ICEd Student Handbook 2022-2023
Dear Incoming and Continuing Students,
Welcome to the International and Comparative Education Program!
Teachers College was founded for “betterment of the life of [all] people and the improvement of schools and other means of education, as powerful instruments for the realization in the United States and in the world of the benefits of human welfare, liberty, justice, and peace.” The International and Comparative Education Program is the key engine for extending Teachers College’s reach globally and for achieving its mission of “creating a smarter, healthier and more equitable world.”
Our Program brings together faculty committed to contributing to the improvement of education policies and practices around the world. We approach education (broadly defined) from critical interdisciplinary and multidisciplinary perspectives, and we draw on multiple ways of knowing with sensitivity to social contexts. In our collective work, faculty, students, and alumni engage with multiple stakeholders across national and international contexts, including government institutions such as education ministries, bi- and multilateral donors, United Nations agencies, non-governmental organizations, private organizations, community organizations, families, and social movements.
Each year a diverse group of students from around the world come to Teachers College to work with our renowned faculty and to prepare themselves to make lasting contributions to these efforts. We are excited to welcome you, as part of this tradition, into our community!
During your studies, you will benefit from incredible resources in the Program, at Teachers College, and across the wider Columbia community. You will also have access to myriad experiences given the College’s location in New York City. Be sure to take full advantage of the academic, cultural, professional, and social opportunities that make up this vibrant college campus and its surrounding environs.
This handbook serves as an important guide for your studies, with information about our program, faculty and staff, courses, requirements, and student resources. To supplement this guide, please explore the program website and social media channels, talk to current students, and read our emails entitled Notes from Grace Dodge Hall. These weekly emails provide essential information, including program updates and deadlines, faculty office hours, scheduled events, internship and career resources, and professional development opportunities.
We are pleased to publish this handbook for the third time online. While the previous years we did so out of necessity, given the COVID-19 pandemic, we soon realized the added benefits to a virtual handbook. We are able to include more materials than before, and more importantly, it allows us to reduce our ecological footprint.
We look forward to collaborating with you over the coming year.
S. Garnett Russell, Ph.D.
Associate Professