7501 Dissertation seminar in curriculum and teaching (1–3) • HUDM 4122 Probability and statistical inference (3) • HUDM 5122 Applied regression analysis (3) • Plus one additional course in research methods (2–3) • Other courses are selected in consultation with an advisor. Curriculum and Teaching Requirements: • 9 points of course work in the Department of Curriculum and Teaching Giftedness Requirements: • 27 points of course work in courses in gifted education, including 9 to 12 points in C&T 6506 Advanced Seminar: Giftedness Elective courses: • 27 points of course work determined by the student and his or her adviser.

Teaching Students with dis/Abilities: Learning dis/Abilities (Code: TEN) Program Coordinator: Professor Reid Degrees Offered: Master of Arts (M.A.) Doctor of Education (Ed.D.), available through Curriculum and Teaching (Code: TYZ)

Special Application Requirements/Information: This program is for students who already have or who want to take simultaneously a teaching certificate in some field within general education—at elementary, middle school, or high school levels. Applications are accepted throughout the year for the M.A. program, but only at specified times for the dual certification program in Childhood Education and Teaching Students with dis/Abilities: Learning dis/Abilities (see separate listing). A student in either the Master of Arts program or the dual certificate Ed.M. program will qualify for New York State professional teaching certification when the degree program has been completed. These are new programs designed to meet State regulations that go into effect after February 1, 2004. Consequently, there may be some necessary changes in course content and scheduling as we put the new programs into place. Please check with Ms. Hercus-Rowe throughout the academic year. For the 2003–2004 academic year, the Department of Curriculum and Teaching will not offer programs leading to Teaching of Students with dis/Abilities: Learning dis/Abilities certification to a student who does not have or is not concurrently earning a general education teaching certificate as well. We are submitting a proposal to offer a professional certification program for students who already hold a teaching certificate in Special Education (with or without general education certification) in dis/Ability Studies in Education. This program will begin on July 1, 2004, pending approval by the New York State Department of Education.

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Admission to programs leading to the Ed.D. degree is determined on the basis of academic ability as evidenced by success in prior academic work and/or other measures of academic aptitude; demonstrable potential for research, field inquiry, or development activities in education; and three years of successful teaching or equivalent experience. All applicants are required to submit Graduate Record Examination (GRE) or Miller Analogies Test scores that are no more than five years old, and are required to submit a writing sample. The Department of Curriculum and Teaching evaluates Ed.D. applications twice per year. The priority deadline for completed applications is January 2nd. The final deadline for completed applications is April 1st. Applications which are received after April 1st or which are incomplete after April 1st will be evaluated in the following year. Program Description: Master of Arts

*This program will start as of July 1, 2004 pending approval by the New York State Department of Education* The proposed Masters of Arts in dis/Ability Studies in Education (DSE) at Teachers College, Columbia University, is a 32credit minimum Masters of Arts program for people who already hold a special education teaching certificate and who, therefore, have already met the professional standards for Teachers of Students with dis/Abilities set by the Council for Exceptional Children. These are special education teachers who wish to obtain a professional teaching certificate.

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Our goal is to prepare students in the emerging interdisciplinary field of scholarship described by the DSE special interest group of the American Association for Educational Research as critically examining issues related to the dynamic interplays between dis/Ability and various aspects of culture and society with specific attention to education. The program–uniting critical inquiry and political advocacy with a sociocultural, rather than medicalized, view of dis/Ability–focuses on scholarly approaches that center dis/Ability from an integrative, post-positivist approach to the social sciences, humanities, arts, and education. In this program, the faculty will promote the infusion of analyses and interpretations of dis/Ability throughout all forms of educational research and teacher education. Doctor of Education

The Ed.D. degree is a concentration within the general Curriculum and Teaching Ed.D. program. Students enrolled for this degree meet the departmental doctoral core requirements, complete course work in learning dis/Abilities, and undertake dissertation research on a problem related to learning dis/Abilities. Degree Requirements: Master of Arts

The basic curriculum for M.A. students includes: • C&T 4000 dis/Abilities in context (2–3) • C&T 4310 dis/Ability studies in practice: Communitybased practicum seminar (4) • Research or concentration elective (Select course from list) (3) • C&T 4056 dis/Ability studies across the curriculum (3)

Spring Semester • C&T 4001 Differentiating instruction in inclusive classrooms (2–3) •C&T 4311 dis/Ability studies in practice: School-based practicum seminar (4) •Research or concentration elective (Select course from list) (3) • C&T 5905 Problems in special education: Learning dis/Abilities (3) • C&T 4056 dis/Ability studies across the curriculum (3) Summer Semester • Research or elective courses in area of concentration within Teachers College, Columbia University, Jewish Theological Seminary (9–12) (See concentration list.) The minimum total is 32 credits. Electives can be taken during fall and spring semesters if desired. In accordance with NCATE review, a performance based assessment program will be undertaken. Additionally, transcript review will be done for all students, after acceptance, to assess the student’s prior study and experience to make certain that s/he meets the new standards set by the State of New York. The 12 graduate credits that relate to instruction in literacy, mathematics, social studies, and science are C&T 4056 dis/Ability Studies across the Curriculum, C&T 4001 Teaching Students with dis/Abilities in General Education Classrooms, and C&T 5905 Seminar: Teaching Students with Learning dis/Abilities. Students must take all required courses, but may elect to take several of them for 2 or 3 credits, thereby enabling each individual student to determine the breadth or depth of study in a particular area. Elective courses may be chosen in consultation with an advisor. Selection is

influenced by factors such as previous academic background and career objectives. Doctor of Education

The basic curriculum for Ed.D. students taking a Learning dis/Abilities concentration includes: Core Courses: • C&T 5000 Theory and inquiry in curriculum and teaching (6 points each semester, fall and spring, of the first year) Research Requirements: • C&T 5502 Introduction to qualitative research in curriculum and teaching (2–3) • C&T 6507 Advanced seminar-learning dis/Abilities (12 points, variable topics, repeated four semesters) • C&T 7500 Dissertation seminar in curriculum and teaching (1–3) • C&T 7501 Dissertation seminar in curriculum and teaching (1–3, optional) • HUDM 4122 Probability and statistical inference (3) • HUDM 5122 Applied regression analysis (3) • One course in qualitative research methods (2–3) • An additional course in research methods specific to the dissertation (2–3) • Other courses in foundations of Learning dis/Abilities (12–15) selected in consultation with an advisor

D E PA R T M E N T O F CURRICULUM AND TEACHING

Dual-Certificate Preservice Program in Elementary/Childhood Education and Teaching Students with dis/Abilities with a Concentration in Learning Disabilities (Code: TYF) Program Coordinators: Professor Reid and Professor Goodwin Degree Offered: Master of Education (Ed.M.) Special Application Requirements/Information: Applicants who wish to enroll in the Summer or Fall semester should make every effort to meet the January 15 priority deadline. Applications received by April 1 will be considered if space is available. Those who complete their applications after the priority deadline may not have the opportunity to begin student teaching in their first year, even if admitted. Applicants who wish to enroll in the Spring semester must submit their applications no later than the November 1 priority deadline. Program Description: The dual certificate program is designed for students who hold no teaching certificates and who want to learn to teach all children. It is a two-year, fulltime program which includes three semesters of supervised teaching in three different settings: a general-education classroom in grades 1–3 or 4–6, an inclusive setting at the other level, and a second inclusive setting or a special-education setting, depending on the student’s preference.

Students will have opportunities to become expert in such areas as contingent and differentiated teaching, curriculum development, school change and reform initiatives, action research directed toward social justice issues, and will gain perspectives on teaching as complex intellectual activity. The overarching intention of the program is to assist educators who expect to exert leadership in their school settings and with their colleagues. The program is multifoundational, inquirybased, and centers dis/Ability rather than marginalizing it. As a consequence, the program promotes inclusive education. Note: To be certified by New York State, there are additional requirements including: * One Detection & Reporting of Child Abuse and Substance Abuse course, and one Violence Prevention course. (These may be taken for 0 credits online or in person. A copy of the Certificate of Completion or Certificate of Participation must be turned in to the registrar if you are seeking certification from New York State. For further information, please contact the Office of Field Support Services at (212) 678-3502.) Degree Requirements: The basic curriculum for Ed.M. students includes: Semester 1 C&T 4080 Normal and atypical development of young children (3) C&T 4123 Curriculum and instruction in elementary education (2) C&T 4132 Learning and teaching in the primary reading/writing classroom (3) C&T 4501 Teaching and learning in the multicultural classroom (1) C&T 4729 Professional laboratory experiences (including student teaching in elementary education) (4)

Semester 2 C&T 4001 Teaching students with dis/Abilities in inclusive classrooms (2–3) C&T 4124 Curriculum development in elementary education (2) C&T 4133 Learning and teaching in the intermediate reading/writing classroom (3) C&T 4143 Social studies in the elementary and middle school (1) C&T 4705A Student teaching: Inclusive setting (3) Semester 3 (Summer) A&HH 4070 History of Education (3) C&T 4853 Multisensory teaching of basic language skills for students labeled learning dis/Abled (2–3) MSTC 4040 Science in childhood education (3) MSTC 4140 Laboratory methods and experiences for elementary school teachers (1) MSTC 5010 Mathematics in the elementary school (3) Semester 4 C&T 4000 dis/Ability in contexts (2–3) C&T 4046 A multifoundational introduction to learning dis/Abilities (3) C&T 4047 Sociocultural approaches to teaching students labeled as learning dis/Abled (3) C&T 4705B Student teaching: Learning dis/Abilities (4) Semester 5 C&T 4301 Supervised practicum in educational assessment of exceptional children (2–3) C&T 5905 Seminar in special education: Learning dis/Abilities (2–3) C&T 6501 Studies in curriculum and teaching (2–3) HBSK 4072 Theory and techniques of reading assessment and intervention (3) HBSK 5373 Practicum in psycho-educational assessment of reading (3)

Courses: C&T 4000. dis/Ability in contexts (2–3) Professor Bejoian. Enrollment limited to 35 students. For students preparing to be both general and special-education teachers. Exploration of the historical, legal, cultural, and social/emotional experiences and representations of the characteristics of people across the full range of disabilities. The course focuses on life contexts, including education, family (caregiver), employment, and independent living as well as life-span transitions. It draws on a wide range of interdisciplinary scholarship and ways of knowing. Special fee: $25. C&T 4001. Teaching students with dis/Abilities in inclusive classrooms (2–3) Professors Connor and Keller. Enrollment limited to 35 students. For both students preparing to be both general and special-education teachers. This course is designed to foster collaborative, problem-solving relationships among general and special education teachers and student families in designing and modeling inclusive pedagogies and practices for diverse learners. It also overviews the classroom uses of assistive instructional technologies and other accommodations in a laboratory format. Special fee: $25. C&T 4002. Curriculum theory and history (3) Professor Lesko or Schoonmaker. The nature and design of educational activities: theory, research, and practice of curriculum design. C&T 4004. School change (3) Professor Knight or Dr. Southworth. Major themes include state of the field regarding school change, schools as social organizations, the individual in the organization, theories of change, and implementation strategies and processes. C&T 4005. Principles of teaching and learning (3) Faculty. Examination of the relationships among teaching, learning, and assessment; teaching as a profession; and schools as complex social organizations.

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C&T 4020. The environments of school (2–3) Faculty. Space, objects, and territoriality; school and classroom size; the environment as hidden curriculum; risk and stress in school; interrelationship of the cognitive, social and physical conditions and outcomes of schools and classrooms. C&T 4021. Nature and needs of gifted students (2–3) Dr. Wright. Psychological factors personal and social affecting identification and development of gifted children and youth: implications for education, counseling and guidance. C&T 4022. Instructional models in the education of gifted students (2–3) Professor Borland. A review and application of special instructional systems for educating the gifted. Special attention devoted to frameworks developed by Bloom, Gordon, Parnes, Renzulli, Stanley, Tannenbaum, and Taylor. Course also offered as summer workshop C&T 4822. C&T 4023. Differentiated curriculum for gifted students (2–3) Dr. Wright. This course examines the characteristics of appropriate and defensible curriculum for gifted children and youth. Particular emphasis is placed on instructional strategies, curriculum theories, flexible grouping techniques, and meeting the needs of gifted learning in the regular classroom. C&T 4025. Educating young potentially gifted children (2–3) Dr. Wright. Examination of theories and practices relevant to the education of the young (preschool through second grade) potentially gifted child with particular focus on talent development, differentiated curriculum, nontraditional identification techniques, at-risk children, and parent education. C&T 4029. Creativity: its nature and nurture (2–3) Faculty. An examination and critical appraisal of theories of creativity, test development to measure creativity, and methods designed to enhance the creativity of children and adults.

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C&T 4032. Gender, difference, and curriculum (3) Professor Lesko. This course offers a multifaceted, interdisciplinary introduction to thinking about school curricula, policies, and practices as gendered. Gender will not be considered in isolation but as interwoven and complicated with cultural, racial, religious, class, and sexual identities, among others. The course materials will move beyond the identification of the problems to examine various efforts to create gender-sensitive curricula and programs. Crosslisted with HUDF 4032. C&T 4046. Introduction to learning dis/Abilities (3) Professor Valle. This course is open to both general and special education teachers and surveys a range of models and theories that continue to shape out understandings of Learning dis/Abilities across life-span contexts and their social and legal ramifications, focusing most specifically on medical, cognitive/ information processing, and sociocultural frameworks. Special fee: $25.00. C&T 4047. Sociocultural approaches to teaching students labeled as learning dis/abled (3) Professor Reid. Planning and implementing sociocultural, multicultural, and inquiry-based procedures for teaching students with substantial academic difficulties and for monitoring that instruction in a range of school environments. Emphasis is on classroom discourse and includes both oral and written language instruction. Pre- or corequisite, C&T4046. Special fee $25.00. C&T 4051. Supervision for elementary and secondary schools (2–3) Professor Schoonmaker. Theory and practice of supervision in elementary and secondary schools. Emphasis is on the role of the supervisor in improvement of instruction and curriculum development. Students practice techniques for improving supervisory skills through role playing, case studies, and analysis of teaching. Attention given to creating programs for continuous professional growth of elementary and secondary school teachers, paraprofessionals, and leadership personnel.

C&T 4052. Designing curriculum and instruction (2–3) Professor Lesko or Oyler or Zumwalt. Application of models for designing curriculum and instruction. Students design curriculum in collaborative groups. C&T 4078. Curriculum and teaching in urban areas (2–3) Professor Knight. Analysis of social context and resources for curriculum and teaching in urban areas. C&T 4080. Risk and resilience in early development: Birth—8 years (2–3) Professor Recchia. A first course in early childhood special education for majors and non-majors. Development of infants and young children, birth through 8 years of age, with and without disabilities. Cross-categorical. C&T 4083. Working with families of young children with disabilities (2–3) Professor Recchia or faculty. Current and historical perspectives on parent involvement in the special education and rehabilitation of infants, children, and youth with disabilities. Emphasis on strategies and materials to facilitate a continuum of parent and family participation. Special fee: $10. C&T 4113. Early childhood methods and programs (3) Professor Genishi or Williams or Dr. Fennimore. Comparative study of traditional, current, and innovative program models designed for children from birth through 8 years of age. C&T 4114. Multicultural approaches to teaching young children (3) Professor Williams. Analysis of major curriculum models for learning in young children through use of culturally and environmentallyderived content. C&T 4117. Play: the roots of competence in young children (3) Faculty. The origins of play and related aspects of development with implications for practice.

C&T 4119. Issues and interdisciplinary methods for working with parents of young children (2–3) Dr. Hoffman. Issues such as separation, problematic behaviors, and assessment are examined in the development of interdisciplinary strategies for working with parents of normal, at risk, and handicapped young children. Sessions are taught by an interdisciplinary team of faculty and invited speakers from special education, clinical psychology, early childhood education, psychiatry, pediatrics, and social work. C&T 4121. Early childhood teaching strategies within a social context (2–3) Professor Genishi or Williams or faculty. Exploration of the teaching strategies used in early childhood education through analysis of the social contexts out of which they have arisen. Emphasis on assimilation and application of differing strategies through workshop format. C&T 4122. Issues in parenthood and education (2–3) Dr. Hoffman. Examination of relevant theory and research on parent development. Topics include transition to parenthood, pregnancy, parenting children of different ages, at-risk parents, parenting the special needs child, and single parenthood. Methods of working with different parent populations are addressed. C&T 4123. Curriculum and instruction in elementary education (2–3) Professors Genor, Goodwin, Oyler, and Staff. Permission required. An introduction to teaching, learning, and curriculum in elementary classrooms, including: learning processes, instructional planning, child observation and assessment, classroom management and environments, working in urban, diverse, and inclusive settings, and culture and community. The course emphasizes the relationship between theory and practice, and supports students in the development of self-analytic, reflective, and problem solving skills. Special fee: $100.

D E PA R T M E N T O F CURRICULUM AND TEACHING C&T 4124. Curriculum development in elementary education (2–3) Professors Genor, Goodwin, Oyler, and Staff. Permission required. Continuation and extension of C&T 4123, with an emphasis on curriculum theory, history, issues, standards, and the interrelationship of various instructional fields. Students work in teams to develop multi-grade/age curriculum in the social studies. C&T 4130. Current issues in elementary education (2–3) Professor Zumwalt or faculty. Required for all Elementary Education in-service majors and open to non-majors. A critical study of curriculum and instructional practices in American elementary schools. Curriculum trends in subject areas such as reading, social studies; trends and intended/unintended consequences of practices in areas such as management and discipline; teacher expectancy and accountability. Special attention will be paid to the role of educational leadership. C&T 4132. Learning and teaching in the primary reading/writing classroom (3) Professor Calkins, Kiefer, or Siegel. Permission required. Examines principles of literacy learning in young children and introduces theories, practices, and materials for teaching reading/writing in primary grades. C&T 4133. Learning and teaching in the intermediate reading/writing classroom (3) Professors Calkins, Kiefer, or Siegel. Permission required. Examines strategies for teaching, organizing and assessing reading and writing in intermediate grades. C&T 4136. Methods and materials for reading instruction (2–3) Professor Kiefer or Professor Siegel. A survey of approaches to reading instruction from kindergarten through middle school with a critical examination of modern methods, materials, trends, and issues.

C&T 4138. Teaching Literacy in the Early Years (3) Professor Calkins or Siegel. Current perspectives and methods for teaching reading and writing in K–6 classrooms. Emphasis on interrelationship of literacy learner, classroom environment, assessment practices, and teaching methods. C&T 4139. Literacy instruction in elementary classrooms (3) Professor Calkins or Siegel. Prerequisite: C&T 4138. Critical investigation of trends and issues in teaching reading and writing in K–6 classrooms. Emphasis on teacher and learner inquiries into literacy and literacy instruction. C&T 4140. Literature for younger children (2–3) Professor Kiefer. Critical study of literary trends and materials for children in pre-kindergarten, kindergarten, and early grades. Consideration of developmental issues and reader response theory relating to young children. C&T 4141. Literature for older children (2–3) Professor Kiefer. Interpretive and critical study of literature suitable for later elementary grades and junior high school. Consideration of promising practices in using literature in school groups. C&T 4143. Social studies in the elementary and middle school (2) Professors Genor, Goodwin, Oyler, and Staff. Permission required. Teaching, learning, and curriculum development in social studies including a critical examination of content and methodology, current practices and issues, state and professional standards. Materials fee: $20. C&T 4145. The education of youth and adolescents (2–3) Professor Knight. A comprehensive examination of adolescent development and learning as they relate to issues of curriculum, teaching, and learning.

C&T 4151. Teaching of writing (3) Professor Calkins. The course integrates theory and practice for teachers. Topics include writing development, research on writing, models for responding to and evaluating student writing, and classroom methods for teaching the writing process in elementary classrooms. C&T 4159. Teacher education programs (2–3) Faculty. Current developments in programs for the preparation and inservice development of teachers for elementary and secondary schools. C&T 4160. Supervision in preservice teacher education programs (2–3) Faculty. Theory and practice of supervision of student teachers. Designed especially for cooperating teachers, this course will help students develop supervisory skills through case studies, role playing, and analysis of teaching. Lab fee: $5. C&T 4161. The teacher: sociohistorical, cultural contexts of teaching (2–3) Professor Zumwalt or faculty. Exploration of dilemmas facing a teacher through analysis of historical studies, teacher autobiographies, proposals for change and personal reflection. Focus questions are: What is a good teacher? What is a professional teacher? Perequisite: P-12 teaching experience. C&T 4200. Fieldwork in curriculum and teaching (1–4) Faculty. Permission required. Majors work under guidance. Students should have had previous course work with their supervising staff member and should select a problem relating to this work. C&T 4301. Formal assessment of exceptional students. (2–3) Faculty. Permission required. Prerequisite: C&T 4004. Participation in educational assessment of referred children. Analysis of observational and standardized test data; formulation of educational

enrichments, accommodations, and modifications. Conducted in the Center for Educational and Psychological Services or in appropriate community facilities. Course meets double sessions. Prerequisite: C&T4047. Lab fee: $150. C&T 4302. Supervised practicum in the educational assessment of young children with exceptionalities (2–3) Professor Recchia and Faculty. Permission required. Participation in educational assessment of young children with exceptionalities. Analysis of observational and test data; formulation of educational interventions. Lab fee: $150. C&T 4308. Field experiences in early childhood/early childhood special education (3) Professor Recchia. This course is a practicum for students in the Early Childhood initial certification programs that serves as a prerequisite for student teaching. Students will work on and off campus to develop competencies in such skills as C.P.R., program planning, and working effectively with children and families. Special fee: $50. C&T 4334-C&T 4336. Models of teaching: practicum Professor Sabatini and Staff. Permission required. Class meets for eight sessions; specific dates posted each semester. A laboratory course for developing teaching skills and strategies based on contemporary models (group process, cooperative learning, synectics, role play, concept development). Application of the models to field problems in teaching and curriculum design. C&T 4334. Group process strategies (1) C&T 4335. Cooperative learning (1) C&T 4336. Synectics and role playing (1) C&T 4501. Teaching and learning in the multicultural classroom (1) Dr. Langer de Ramirez. Open to preservice and inservice students in all subject departments. Class meets for seven sessions (consult department secretary or instructor for dates). Student diversity (characterized by gender, race, ethnicity, language, special needs, and sexual orientation) is examined in relation 189

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to decisions about teaching methodology, curriculum, instructional materials, student grouping, home-school-community relationships, and teachers’ professional growth and development. C&T 4502. Master’s project (1) Professors Lesko, Kiefer, Siegel or Faculty. Permission required. Required for TYZ Master’s students. Students work to develop proposals to initiate required Master’s action research project. C&T 4503. Problems: Curriculum and teaching—Independent study (1–3) Faculty. Permission required. Majors work individually or in small groups with a staff member. Students should have had previous course work with their supervising staff member and should select a problem relating to this work. C&T 4615. Young children and social policy: Issues and problems (2–3) Dr. Fennimore. Overview of social policy towards young children as it affects classroom practice and professional goals. Situations such as child abuse, divorce and custody, student classification, and foster care are examined. C&T 4702. Student teachinggiftedness (3) Dr. Wright. Observation and student teaching. Permission Required. Course requires 3–5 days a week for participation in community, school, and agency programs and a weekly seminar on campus. C&T 4705. Student teaching or practicum—learning dis/Abilities (4 points each semester, for two semesters) Professors Valle and Volpitta. School-based fieldwork and student teaching/practicum. Permission Required. Course requires participation in community, school, and agency programs and a weekly seminar on campus. At least, one semester is to be in inclusive education.

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C&T 4708. Student teachinginfancy and early childhood (3) Professor Recchia and Faculty. Observation and student teaching. Permission required. Course requires 3–5 days a week for participation in community, school, and agency programs and a weekly seminar on campus. C&T 4726z. Professional laboratory experiences/ student teaching (year-long) in elementary education (4–6) Professors Genor, Goodwin, Oyler, Sabatini and Staff. Permission required. Students must begin in the Fall term. Students engage in an intensive field placement under the sponsorship of a classroom teacher with supervision shared by the cooperating teacher and Teachers College staff members. The experience begins with a threeweek practicum period, followed by a ten-week student teaching experience; students spend a minimum of 3 1/2 days in the classroom each week. Assignments to classrooms provide an emphasis on education for both younger and older children in a range of settings, including opportunities in the College’s Professional Development Schools. Offered in conjunction with C&T 4123 and C&T 4124. Students applying to student teach must file a Declaration of Intention to Student Teach by May 15 prior to the Fall term. C&T 4729. Professional laboratory experiences/ student teaching (semester-long) in elementary education (4–6) Professors Genor, Goodwin, Oyler, Sabatini and Staff. Permission required. Students engage in an intensive field placement under the sponsorship of a classroom teacher with supervision shared by the cooperating teacher and Teachers College staff members. The experience begins with a three-week practicum period, followed by a ten-week student teaching experience; students spend a minimum of 3 1/2 days in the classroom each week. Assignments to classrooms provide an emphasis on education for both younger and older children in a range of settings, including opportunities in the College’s

professional development schools. Students applying to student teach must file a Declaration of Intention to Student Teach by May 15 prior to the Fall term. C&T 4731. Professional laboratory experiences (including student teaching) in elementary education (4) Professor Goodwin. Permission required. Given in conjunction with C&T 4123 or C&T 4124. Laboratory experience designed for certified teachers if space is available. (See C&T 4726z description). Students registering to begin student teaching must file a Declaration of Intention to student teach by May 15 prior to the Fall term. C&T 4899. Federal Policy Institute (3) Professor Kagan. The Federal Policy Institute (FPI) is designed to give students a first-hand opportunity to meet with key policy leaders around the most crucial, contemporary policy issues. Key themes will include: the enduring values of American education and how they shape current policy; current issues in national educational reform; and the role of the federal government in shaping educational policy. Cross-listed with HUDF 4899. C&T 4900. Research and independent study: Curriculum and teaching (1–8) Faculty. Master’s degree students undertake research and independent study under the direction of a faculty member. C&T 5000. Theory and inquiry in curriculum and teaching (6 points each semester, fall and spring). Faculty. Required of and limited to first-year Ed.D. students in the Department of Curriculum and Teaching; must be taken in both the fall and spring semesters. Introduction to and exploration of important problems and issues in curriculum and teaching, methods of formulating questions, and modes of inquiry appropriate to doctoral-level research.

C&T 5006. Readiness for school: pedagogical and political issues (3) Professor Kagan. Course examines different conceptions of school readiness, focusing on challenges faced by practitioners and policy makers. Participants will examine different approaches to the implementation and assessment of readiness. C&T 5023. Exceptionality and intelligence: theoretical approaches (2–3) Professor Borland. Theories of cognition as they relate to the issues of intelligence and creativity presented as a basis for conceiving of students as exceptional and for differentiating their curriculum. C&T 5024. Planning and implementing programs for gifted students (3) Professor Borland. Examination of factors affecting planning and implementation of programs for the gifted, components of gifted programs, and systems approach to program planning. Students develop written program plans for specific settings. C&T 5036. Child and family policy (2–3) Professor Brooks-Gunn or Kagan. Course provides a foundation of knowledge concerning the role of child and family perspectives in informing public policy. C&T 5037. Literacy, culture and the teaching of reading (3) Professor Siegel. Prerequisite: C&T 4136, or an equivalent course in the teaching of reading. Examines current practices of reading instruction in light of theory and research on literacy as a social, cultural and political practice. C&T 5042. Special topics in children’s literature (3) Professor Kiefer. Study of specific genres or curriculum issues in children’s literature. Topics are announced in preliminary and final course schedules distributed each semester. Registration not limited to one term.

D E PA R T M E N T O F CURRICULUM AND TEACHING C&T 5053. Staff development processes and procedures (3) Faculty. Concepts and practices related to staff development, inservice education, and organizational improvement. Attention given to applications of staff development using institutional cooperation, organizational dynamics, and research on teacher training. Designed for principals, supervisors, curriculum directors, and others concerned with staff and program development to deal with change in their own institutional contexts. C&T 5074. Curriculum and teaching policy (3) Professor Sobol. Prerequisite: C&T 4004. Examination of the theoretical and political bases of curriculum and teaching policies and their influences on school organizations and teaching practices. Explores the policy-making process from policy design through implementation. C&T 5112. Issues in child care and education: infancy through school age (2–3) Dr. Farber. An examination of such issues as inclusion, equity, effects of welfare reform, training needs, and the role of transdisciplinary supports within the context of recent demographic, social, political, and economic changes in our society. Public and private sector responses to newly emerging issues, the dilemmas posed, and recommended solutions. Evaluations of the adequacy of the responses to the demand for child care, and the nature, characteristic, and quality of the supply. Invited speakers present perspectives from education, health and mental health, government, business, the community, advocacy, and communication. C&T 5114. Development of multicultural curriculum for the early years (2–3) Professor Williams. Exploration of dynamics of curriculum development for young children from 3 through 8 years of age. Participants will design a curriculum using principles of curriculum construction and a multicultural, inclusive philosophy. Prerequisite: C&T 4114 or equivalent.

C&T 5118. Infant and toddler development and practice (2–8) Professor Recchia. Permission required. Theory is related to practice and research with infants, toddlers and families. Students participate in classroom practice and meet for weekly seminar onsite at the Rita Gold Early Childhood Center. Enrollment is for 1 or 2 semesters. C&T 5302. Advanced practicum-giftedness (1–6) Professor Borland and Dr. Wright. Permission required. Guided experiences for advanced students in Giftedness. Supervised group field visits. Preservice internships arranged. Students submit reports analyzing experiences. C&T 5305. Advanced practicum-learning dis/Abilities (1–6) Faculty. Permission required. Guided experiences for advanced students in Learning dis/Abilities. Supervised group field visits. Preservice internships arranged. Students submit reports analyzing experiences. C&T 5308. Advanced practicum-infancy and early childhood (1–6) Professor Recchia. Permission required. Guided experiences for advanced students in Early Childhood/Special Education. Preservice internships arranged. Students submit reports analyzing experiences. C&T 5321. Practicum in early childhood education: curriculum development, observation, and assessment in early childhood (3–4) Professor Genishi or Williams. Permission required. Supervised in-service competency-based field experiences in early childhood settings. Emphasis on emerging issues and refinement of practice. C&T 5323. Supervision and the organization of programs for families with young children (3) Faculty. Prerequisites: C&T 5118. Assessment procedures, supervision, and social policy are related to the development and administration of programs for families with infants and toddlers.

C&T 5500. Development of the curriculum field (2–3) Professor Schoonmaker. Permission required. Critical analysis of current and historical developments in the theory and practice of curriculum making. C&T 5502. Introduction to qualitative research in curriculum and teaching (2–3) Professors Genishi, Kagan, or Siegel. Introductory seminar on methods in qualitative research, with focus on case studies in classrooms and schools. C&T 5513-C&T 5514. Seminar in early childhood education (3) Professor Genishi, Recchia, or Williams. Required of all secondyear doctoral students in early childhood education and early childhood special education and open to other post-Master’s students with permission. Examination of underlying issues and currents in early childhood education, with formulation of initial research plans. C&T 5515. Infancy research seminar (1–6) Professor Recchia. Permission required. Research in infant development is facilitated and coordinated through training in a variety of research methods and a seminar. C&T 5902. Independent studygiftedness (1–4) Professor Borland. Permission required. Qualified students work under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required. C&T 5905. Seminar in teaching students with dis/Abilities: learning dis/Abilities (2–3) Professor Reid. Permission required. Students work in small groups under guidance on practical problems related to teacher-asscholar practitioner, teacher-asclassroom researcher, and teacheras-change agent. Emphasis on ethical practices for diverse learners. Special fee: $25.00.

C&T 5908. Independent studyinfancy and early childhood (1–4) Professor Recchia. Permission required. Qualified students work under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required. C&T 6200-C&T 6201. Field study in designing curriculum and instruction (2–8) Faculty. Permission required. Field experiences in relation to designing, conducting, and evaluating programs in curriculum and instruction. C&T 6259-C&T 6260. Fieldwork in preservice teacher education (1–4) C&T 6400. Internship program in curriculum research (2–4) Faculty. Permission required. Firsthand experience in a center where curriculum research is in progress. C&T 6405. Advanced internship-learning dis/Abilities (1–6) Professor Reid. Permission required. Post-master’s level. Intensive in-service internship designed to meet individual student’s needs. Students submit reports analyzing experiences. C&T 6408. Advanced internship-infancy and early childhood (1–6) Professor Kagan or Recchia. Permission required. Post-master’s level. Intensive inservice internship at agency chosen to meet individual student’s needs. Students submit reports analyzing experiences. C&T 6452-C&T 6453. Internship program in supervision and curriculum improvement Professors Sabatini, Schoonmaker, and Staff. Permission required. Prerequisite: C&T 4160 or C&T 4051. Work with curriculum leaders in an ongoing program. Fieldwork involves school system problems and leadership processes. C&T 6452. In-service (2–4) C&T 6453. Pre-service (2–4) C&T 6501-C&T 6502. Studies in curriculum and teaching (2–3)

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TEACHING

Faculty. Permission required. Integrating seminar provides an opportunity for students to discuss issues and questions fundamental to the field of curriculum and teaching.

with a specialization in reading or related area who have completed a recent methods course in reading. In-depth study and discussion of trends and issues in reading development and instruction.

C&T 6503-C&T 6504. Seminar in field research (2) Faculty. Permission required. Corequisite: C&T 6200-C&T 6201. Collect and organize data and report field study findings. Abstract generalizations or limited theories as guides to practice and further research.

C&T 6533. Advanced study of children’s literature (3) Professor Kiefer. Permission required. Issues and problems relating to the formulation of knowledge about children’s literature.

C&T 6505. Spencer Seminar (3) Faculty. This seminar is designed to prepare doctoral students to conduct collaborative school-based inquiry focused on educational practice in elementary, middle, and high schools. Special attention is given to issues of school-university collaboration, context-sensitive research methodologies, urban educational improvement, and the relation of research to development in school settings. Participation in field research and development is required. C&T 6506. Advanced seminargiftedness (3) Professor Borland. For doctoral students in Giftedness. Recent developments in theory and research in gifted education. C&T 6507. Advanced seminarlearning dis/Abilities (3–12) Professor Reid. For doctoral students in learning disabilities and related fields. Recent developments in theory and research as related to learning disabilities from psychological, educational, sociological, and other sources. C&T 6508. Advanced seminarinfancy and early childhood (3) Professor Recchia. For doctoral students in special education and related fields. Recent developments in theory and research as related to the specialization from psychological, educational, sociological, and/or medical sources. C&T 6532. Seminar in reading/language arts and related research (3) Professor Siegel. Permission required. Open only to advanced Master’s and doctoral students 192

C&T 6551. Seminar in supervision and curriculum improvement (3) Professor Schoonmaker. Permission required. Prerequisite: C&T 4051, C&T 4005, or equivalent. Primarily for doctoral students. Intensive study of selected problems. Major emphasis on formulation of supervision strategies and curriculum change. C&T 6569. Seminar in theory and research in curriculum (1–3) Faculty. Permission required. Critical study of classroom environment as a laboratory for teacher education. C&T 6900-C&T 6901. Directed research and theory development in curriculum and teaching (1–4) Faculty. Permission required. C&T 6914-C&T 6915. Advanced studies in early childhood and childhood education (1–4) Professors Genishi, Kagan, Recchia, or Williams. Permission required. Identification and theoretical and empirical investigation of selected topics, problems, and issues in early childhood and childhood education. Topics vary. May be taken more than once for credit. C&T 7500-C&T 7501. Dissertation seminar in curriculum and teaching (1–3) Professors Genishi or Zumwalt. Two semesters required of all doctoral candidates in the department unless proposal is defended in the first semester. Development of doctoral dissertations and presentation of plans for approval.

C&T 8900. Dissertation advisem*nt in curriculum and teaching (0) Individual advisem*nt on doctoral dissertations. Fee: to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D. degree. Continuing Education C&T 4802. Models of curriculum and teaching (non-credit or 1) Professor Goodwin, Genishi, or Williams. An institute focusing on current issues in curriculum and teaching, such as innovative models of teaching or curriculum development in specific settings. Topics vary and institute may be taken more than once for credit. C&T 4803. Facing history (1 to 2) Mr. Nelson. A workshop designed for educators who want to think about innovative approaches to citizenship education. Participants will have the opportunity to investigate the consequences of racism, anti-Semitism, and violence in society and ways to teach responsibly abut these issues in the classroom. Case study of the events that led to the Holocaust will be used to explore the significance of decisions by individuals and groups in history and the connections to the choices adolescents face today. C&T 4822. Instructional models in the education of gifted students (non-credit, 1 or 2) Professor Borland. What should gifted students learn? How can we differentiate the curriculum for gifted learners in order to meet their special needs more effectively? These and other questions will be addressed in this three-day workshop devoted to the discussion, analysis, and evaluation of instructional models designed or adapted for gifted students. Emphasis will be placed on the principles of curricular differentiation and on providing an overview of a range of models designed to modify content, enhance the development of thinking skills and enhance creativity.

C&T 4835. Improving reading instruction (non-credit or 1–3) Professor Kiefer or Siegel. An institute focusing on current issues in reading and related areas. Includes oral and written language development and children’s literature. C&T 4853. Multisensory teaching of basic language skills for students with learning disabilities (non-credit or 2–4) Ms. Rowe. Introduction to the theoretical and practical issues of teaching a multisensory instructional language approach in reading, spelling, and handwriting, and in the structure of English, based on alphabetic phonics to dyslexic students. Four-week summer session. Materials fee: $30. C&T 4854. Multisensory teaching of basic skills I (non-credit or 1) Ms. Rowe. Prerequisite: C&T 4853. Two day-long workshops combined with the teaching of alphabetic phonics curriculum in school settings. Extension of practice in schedule II, teaching reading, spelling, and handwriting. C&T 4855. Multisensory teaching of basic skills II (non-credit or 1) Ms. Rowe. Prerequisite: C&T 4854. Two day-long workshops combined with the teaching of alphabetic phonics curriculum in school settings. Extension of C&T 4854. C&T 4858. Institute: teaching of reading (3) Professor Calkins. Designed to help teachers of grades K–8 develop a theoretical framework for the teaching of reading and a repertoire of strategies of enhancing students’ independence and skills as readers. C&T 5800. Institute: teaching of writing (non-credit or 1, 3, or 6) Professor Calkins. The focus of the Institute will be on the teaching of writing with the participants also working on their own writing. There will be a combination of large group presentations, small interactive sessions, and writing workshops. Separate sections will be offered for advanced participants. A partial list of topics to be covered includes: the central role

D E PA R T M E N T O F CURRICULUM AND TEACHING of planning and curriculum development in the teaching of writing, methods for holding students accountable for doing their best work, classroom structures that support inquiry and collaboration, and using literature to help students craft their writing. The Institute is appropriate for elementary and secondary school teachers. C&T 5810. New approaches to identifying and educating gifted students (non-credit, 1 or 2) Professor Borland and Dr. Wright. This three-day workshop provides participants with the opportunity to learn about and discuss new challenges and approaches to identifying and educating gifted students. Presentations and discussions will provide the core for each day. Small group work and individual consultations will also be integrated throughout the three days. The emphasis of these sessions will be on the creation of practical products and practices that can be used in the participant’s schools. Schools are also encouraged to send both individuals and teams with clearly articulated issues and problems they would like to have discussed. C&T 5853. Advanced multisensory teaching of basic language skills for students with learning disabilities (non-credit or 2) Ms. Rowe. Prerequisites: C&T 4853, C&T 4854, and C&T 4855. In-depth extension of multisensory techniques for teaching reading strategies, spelling situations and formulas, advanced syllable division, lesson planning, dictionary skills, composition, and comprehension. Two-week summer session. C&T 5854. Advanced multisensory teaching of basic skills I (non-credit or 1) Two day-long workshops to extend and refine skills in advanced phases of curriculum while teaching in school settings. C&T 5855. Advanced multisensory teaching of basic skills II (non-credit or 2) A continuation of C&T 5854. Four day-long workshops.

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D E PA R T M E N T O F H E A LT H A N D B E H AV I O R S T U D I E S Chair: Professor Charles E. Basch Location: 531A Thorndike Hall Telephone Number: (212) 678-3964 Applied Educational Psychology: (212) 678-3942 Health Education: (212) 678-3964 Nursing Education: (212) 678-8327 Nutrition: (212) 678-3950 Special Education: (212) 678-3880 Email: [emailprotected] Fax: (212) 678-8259 Website: Address: www.tc. columbia.edu/~academic/hbs

Programs: Applied Educational Psychology:

Clinical Neuropsychology Reading Specialist School Psychology Health Studies:

Health Education Nursing Education Nutrition Nutrition Education Nutrition and Public Health Applied Physiology and Nutrition** Community Nutrition Education Special Education:

Administration of Special Education Applied Behavior Analysis Blindness and Visual Impairment Cross-Categorical Studies Deaf and Hard of Hearing Guidance and Habilitation Instructional Practice Mental Retardation/ Intellectual Disability Physical Disabilities Research in Special Education Supervision of Special Education

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Teaching of American Sign Language as a Foreign Language

*Offered jointly with the Department of Biobehavioral Studies

Faculty: Professors:

John P. Allegrante (Health Education) Charles E. Basch (Health Education) Isobel R. Contento (Nutrition) R. Douglas Greer (Applied Behavior Analysis) Linda Hickson (Special Education) Stephen J. Lepore (Health Education) Dennis E. Mithaug (Special Education) Kathleen A. O’Connell (Nursing Education) Philip A. Saigh (School Psychology) Adjunct Professors:

Ann E. Boehm (School Psychology) Robert E. Fullilove, III (Health Education) Mindy Thompson Fullilove (Health Education) Barbara Krainovich-Miller (Nursing Education) Clarence E. Pearson (Health Education) Associate Professors:

Marla R. Brassard (School Psychology) Robert E. Kretschmer (ASL as a Foreign Language) Dolores Perin (Reading Specialist) Stephen T. Peverly (School Psychology) Barbara C. Wallace (Health Education) Adjunct Associate Professors:

Caroline Camuñas (Nursing Education) Ursula Kirk (School Psychology) Toni Liquori (Nutrition)

Margaret G. E. Peterson (Health Education) John T. Pinto (Nutrition) Lora A. Sp*rny (Nutrition) Visiting Associate Professors:

C. Ronald MacKenzie (Health Education) Elizabeth A. Walker (Health Education) Assistant Professor

Lisa M. Lewis (Nursing Education) Visiting Assistant Professor

Denise E. Ross (Applied Behavior Analysis) Assistant Professor of Practice

Susan Garni Masullo (Reading Specialist) Adjunct Assistant Professors:

Sheila Amato (Special Education) Sharon R. Akabas (Nutrition) Lynne M. Bejoian (Special Education) Janice Berchin-Weiss (Special Education) Bonnie Bernstein (Nutrition) Maria Dolores Cox (Special Education) Gay Culverhouse (Special Education) Craig Demmer (Health Education) Diane Dillon (School Psychology) Karen Reznik Dolins (Nutrition) David Erlanger (School Psychology) Linda Lanting Gerra (Special Education) Roseanne C. Gotterbarn (School Psychology) Lesley L. Green (Health Education) Thomas M. Kelly (Special Education) Doleen-Day Keohane (Special Education) Ish*ta Khemka (Special Education) Pamela Donofrio Koch (Nutrition)

Michael Koski (School Psychology) Grace Lappin (Special Education) Noelle Regina Leonard (School Psychology) Susan Lipkowitz (Special Education) Ray Marks (Health Education) Sheila O’Shea Melli (Nursing Education) Laura Menikoff (Reading Specialist) Stephen Morgenstern (Special Education) Jose Eduardo Nanin (Health Education) Barbara A. Principe (Reading Specialist) Russell Rosen (Special Education and ASL as a Foreign Language) Claudia V. Schrader (Special Education) Virginia S. Stolarski (Special Education) Janet Twyman (Special Education) Tiina K. Urv (Special Education) Mary Margaret Whelley (School Psychology) Ruth Zealand (Special Education) Research Assistant Professor:

Randi Wolf (Nutrition) Instructors:

Jane Bogart (Health Education) Candice Chaleff (Special Education) Christina Costa (Nutrition) Michelle Gennaoui (Special Education) Nektaria Glinou (Special Education) Mary Anne Gray (Reading Specialist) Leah Greenberg (Special Education) Kathryn Hamilton (Nutrition) Maria Hartman (Special Education) Richard M. Keller (Special Education) Leonor U. Maro (Nutrition) Shelley Mesznik (Nutrition)

H E A LT H Katherine Roberts (Health Education) Mary Ellen Rooney (Special Education) Nadine Rothman (Special Education) Patricia Rothschild (Special Education) Michelle Saunders (Special Education) Judy Strauss-Schwartz (Special Education) Ioanna Tsiouri (Special Education) Linda Zulich (Special Education) For information about faculty and their scholarly and research interests, please refer to the “Faculty” section of the Catalog. Departmental mission:

Programs in this Department share the common goal of helping people to realize their full potential as learners, to make informed decisions, and to attain the best possible quality of life. Health and learning are inextricably linked. Optimal learning cannot take place in an atmosphere permeated with physical, psychological, and social health problems, and optimal health cannot be achieved without skill in learning and literacy. One way to enhance learning potential is by overcoming health-related constraints and barriers to literacy through work at both the individual and community levels. Some programs prepare professionals to work with individuals and draw on and contribute to the behavioral sciences and education. Others emphasize the development and assessment of innovative, multidisciplinary, community-based interventions. The programs in the Department fall into the following categories:

Applied Educational Psychology

The fields of study included in this program are: Reading Specialist and School Psychology. Such study prepares students to serve as educators, scientists, and service providers in a variety of settings, including universities, schools, psychoeducational clinics, hospital-based child study clinics, and community agencies. Health Studies

The health studies program includes: Health Education, Nursing Education, and Nutrition (Applied Physiology and Nutrition, Community Nutrition Education, Dietetic Internship, Nutrition and Public Health, Nutrition Education). These programs prepare students to serve in leadership roles in community-based organizations, government agencies, corporations, health care settings, and educational settings. Current knowledge in behavioral science and education is integrated with field-based applications for health promotion and disease prevention. Special Education

Among the programs included in Special Education are: Administration and Supervision of Special Education Programs, Applied Behavior Analysis, Blindness and Visual Impairment, Deaf and Hard of Hearing, Guidance and Habilitation, Instructional Practice, Mental Retardation, Physical Disabilities, Research and Supervision of Special Education programs. These programs prepare students to serve as leaders and scholar-practitioners skilled in the development, evaluation and application of practices that improve the life prospects of people with disabilities.

The Teaching of American Sign Language (ASL) as a Foreign Language

Teaching American Sign Language (ASL) as a Foreign Language prepares students to serve as scholar-practitioners who are skilled, knowledgeable and practiced in the development, evaluation and implementation of pedagogy that will instruct and educate individuals unfamiliar with ASL, the deaf community, and the culture of individuals who are deaf or hard of hearing. Typically, the population that these scholar-practitioners will eventually instruct and educate are individuals who themselves have hearing, are in regular education programs, and possess a wide range of cognitive, social, and academic abilities and cultural backgrounds. The Department faculty offers a broad spectrum of expertise. We encourage multidisciplinary efforts within the faculty and hope that, in the course of their studies, students will acquire the valuable skill of working collaboratively with experts in other disciplines.

Applied Educational Psychology Clinical Neuropsychology Reading Specialist School Psychology

Clinical Neuropsychology (Code: TZK) Degree Offered: Certificate of Attendance Special Application Requirements/Information: Applicants must be qualified professionals who hold the doctoral degree. Applicants for clinical neuropsychology have to be licensed or eligible for licensure.

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D E PA R T M E N T O F BEHAVIOR STUDIES

This program is currently not admitting students. Courses: BBS 5068. Brain and behavior I: Communication in the nervous system (1–2) Professor Gordon. An introduction to communication within the nervous system and functional brain neuroanatomy. Examination of chemical circuits in brain and associated pathologies, such as Parkinson’s disease, Tourettes, schizophrenia, depression and anxiety. BBS 5069. Brain and behavior II: Perception, emotion, memory and cognition (1–2) Professor Gentile. An introduction to brain processes associated with perception, emotion, memory and cognition. Consequences of damage to these neurobehavioral processes are examined through reading and discussion of clinical case studies. HBSK 4904. Research-independent study in neurosciences and education (1–3) Faculty. Permission required. HBSK 5033 Human clinical neuropsychology (3) Faculty. Permission required. Prerequisite: HBSK 4075 or equivalent. Cognitive and emotional disorders associated with particular brain functions or locations. HBSK 5070. Neural bases for language and cognitive development, Section 1 (3), Section 2 (3) Professor Kirk. Permission required. Examination of neural mechanisms involved in language, reading, and the acquisition of academic skills. Particular attention to language disorders, variations in cerebral organization, and hemisphere specialization. HBSK 5072. Developmental neuropsychology (3) Faculty. Permission required. Prerequisite: HBSK 4075 or HBSK 5070 or HBSK 5068 or equivalent background in basic neurosciences; also recommended: an introductory course in developmental psychology. Focus on neurobiological processes underlying pre- and post-natal development of the central nervous system. Particular 195

D E PA R T M E N T O F H E A LT H A N D B E H AV I O R S T U D I E S attention is devoted to processes related to early perceptual-motor and cognitive development and to educational and clinical problems in development. HBSK 5139. Fundamentals of psychopharmacology (3) Faculty. Permission required. Mechanisms of action and behavioral effects of drugs on the central nervous system. Focus on drugs influencing learning and memory and those used for psychiatric and neurobiological conditions. HBSK 5375. Fieldwork in reading and cognitive development from a neuropsychological perspective (4) Faculty. Permission required. Prerequisite: previous courses in neuropsychological and educational assessment. Interpretation and implications of neuropsychological assessment for effective educational interventions. Materials fee: $100. HBSK 5575. Integrative seminar in neurosciences and education (3) Faculty. Primarily for students in the Neurosciences and Education program during preparation of the final Ed.M. project; others by permission. In-depth examination of the implications for education and clinical practice of defined areas within the neurosciences. HBSK 5905. Research-independent study in neurosciences and education (1–3) Faculty. Permission required. HBSK 6383. Neuropsychological assessment of children and adults (3) Faculty. Permission required. Prerequisites: HBSK 5033 or HBSK 5070; and HBSK 5320. Analysis, administration, and interpretation of special procedures used to assess brain damage/dysfunction in adults and children. Special fee: $150. Advanced Study HBSK 6904. Research-independent study in neurosciences and education (1–3) Faculty. Permission required.

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HBSK 9410. Supervised internship, advanced study level (1–6) Professor Kirk. Internship for Advanced Study program students in Clinical Neuropsychology or in Neurosciences and Education. Supervised experience with assessment and intervention techniques in the neurosciences as they apply to education and clinical practice. HBSK 9910. Independent study, advanced study level (2–3) Independent study vehicle for students in Advanced Study program to engage in supervised research or independent readings in neurosciences and education or clinical neuropsychology.

Reading Specialist (Code: TKU) Program Coordinator: Professor Dolores Perin For program information, see www.tc.columbia.edu/ academic/hbs/ Reading-Specialist/ or call 212-678-3942. Degree Offered: Master of Arts (M.A.) Special Application Requirements/Information: Successful completion of the program leads to eligibility for New York State certification as a Reading Teacher (Teacher of Literacy from 2004). Those who do not have a New York State teaching license are required to take the standardized tests mandated by New York State before applying for certification. New York State regulations require that any student entering a graduate reading program must be eligible for regular teaching certification. Information about new programs developed by TC to meet NYS regulations can be obtained from the Office of Admissions, Office of Field Studies, or Registrar.

Program Description: The Reading Specialist M.A. program provides students with a broad foundation in applied educational psychology as it relates to literacy acquisition, and concentrated preparation in the assessment and remediation of reading and writing difficulties. The program provides experience in working with child, adolescent, and adult learners. Graduates of the program: • Understand the normal acquisition of literacy skills. • Understand the cognitive processes that underlie decoding, reading comprehension, and writing in children, adolescents, and adults. • Understand literacy acquisition in terms of linguistic, ethnic, and cultural diversity. • Understand the affective components of literacy difficulty. • Are able to assess reading, writing, and related skills, and form a diagnosis of reading and writing disability. • Can formulate and deliver an appropriate intervention plan. • Can evaluate the effectiveness of remedial interventions and revise techniques and strategies when necessary. • Can evaluate commercially prepared instructional and testing materials analytically and critically. • Are able to interact with families to promote reading and writing habits in children. • Are able to work collaboratively with other professionals and institutions. Prepared to serve children and adults with a wide variety of educational needs, the program’s graduates are in great demand as reading specialists in schools, community agencies, learning clinics, and private practice.

Degree Requirements: The Master of Arts consists of approximately 34 points, (minimum 12 courses: 10 required, 2 elective) and can be pursued either part-time or full-time. A completion of a Master’s Integrative Project is required for graduation. Required Courses (10 required courses, total 28–30 points): • HBSK 4072 Theory and techniques of assessment and intervention in reading (3) • HBSK 4074 Reading comprehension strategies and study skills (3) • HBSK 4077 Adult basic literacy (adult focus) (3) • HBSK 4085 Behavioral management in the classroom (child focus) (3) or • HBSK 5098 Diagnosis of reading and writing disabilities (HBSK 4072 and HUDM 4050 prerequisite) (3) • HBSK 5099 Theories of cognitive processes in writing (3) or • HBSK 5373 Practicum in literacy assessment and intervention 1 (HBSK 4072 prerequisite or corequisite) (3) • HBSK 5376 Practicum in literacy assessment and intervention 2 (HBSK 4072 and HBSK 5373 prerequisite or corequisite) (3) • HBSK 5377 Practicum in literacy assessment and intervention 3 (HBSK 5376 prerequisite (3) • HUDM 4050 Introduction to measurement (2–3) • HUDK 5090 Psychology of language and reading (2–3) Note: Students who have taken a behavioral management course or are otherwise experienced in managing classroom behavior should take HBSK 5099. • HBSK 5580 Seminar in consultation and evaluation in reading (to be taken during the final Spring of the program) (3)

H E A LT H With advisor’s approval, one of the following may be substituted for HBSK 5580: • HBSK 4903 Research-Independent study, reading (permission required) (3) • HBSK 5272 Supervised field placement in reading (permission required) (3) Elective Courses (2 or 3 courses, total 6 points): See Program Advisory Statement and Frequently Asked Questions, available at www.tc.columbia.edu/ academic/hbs/ReadingSpecialist/. Course grades If courses are graded, students should take them for a grade, rather than pass/fail. Completion of M.A. Project The Master’s Integrative Project addresses areas related to reading and related learning difficulties among children and adults. This culminating project is conducted under the supervision of an advisor. Courses: See courses in Reading Specialist and School Psychology programs below.

School Psychology (Code: TKL-Ed.M.) (Code: TKT-Ed.D.) Program Coordinator: Professor Stephen Peverly Degrees Offered: Master of Education (Ed.M.) Doctor of Education (Ed.D.) Special Application Instructions/Information: The GRE general test and an academic writing sample (a paper for a prior undergraduate or graduate class) are required for applicants to both the Ed.M. and Ed.D. degrees.

Any student wishing to focus on Low Incidence/Handicaps/ Hearing Impaired or Neuropsychology should indicate this on the application form under “Area of Specialization.” Program Description: Our doctoral (fully approved by APA and NASP) and master’s programs focus on the application of cognitive and developmental psychology to the promotion of competence in learning and mental health in schools and other educational contexts. Course work provides students with a strong foundation in the theory and research of cognitive and developmental psychology and its application to (a) the instruction and learning of school related subjects, particularly reading, and (b) the understanding and treatment of mental health problems. Practica and internship experiences provide students with the opportunity to apply this knowledge directly to their work with clients. Clients are seen in a variety of contexts, including our collaborating schools (we provide school psychological services to children and youth in 3 schools that serve children from racially, ethnically, and linguistically diverse low and middle income environments). Faculty research, all of which is cognitively and/or developmentally oriented, provides yet another vehicle for students (doctoral primarily) to develop and apply their knowledge. The overall goal of the program is to educate school psychologists who can promote the cognitive, behavioral, and social growth and development of children and families from diverse linguistic, cultural or racial backgrounds, through the ability to: • Assess and diagnose learning, behavior, and emotional

problems and strengths, from early childhood through middle adulthood, with an emphasis on school-age children and youth. • Generate recommendations that are developmentally appropriate, remediate deficits effectively, and promote competence. • Supervise other professionals-in-training in psychoeducational assessment and educational interventions with clients; • Implement and evaluate theoretically and empirically sound educational and mental health intervention programs for school personnel, families and children. Examples include cognitive-behavioral individual and group interventions for coping with anxiety-related problems and for developing study skills, social skills, and early reading skills; • Implement and evaluate behavioral consultation with school personnel and parents about children’s instruction and learning, mental health and behavior. Examples include consultation about maximizing the learning and appropriate behavior of children with attention, learning, conduct and social skill deficits. • In addition, doctoral graduates will be able to conduct psychological research related to children’s cognitive and social-emotional functioning and take leadership roles in a broad range of settings such as schools, universities, psychoeducational clinics, and community agencies. Degree Requirements: Master of Education

The Master of Education program requires approximately 66 points of course work. The course of study stresses a firm grounding in the core areas of

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psychology, especially cognitive psychology, as well as in the tools traditionally used by school psychologists to apply their knowledge and skills to school settings. Completion of the Ed.M. program in School Psychology can lead to certification as a school psychologist in New York State. Ed.M. students should plan on three years of full-time attendance, including summers. Although part-time attendance is possible, full-time attendance leads to a richer educational experience. Ed.M. students must be available to spend a minimum of one full day per week for practica in their first year and two full days per week for fieldwork in their second year. Internships are full-time. Suggested Sequence of Courses by Year and Semester: First Year: Fall • HBSK 4025 Professional and ethical issues in school psychology • HBSK 4072 Theory and techniques of reading assessment and intervention • HBSK 5031 Family as a context for child development • HBSK 5320 Individual psychological testing • HBSK 5378 Practicum in psychoeducational assessment of school subject difficulties Spring • HBSK 4073 Assessment/Interventions with childhood disorders • HBSK 5321 Individual psychological testing • HBSK 6380 Practicum in psychoeducational assessment with culturally diverse students • HUDF 4029 Sociology of schools (HUDF 4021 and 4027 are acceptable alternatives.) 197

D E PA R T M E N T O F H E A LT H A N D B E H AV I O R S T U D I E S • HUDK 5023 Cognitive development (will be waived if you can demonstrate, via course syllabus or college catalog, that you have taken a comparable undergraduate course where at least 1/2 of the course focused on cognitive development) Summer • HUDM 4122 Probability and statistical inference • ORL 5362 Group dynamics: A systems perspective Second Year: Fall • HBSK 5050 Therapeutic interventions for school psychologists • HBSK 5051 Assessment and treatment of anxiety, depression, and PTSD • HBSK 5070 Neural bases for language and cognitive development • HBSK 5085* Observing and assessing preschool children or HBSK 4074 Development of reading comprehension strategies and study skills. • HBSK 5280 Fieldwork • HBSK 6382 Advanced practicum in psychoeducational interventions in schools Spring • CCPJ 6362 Group practicum • HBSK 5096 The psychology of memory • HBSK 5280 Fieldwork • HBSK 6383 Neuropsychological assessment of children and adults • HBSS 6100 Measurement and program evaluation Summer • HBSK 4074 Development of reading comprehension strategies and study skills Third Year: • HBSK 6480 School psychology internship (full-time placement)

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*Take HBSK 5085 if you are interested in working with young children; take HBSK 4074 if you are interested in late elementary/middle school and high school populations. Doctor of Education

Our American Psychological Association and National Association of School Psychologists approved doctoral program (Ed.D.) requires approximately 95 points. Attainment of the doctoral degree prepares students for certification as a school psychologist and licensure as a psychologist. On average, doctoral students should plan on five years of full-time attendance, including summers. This includes three years of course work, a two-semester externship in the third year, a full-year internship during the fifth year, and a dissertation. Suggested Sequence of Courses by Year and Semester First Year: Fall • HBSK 4025 Professional and ethical functions of school psychologists • HBSK 4072 Theory and techniques of reading assessment and intervention • HBSK 5320 Individual psychological testing • HBSK 5378 Practicum in psychoeducational assessment of school subject difficulties • HBSK 6570-HBSK 6578 Research in applied educational psychology • ORLJ 5040 Research methods in social psychology Spring • HBSK 4073 Assessment/Interventions with childhood disorders • HBSK 5321 Individual psychological testing • HBSK 6380 Practicum in psychoeducational assessment with culturally diverse students

• HBSK 6570-HBSK 6578 Research in applied educational psychology • HUDK 5023 Cognitive development (or elective if you can demonstrate, via course syllabus or college catalog, that you have taken a comparable undergraduate course where at least 1/2 of the course focused on cognitive development) Summer • HUDM 5122 Applied regression analysis • ORL 5362 Group dynamics: A systems perspective Second Year: Fall • HBSK 5050 Therapeutic interventions for school psychologists • HBSK 5070 Neural bases for language and cognitive development • HBSK 5085 Observing and assessing preschool children • HBSK 5280 Fieldwork • HBSK 6382 Advanced practicum in psychoeducational interventions in schools • HBSK 6570-HBSK 6578 Research in applied educational psychology Spring • CCPJ 6362 Group practicum Section 2 • HBSK 5280 Fieldwork • HBSK 6383 Neuropsychological assessment of children and adults • HBSK 6570-HBSK 6578 Research in applied educational psychology • HUDM 5123 Linear models and experimental design Summer • CCPX 6020 History and systems of psychology • HUDM 5059 Psychological measurement

Third Year: Fall • HBSK 5031 Family as a context for child development • HBSK 5051 Assessment and treatment of anxiety, depression, and PTSD • HBSK 5271 Supervised externship in psychoeducational practice Section 1 • HBSK 6570-HBSK 6578 Research in applied educational psychology • ORLJ 5540 Proseminar in social and organizational psychology Spring • HBSK 4074 Development of reading comprehension strategies and study skills • HBSK 5096 Psychology of memory • HBSK 5271 Supervised externship in psychoeducational practice, Section 1 • HBSK 5273 Supervised experience in supervision • HBSK 6570-HBSK 6578 Research in applied educational psychology Fourth Year: Fall • HBSK 7503 Dissertation seminar • HUDM 6122 Multivariate analysis I/elective (in consultation with advisor) Spring • HBSK 8900 Dissertation advisem*nt Fifth Year: • HBSK 6480 School psychologist internship Foci in School Psychology

As mentioned previously, master’s and doctoral students in the School Psychology Program can choose, if they wish, to focus on one of two areas: Deaf and Hard of Hearing or Neuropsychology. Each of these options is detailed below.

H E A LT H Deaf and Hard of Hearing The focus in Deaf and Hard of Hearing requires a core of 9 courses (20 credits) plus appropriately planned fieldwork and internship experiences. One of these courses will meet the program’s special education requirement. Students are expected to become proficient in communicating by sign at an intermediate level before the completion of the program. Required courses: • BBSQ 4042 Audiology • HBSE 4070 Psychosocial and cultural aspects of deafness • HBSE 4071 Language, reading and writing instruction in the content areas for individuals who are deaf or hard of hearing • HBSE 4072 Development of language for individuals who are deaf or hard of hearing • HBSE 4079 Language development and habituation: The foundation • HBSE 4871 American Sign Language • HBSE 4872 American Sign Language • HBSE 5907 Linguistics of ASL • HBSE 6070 The psychology of deafness There are many opportunities for fieldwork and internship experiences in the New York City area including public and private schools (e.g., St. Mary’s School for the Deaf; St. Joseph’s School for the Deaf; and St. Francis School) and hospitals (e.g., Manhattan Eye and Ear Hospital). Neuropsychology The focus in Neuropsychology consists of 5 required courses. Two courses focus on children and one meets the APA General Psychology Requirement for biological bases. Another course focuses on the consequences of brain damage in adults. These three courses provide students with an under-

standing of the differences between the developing brain and the adult brain, as well as the differences involved in the consequences of brain damage for the acquisition of skill and for the loss of an acquired skill. A fourth course focuses on neuropsychological assessment for children and adults. The fifth course is completed by working two days in an external placement. Additional courses can be taken as electives in consultation with an advisor (e.g., BBS 5068 and BBS 5069, Brain and behavior I & II; HBSK 5139 Fundamentals of psychopharmacology; BBSN 5072 Developmental neuropsychology) Required Courses: • HBSK 5033 Human clinical neuropsychology • HBSK 5070 Neural bases of language and cognitive development (Sections 1 and 2 are required) Two courses focus on children and one meets the APA general psychology requirement for biological bases. This course focuses on the consequence of brain damage in adults. • HBSK 5274 Externship in neuropsychology • HBSK 6383 Neuropsychological assessment of children and adults Courses: HBSK 4025. Professional and ethical functions of school psychologists (3) Professor Peverly. Permission required. Overview of issues associated with the school psychologist’s roles within educational settings including assessment, intervention, and consultation functions. Education law and ethics are stressed.

HBSK 4072. Theory and techniques of reading assessment and intervention (3) Professor Perin and others. Overview of theories, assessment, and intervention techniques for reading and writing across the lifespan. Both normal development and literacy difficulty are addressed. Materials fee: $50. HBSK 4073. Psychoeducational assessment and interventions (1–3) Dr. Dillon. Psychoeducational assessment, diagnosis, and treatment of child and adolescent disorders. Materials fee: $50. HBSK 4074. Development of reading comprehension strategies and study skills (3) Professor Peverly. Reading and study skills: Practical procedures based on research findings appropriate for teachers, counselors, and others. Discussion focuses on students in the middle elementary grades through young adulthood. HBSK 4077. Adult basic literacy (3) Professor Perin. Psychological and educational aspects of adult basic literacy for teachers, counselors, and others who work with adults who seek to improve their basic reading and writing skills. HBSK 4085. Behavioral management in the classroom (3) Professor Saigh. Behavioral analysis and management techniques applied to the classroom. Observation and recording of behaviors, behavior change, reinforcement schedules, shaping token economies, contingency management, and evaluation of behavior modification. Focus on applications but includes familiarization with research. HBSK 4903. Research-independent study in reading (1–3) Faculty. Permission required. Individualized research and fieldwork projects in literacy assessment and intervention. HBSK 5031. Family as a context for child development (3) Professor Brassard. Prerequisite: any introductory developmental psychology course. Examines theories of family functioning and

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empirical evidence of family processes that mediate child development outcomes. Emphasis on family factors associated with children’s cognitive and academic development and social functioning within cultural contexts. Materials fee: $10. HBSK 5070. Neural bases for language and cognitive development, Section 1, 2 (3) Professor Kirk. Permission required. Examination of neural mechanisms involved in language, reading, and the acquisition of academic skills. Particular attention to language disorders, variations in cerebral organization, and hemisphere specialization. HBSK 5085. Observing and assessing preschool children (3) Professor Boehm. Overview of assessment procedures used with preschool and kindergarten-age children including review of related tests, the development of observation procedures, and the development of screening programs. Materials fee: $75. HBSK 5096. The psychology of memory (3) Professor Peverly. An analysis of perspectives on human memory with particular attention to knowledge, attention, strategic processes, metacognition, transfer, and context. The application of this information to practice is stressed. HBSK 5098. Diagnosis of reading and writing disabilities (3) Dr. Principe. Prerequisites HBSK 4072 and HUDM 4050. Presents theories and practices of diagnosing dyslexia, and other disorders of literacy. Students learn to administer, score and interpret a test battery, and formulate a diagnosis. Materials fee: $50. HBSK 5099. Theories of cognitive processes in writing (3) Professor Perin. An examination of theoretical underpinnings of writing processes from vantage points of educational and cognitive psychology. Topics include the acquisition of writing abilities across the lifespan, reading-writing relationships, and methods of assessing writing samples. Prerequisite: at least one course in reading, writing or spoken language. 199

D E PA R T M E N T O F H E A LT H A N D B E H AV I O R S T U D I E S HBSK 5271-HBSK 5273. Supervised fieldwork in remedial reading and school difficulties Permission required. • HBSK 5271 TBA. Supervised externship in psychoeducational practice (1–3) Supervisory fee: $100. • HBSK 5272 Professor Perin. Supervised field placement in reading (1–3) • HBSK 5273 Professor Brassard. Supervised experience in supervision (1–3) HBSK 5280. Fieldwork in school psychological services (1–3) Dr. Gotterbarn. Permission required. Limited to second-year students in School Psychology. Must be taken concurrently with HBSK 6382-HBSK 6383. Supervised school-based experience in psychoeducational practice (two days per week for the entire academic year). Includes universitybased supervision. Supervisory fee: $100 per semester. HBSK 5320-HBSK 5321. Individual psychological testing (3) Dr. Whelley and Professor Brassard. Permission Required. Prerequisite or corequisite: HUDM 4050 or equivalent. This is a year-long course open to Ed.M. and doctoral students in School Psychology and to doctoral students in Counseling and Clinical Psychology. Background, administration, and interpretation of major psychological tests from both nomothetic and ideographic perspectives. Both courses cover the administration of major cognitive and personality measures and the interpretation and integration of data into case reports. Lecture plus lab/supervisory section. Supervisory fee: $100; materials fee: $50 per term. • HBSK 5320 Individual psychological testing I (3) • HBSK 5321 Individual psychological testing II (1–3) HBSK 5373 Practicum in literacy assessment and intervention, Section 1 (3) Dr. Menikoff. Prerequisite or corequisite: HBSK 4072. Materials fee: $50.

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HBSK 5376. Practicum in literacy assessment and intervention, Section 2 (3) Faculty. Prerequisite or corequisite: HBSK 4072, HBSK 5373. Materials fee: $50. HBSK 5377. Practicum in literacy assessment & intervention, Section 3 (3) Dr. Masullo. Prerequisite: HBSK 5376. Materials fee: $50. HBSK 5378 Practicum in psychoeducational assessment of school subject difficulties (3) Dr. Whelley. Prerequisite or corequisite: HBSK 4072. Materials fee: $50. HBSK 5579. Special topics in psychoeducational practice (1–3) Faculty. Permission required. New and emerging developments and practices are examined and evaluated. Topics are announced in the preliminary and final course schedules distributed each semester. HBSK 5580. Seminar in consultation and evaluation in reading (2–3) Professor Perin and Dr. Masullo. Permission required. Current topics in reading and schooling; professional issues; evaluation of intervention programs and research; preparation for integrative paper requirement. HBSK 6320. Practicum in college instruction (1–3) Faculty. Permission required. Supervised experience in preparation of instructional materials and in assessment of student performance at the college and university level. HBSK 6380. Practicum in psychoeducational assessment with culturally diverse students (2–3) Professor Brassard. Permission required. Supervised experience in psychoeducational assessment, including observation, interviewing, and testing of children from culturally diverse backgrounds; integration and interpretation of data. Consideration of intervention procedures. Students work with clients in the Center for Psychological Services. Additional supervisory session required. Supervisory fee: $100. Materials fee: $50.

HBSK 6382. Advanced practicum in psychoeducational interventions in schools (3) Dr. Leonard. Permission required. Concurrent registration in HBSK 5280 (Fieldwork) required for all School Psychology students. Cognitive-behavioral interventions with children, adolescents, and their families. Special fee: $150. HBSK 6383. Neuropsychological assessment of children and adults (3) Professor Kirk. Permission required. Prerequisites: BBSN 5033 or BBSN 5070; and HBSK 5320. Analysis, administration, and interpretation of special procedures used to assess brain damage/dysfunction in adults and children. Special fee: $150. HBSK 6480. School psychologist internship (0–4) TBA. Permission required. Limited to Ed.M. or doctoral students in school psychology. Supervised experience in the delivery of psychological services in approved and appropriate agencies, institutions, and schools.

• HBSK 6574 Cognitive processes related to studying (0–3) Professor Peverly. • HBSK 6576 Acquisition of reading and writing ability (0–3) Professor Perin. • HBSK 6577 Psychoeducational aspects of deafness (0–3) Professor Kretschmer. • HBSK 6578 Research: Family and school violence (0–3) Professor Brassard. HBSK 6584. Seminar in school psychology consultation (1–5) Professor Peverly. Advanced seminar in school consultation. HBSK 6903. Research-independent study in reading (1–3) Faculty. Advanced students work with professor on research projects related to literacy skills across the lifespan. HBSK 7503. Dissertation seminar: Schooling and reading (1–3) Faculty. Permission required.

HBSK 6522. Seminar in cognitive processes (3) Professor Peverly. Permission required. Advanced discussion of topics in cognitive psychology and their implications for instruction.

HBSK 8902. Dissertation advisem*nt: Schooling and reading (0) Faculty. Permission required.

HBSK 6570-HBSK 6578. Research in applied educational psychology Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member. • HBSK 6570 Neurosciences and education (0–3) Professor Kirk. • HBSK 6571 Cognitive processes and strategies in young children (0–3) Professor Boehm. • HBSK 6572 Mathematics reasoning and mathematics education (0–3) Professor Ginsburg. • HBSK 6573 Text comprehension (0–3) Professor Williams.

Health Education Nursing Education Nutrition Applied Physiology and Nutrition Community Nutrition Education Dietetic Internship Program Nutrition and Public Health Nutrition Education

Health Studies

Health Education (Code: TSD) Program Coordinator: Professor Charles E. Basch Degrees Offered: Master of Arts (M.A.) Master of Science (M.S.) Doctor of Education (Ed.D.)

H E A LT H Program Description: The Program in Health Education at Teachers College has had a long history in preparing health education specialists. Health education is a professional field that has expanded rapidly, primarily because of national policy that has emphasized health promotion and disease prevention. Its goal is to facilitate voluntary healthrelated behavioral and social change through the application of principles of behavioral and social sciences. As such, health education is concerned with motivating and enabling individuals and groups to assume responsibility for their health by learning and adopting behaviors, and supporting social policies that can promote and maintain health. The program at Teachers College is grounded in the belief that community-level structures and organizations play a key role in determining the health of the people. It offers courses in which students learn to analyze and understand, and thus become able to influence community structures that either enhance or undercut health-promoting individual behaviors. In addition to Health Education courses, students are encouraged to pursue interdisciplinary study and research throughout Teachers College, as well as other divisions of Columbia University such as the School of Public Health and the Graduate School of Arts and Sciences. The Center for Health Promotion at Teachers College, which involves students and faculty, provides opportunities to take part in ongoing research projects in health promotion and disease prevention.

Students also may participate in research being conducted in the Research Division at the Hospital for Special Surgery, the Department of Medicine at the Weill Medical College of Cornell University, or with the Diabetes Research and Training Center at the Albert Einstein College of Medicine. Both have multi-institutional collaborative efforts involving faculty from the Program in Health Education at Teachers College. The program prepares graduates who will assume positions of leadership and service as professional health educators in a variety of practice, research, and policy-making settings. Graduates of the program take positions as leaders in health promotion and disease prevention programs of voluntary health agencies, hospitals and other health care organizations, school systems, business and industry, and health-related governmental agencies in the United States and in other countries. They also serve as educator-scholars in elementary and secondary schools, colleges and universities, and as health services researchers in academic medical centers. Each degree program has some flexibility in order to accommodate differences in previous professional preparation, interests, and professional career objectives of students. In general, the programs of study emphasize the development of competencies in assessing individual and community need for health education; planning effective health education programs; implementing health education programs; coordinating the provision of health education services; acting as a resource person in health education; communicating health and health educational needs, concerns, and resources; evaluating the effectiveness of health education programs;

and conducting research in health education. Students at both the master’s and doctoral levels are encouraged to become actively involved in departmental, college, and university functions which facilitate interaction with faculty and other students, and which have the potential to enrich the student’s intellectual and professional growth. They are expected to undertake the complex and challenging tasks associated with graduate study and other related learning experiences in such a manner as to demonstrate their intellectual discipline. Such discipline includes integrity, creativity, and innovation, as well as the student’s abilities to conceptualize at a high level, think critically, communicate effectively both orally and in writing, and provide leadership. Students also are expected to demonstrate the ability to appreciate, relate to, and communicate with ethnically, racially, and linguistically diverse individuals and groups of people who possess different personal, social, and cultural histories than their own. They are also encouraged to develop a strong sense of professional identity and commitment to professional affairs in health education. This might take the form of active membership in appropriate national, regional, or local professional organizations, participation in professional meetings, presenting an abstract or a paper at professional meeting, or serving on a professional committee. Completion of the M.A. degree program makes graduates eligible to qualify for certification as a Certified Health Education Specialist through the National Commission for Health Education Credentialing, Inc. Specific information regarding

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each program and its degree requirements can be obtained by writing to the program coordinator, Professor Charles E. Basch. Special Application Requirements/Information: All programs have ongoing admissions, and will review applications throughout the year. Preference in scholarship awards will be for those students who meet the priority deadline. The GRE test is not required for applicants to the M.A., M.S., or Ed.D. programs. Doctoral applicants are required to submit a writing sample (preferably a course paper, master’s thesis, or published article). Degree Requirements: Master of Arts

The minimum College requirements for the Master of Arts degree in Health Education include satisfactory completion of a program of no less than 30 points of course work and a formal essay, or 32 points with an acceptable departmental integrative project. At least 20 points must be earned in Teachers College courses. In order to broaden the student’s background in education, no less than three Teachers College courses from outside the major department, each for a minimum of two points, must be taken. The remaining course work may be completed at Teachers College or in other graduate divisions of the University, but no more than 12 points from other faculties of the University will be credited toward the minimum point requirement. No transfer credit is granted for work completed at other institutions. The program of study includes required and elective courses in several areas. The exact pro-

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D E PA R T M E N T O F H E A LT H A N D B E H AV I O R S T U D I E S gram and sequence of study are determined by the student’s previous academic preparation, professional experience, and professional career objectives. Programs of study typically exceed the minimum College requirement of 32 points. Selection of courses that fulfill an area requirement in the program of study listed below is guided by individual needs of the student and is not limited to those courses that are listed. It should be noted that the point requirements indicated for each area of study given below are minimum requirements. Major (21points) Required Core (12): • HBSN 5040 Research methods in health and behavior studies (3) • HBSS 4100 Introduction to health education (3) • HBSS 4102 Principles of epidemiology in health promotion (3) • HBSS 4118 Relapse prevention for problem behaviors (3) • HBSS 5110 Determinants of health behavior (3) Elective Courses (9 points): • HBSS 4110 Health promotion for children and adolescents (3) • HBSS 4111 Addictions and dependencies (3) • HBSS 4112 Social policy and prevention (3) • HBSS 4113 Human sexuality education (3) • HBSS 4114 Health promotion for multicultural populations (3) • HBSS 4115 Health promotion for aging adults (3) • HBSS 4116 Health education for teachers (2–3) • HBSS 4117 AIDS education (3) • HBSS 4120 Topics in health education (2–3) • HBSS 4121 Death education (3) • HBSS 4122 Women’s health (3) 202

• HBSS 4123 Violence prevention (3) • HBSS 4130 Alcohol and health (3) • HBSS 4140 Developing workplace health promotion programs (3) • HBSS 4141 Health and illness in cross-cultural perspective (3) • HBSS 4901 Research and independent study in health education (1–4) • HBSS 5111 Planning health education programs (3) • HBSS 5112 Theory and practice of health communications (3) • HBSS 5113 Community health analysis (3) • HBSS 5115 Assessment and counseling for health promotion (3) • HBSS 5116 Social relations, emotions, and health (3) • HBSS 5408 Practicum in individual health advisem*nt (3) • HBSS 5410 Practicum in health education (1–6) • HBSS 6100 Measurement and program evaluation (3) • HBSS 6145 Health psychology (3) • HBSV 4000 A survey of nutrition: Fads and popular fantasies (3) • HBSV 4010 Nutrition and behavior (3) • HBSV 4011 Women and weight (3) • HBSV 4013 Nutritional ecology (3) Essay or Integrative Project (0 points) Broad and Basic Areas of Professional Scholarship and Practice (6–9 Points) • One course in learning theory pertaining to a population group of interest, such as the child, adolescent, adult, or older adult. • One course in communications, computing or instructional technology and media. • One course in research methods, evaluation, measurement, or statistics.

Master of Science

The Master of Science degree requires a minimum of no fewer than 60 points and an essay or project. The College requires that a minimum of 30 points be completed under the auspices of Teachers College, including 18 points that must be earned in Teachers College courses. In order to broaden the student’s background in education, no less than three Teachers College courses from outside the major department, each for a minimum of two points, must be taken. The remaining course work may be completed at Teachers College or in other graduate divisions of the University. Although no transfer credit toward the Master of Science is granted for work completed at other institutions, a maximum of 30 semester hours (or 28 points if a formal essay is not submitted) of graduate credit may be used from other recognized institutions to reduce the degree requirement. Applicants who have completed the Master of Arts (M.A.) degree in Health Education through Teachers College, which is applicable to the M.S. degree, must offer a minimum of 45 points of the required 60 points under Teachers College registration. The program of study for the Master of Science degree in Health Education includes required and elective courses in several areas. The exact program and sequence of study is determined by the previous academic preparation, professional experience, and professional career objectives of the student. Selection of courses that fulfill an area requirement in the program of study listed below is guided by individual needs of the student and is not limited to those courses that are listed. It should be noted

that the point requirements indicated for each area of study given below are minimum requirements. Major (36 Points): Introductory Core Courses (9 points): • HBSS 4100 Introduction to health education (3) • HBSS 4102 Principles of epidemiology in health promotion (3) • HBSS 4118 Relapse prevention for problem behaviors (3) Advanced Core Courses (Required 15 points): • HBSN 5040 Research methods in health and behavior studies (3) • HBSS 5110 Determinants of health behavior (3) • HBSS 5111 Planning health education programs (3) • HBSS 5112 Theory and practice of health communications (3) • HBSS 6100 Measurement and program evaluation (3) • HBSS 6145 Health psychology (3) • Elective Courses (12 points) (See M.A. elective list for course selection) • Essay or Integrative Project (0 points) Broad and Basic Areas of Professional Scholarship and Practice (18 Points): • Nature of Education, Persons, and Learning Processes (required 6 points) • Communications, Computing and Instructional Technology and Media (required 2–3 points) • Methods of Evaluation and Research (required 9 points) • General Research Methods (required 3 points) • Statistics (required 3 points) • Measurement and Evaluation (Required 2–3 points)

H E A LT H Doctor of Education

The Doctor of Education degree requires a minimum of 90 post-baccalaureate points and the preparation and defense of a dissertation. Up to 45 graduate level points taken at other institutions may be transferred toward doctoral requirements. Candidates for the Ed.D. degree are also expected to demonstrate satisfactory performance on a departmental Certification Examination and to prepare and defend an acceptable dissertation project. In addition to the College requirements, all candidates for the Ed.D. degree in Health Education must have fulfilled the equivalent of the requirements for the Master of Arts (M.A.) degree in health education. For those students entering the doctoral program with only a baccalaureate degree, the M.A. degree must be completed first. Those applicants who, at the time of admission to the program, do not present the equivalent of a master’s thesis are required to prepare and present an acceptable essay or predoctoral project prior to or during the term in which 60 points of applicable graduate study have been completed. The program of study for the Doctor of Education degree in Health Education includes required courses, course work in required areas, and elective courses. The exact program and sequence of study is determined by the previous academic preparation, professional experience, and professional career objectives of the student. Programs of study typically exceed the minimum College requirement of 90 points, with most candidates offering between 90–120 points for the degree. Selection of courses that fulfill an area requirement in the program of study listed

below is guided by individual needs of the student and are not limited to those courses that are listed. A student who presents evidence of proficiency in those required courses or in an area of course work required for the program may, at the discretion of the major advisor and upon approval of the department chairman, select and substitute courses that represent more advanced study in the area in which the student has demonstrated competence, or additional preparation in other areas in which the student’s preparation is less extensive. It should be noted that the point requirements indicated for each area of study given below are minimum requirements.

• HBSS 7501 Dissertation seminar in health education (2) • HBSS 8900 Dissertation advisem*nt in health education (0) Broad and Basic Areas of Scholarship and Practice (27–30 Points): • Nature of Education, Persons, and Learning Processes (required 6–9 points) • Communications, Computing and Instructional Technology and Media (required 2–3 points) • Methods of Evaluation and Research (required 17–18 points) • General Research Methods (required 6 points) • Statistics (required 6 points) • Measurement and Evaluation (Required 5–6 points) Courses:

Major (50 Points) Introductory Core Courses (Required 9 points): • HBSS 4100 Introduction to health education (3) • HBSS 4102 Principles of epidemiology in health promotion (3) • HBSS 4118 Relapse prevention for problem behaviors (3) Advanced Core Courses (Required 15 points): • HBSN 5040 Research methods in health and behavior studies (3) • HBSS 5110 Determinants of health behavior (3) • HBSS 5111 Planning health education programs (3) • HBSS 5112 Theory and practice of health communications (3) • HBSS 6100 Measurement and program evaluation (3) • HBSS 6145 Health psychology (3) Elective Courses (21 points): (See M.A. list for course selection) Research Seminar and Preparation of the Dissertation (5 points): • HBSS 6510 Research seminar in health education (3)

Introductory Courses HBSS 4100 Introduction to health education (3) Professor Allegrante. Determinants of health; relationship between health and human behavior; the role of health education as a strategy in health promotion and disease prevention; selected issues and problems. HBSS 4102 Principles of epidemiology in health promotion (3) Professor Basch. Principles and methods of epidemiologic investigation; application of epidemiology to prevention and control of disease, using health education. HBSS 4110. Health promotion for children and adolescents (3) Professor Basch. Basic topics in promoting child and adolescent health; relationships between school, family, and community in promoting the health status of school-age children. HBSS 4111. Addictions and dependencies (3) Professor Wallace. Social-psychological, cultural, clinical, and pharmacological factors associated with the use of psychoactive drugs and other compulsive behaviors.

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HBSS 4112. Social policy and prevention (3) Professor Allegrante. Analysis of current national health policy, its social, economic, and political determinants, and implications for health education. HBSS 4113. Human sexuality education (3) Dr. Nanin. Explore human sexuality from a variety of perspectives; explore their own attitudes about human sexuality and how they affect them personally and professionally; examine methods of teaching and designing sexuality education programs. HBSS 4114. Health promotion for multicultural populations (3) Professor Wallace. Health status, needs, and problems of multicultural populations in urban environments, and sensitivity to these issues in effective programs HBSS 4115. Health promotion for aging adults (3) Dr. Marks. Changes in aspects of health during the middle and later years; recent developments in the field of gerontology as well as legislation and community organization designed to meet health needs of aging persons. HBSS 4116. Health education for teachers (2–3) Professor Lepore. As part of teacher certification in New York and other states, students must be trained in the following health areas: reporting child abuse; instruction in alcohol and other drugs; and school violence prevention. This course satisfies these requirements and reviews theory and research on children's health and health behavior change. Students will learn how to develop health-related lesson plans and how to identify, prevent, or intervene on behalf of children at risk or presenting with socialemotional or physical health problems. HBSS 4117. AIDS education (2–3) Dr. R. Fullilove. The role of schools, parents, and communities in educating youth about AIDS and human sexuality; review of methods and resource materials for 203

D E PA R T M E N T O F H E A LT H A N D B E H AV I O R S T U D I E S providing such education; consideration of controversial issues surrounding these topics. HBSS 4118. Relapse prevention for problem behaviors (3) Professor Wallace. Theory and techniques of relapse prevention across a range of addictive behaviors. Topics include relapse prevention for psychoactive substance use, eating disorders, gambling, and sex. HBSS 4120. Topics in health education (2–3) Faculty. Review and synthesis of current knowledge on a selected topic related to health, such as teenage suicide, child abuse, violence, teenage pregnancy, and mental health. HBSS 4121 Death education (3) Dr. Demmer. Designed to increase awareness/insight of the multidimensional aspects of death, dying, and bereavement. Gain skills as health care professionals in dealing with death, its causes, treatment of life threatening illness, including AIDS, suicide, and violent death. Explore customs across cultures, afterlife beliefs, near-death experiences, and ethical issues. HBSS 4122. Women’s health (3) Dr. Lewis. Explore health issues as they relate to the female body and psyche including: body image, weight control, substance abuse, HIV, cancer, reproductive health, contraceptives, abortion, domestic violence, rape, sexual harassment, and lesbian health issues with attention paid to the media and women’s health. HBSS 4123. Violence prevention (3) Professor Wallace. This course covers the nature and prevention of invisible and covert, as well as visible and overt violence, including intrapersonal, interpersonal, family, community, gang, school, societal and international manifestations. HBSS 4130. Alcohol and health (3) Professor Wallace. Background and theory related to alcohol use and misuse; health and social consequences of alcohol misuse; consideration of special populations, such as children of alcoholics; 204

review of alternative approaches to prevention and treatment. HBSS 4140. Developing workplace health promotion programs (3) Professor Allegrante. Provides a comprehensive step-by-step process to designing, implementing, and evaluating health promotion programs at the workplace. HBSS 4141. Health and illness in cross-cultural perspective (3) Faculty. Examination of the role of healing and medicine, both historically and cross-culturally, and of the utility of considering cultural practices and beliefs when designing health education programs. Intermediate and Advanced Courses HBSS 5110. Determinants of health behavior (3) Professor Allegrante. Theory-based analysis of the cultural, social-psychological, and social-structural determinants of health-related behaviors; implications for planned change at individual, small-group, and community levels. HBSS 5111. Planning health education programs (3) Ms. Bogart. Process of developing social, epidemiological, behavioral, and educational diagnoses; principles of planning, implementing, and evaluating health education interventions. HBSS 5112. Social marketing and health communications (3) Ms. Bogart. Principles and theories of marketing and communication applied to health education. Practice in developing and evaluating health communications. HBSS 5113. Community health analysis and intervention (3) Dr. R. Fullilove. Survey and analysis of concepts, issues, strategies, and methods relevant to community health analysis and intervention. HBSS 5115. Assessment and counseling for health promotion (3) Professor Wallace. Assessment of clients’ health compromising behaviors to reduce relapse and facilitate referrals to mental health

staff; interventions for motivational counseling, psychoeducational group, and focus group formats are covered. HBSS 5116. Social relations, emotions, and health (3) Professor Lepore. Covers theory and research on the effects of social relationships and emotions on health. Reviews and evaluates the use of social support and expressive writing interventions for treating chronic health problems, such as heart disease, cancer, and arthritis, or acute illnesses, such as upper respiratory infections. Also considers the role of emergent technologies in supportive-expressive therapies. HBSS 5408. Practicum in individual health advisem*nt (3) Faculty. Individual and small group practice in the application of basic principles of counseling in the area of health problems. HBSS 5410. Practicum in health education (1–6) Faculty. Permission required. Advance registration required in the semester prior to taking the course. Intensive field experience in a community setting. Essay required at end of field experience. Sections: (1) Professor Allegrante (2) Professor Basch (3) Professor Wallace. HBSS 5710. Supervised teaching in health education (1–6) Faculty. Permission required. Advance registration required in the semester prior to taking the course. Supervised health teaching in a school. Essay required at end of teaching experience. HBSS 6100. Measurement and program evaluation (3) Professor Basch. Theory, methods, and problems of measurement and evaluation; standards for evaluation of health, education and related social programs; skills in critical evaluation of research and evaluation reports. HBSS 6145. Health psychology (3) Faculty. Topics include social learning theory, attribution, and attitudes as they apply to health promotion, disease prevention, reactions to illness, and adherence to treatment regimens.

Seminars and Research HBSS 4901. Research and independent study in health education (1–4) Faculty. Permission required. Research and independent study under faculty direction. Proposals must have prior approval of a faculty member. Sections: (1) Professor Allegrante (2) Professor Basch (3) Professor Wallace. HBSS 5510. Seminar in health education (3) Faculty. Current problems, issues, and trends in health education. HBS 5690. Colloquium in health promotion (2–3) Faculty. Permission required. A multidisciplinary colloquium involving faculty and students from several departments, as well as guest lecturers from outside the College and University. Analysis of the content, theory, and method of health promotion programs in various settings. Faculty and students discuss current research, practice, and policies in health promotion. HBSS 6510. Research seminar in health education (3) Faculty. Permission required. Review of research literature, methods, and problems in health education. HBSS 6901. Research and independent study in health education (1–4) Faculty. Permission required. Open to matriculated doctoral students. Research and independent study under faculty direction. Proposals must have prior approval of a faculty member. Sections: (1) Professor Allegrante (2) Professor Basch (3) Professor Wallace. HBSS 7501. Dissertation seminar in health education (2) Faculty. Permission required. Open to certified doctoral candidates only. Development and presentation of doctoral dissertation proposals. HBSS 8900. Dissertation advisem*nt in health education (0) Faculty. Permission required. Individual advisem*nt on doctoral dissertations. Fee: equal to 3 points at current tuition rate for each term. Sections: (1) Professor Allegrante

H E A LT H (2) Professor Basch (3) Professor Wallace (4) Professor Lepore (5) Dr. R. Fullilove (6) Dr. M. Fullilove.

Nursing Education: (Nurse Educator/Patient Educator) (Code: TNP) Program Coordinator: Kathleen A. O’Connell Program Office: 678-3120 e-mail: [emailprotected] Degree Offered: Doctor of Education (Ed.D.) Special Application Requirements/Information: In addition to the requirements for admission to Teachers College, an applicant for the Doctor of Education degree in Nursing must be a registered nurse in any U.S. state or in Canada and hold a baccalaureate degree and a master’s degree. Applicants are required to take the Graduate Record Examination (GRE) and provide a writing sample (a course paper, master’s thesis, published paper, or other scholarly writing). Program Description: Teachers College was the first academic setting to educate nurses. Nursing education began at Teachers College in 1899. The Nursing Education Program has a long and distinguished tradition of commitment to the education of nurses who have diverse roles in academic and community settings in the United States and abroad. Current placement of the program within the Department of Health and Behavior Studies ensures education with an interdisciplinary approach to problems in nursing, health, and society. This program is designed for (1) nurse practitioners with master’s degrees who want to take the lead in develop-

ing innovative interventions for improving health behavior outcomes in primary care (2) nurse educators with master’s degrees who want to gain more expertise in all aspects of education, including gaining the research skills that all faculty of the 21st Century will be expected to have. (3) clinical specialists with master’s degrees who want to improve their effectiveness in helping patients with chronic illness achieve maximal functioning. The purpose of the this program is to give students who are registered nurses with master’s degrees in nursing doctoral level education aimed at understanding and changing health behavior and at educating both clients and nursing students. It is well established that over 50% of mortality of U.S. citizens can be attributed to lifestyle. With the globalization of the market place, and of epidemics of infectious diseases, lifestyle and health behavior also significantly affect the health and well-being of much of the world’s population. Graduates of this program will be prepared to design interventions and conduct research on health behavior, health education and health promotion. In addition, graduates of the program will be conversant with history, theory, and current trends in nursing so that they can use nursing knowledge and expertise to improve the health and well being of the citizens of the United States and of the global community. To ensure that knowledge in nursing and in health behavior and health promotion is passed on to the next generation of nurses, graduates of this program will also be prepared to engage in educationally sound programs for nursing students and for clients. Graduates of the pro-

gram will thus be able to take their place among distinguished nursing leaders who carry out cutting edge research and engage in innovative strategies for teaching students of nursing and for teaching clients to modify their health behavior. In order to build on previous work done by nurses and other investigators in the health behavior arena, students will attain a rich background in the study of nursing theory, nursing research, the history of nursing and professional issues affecting the nursing profession. In addition, students will gain expertise in managing health behavior change and in using research and statistical approaches. Study of methods and approaches to teaching clients and to teaching nursing students at undergraduate and graduate levels will be included as an integral part of the preparation of nurse scholars. Students also are expected to demonstrate the ability to appreciate, relate to, and communicate with ethnically, racially, and linguistically diverse individuals who possess different personal, social, and cultural histories than their own. Degree Requirements: The Doctor of Education program in Nursing Education requires a minimum of 90 points beyond the baccalaureate degree. Up to 38 graduate level points taken at another institution may be transferred toward doctoral requirements. For all students, the program includes course work in four areas: Nursing, Health Behavior, Research, and Education. In addition, students choose a functional emphasis area in research, education or another area consistent with the program and with advisor approval. Nine points in addition to those points required of

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all students must be taken in the functional area. Points will be allotted as follows: Nursing Health and Behavior Research Education Emphasis area Elective Total

42 12 18 6 9 3 90

Nursing Courses • HBSN 4004 Historical trends in nursing (3) • HBS 5551 Bioethics (3) • HBSN 6500 Research grant writing for health and behavior studies (3) • HBSN 6501 Seminar in professional nursing (3) • HBSN 6503 Advanced topics in theories of nursing (3) • HBSN 6600 Colloquium in nursing theory (3) • HBSN 6908 Independent study in professional nursing (1–3) • HBSN 6909 Independent study in nursing theory (1–3) • HBSN 6940 Independent study in nursing research (1–3) Health and Behavior Studies Courses • HBSS 4102 Principles of epidemiology in health promotion (3) • HBSV 4011 Women, weight, eating problems and body image (2) • HBSS 4114 Health promotion for multicultural po

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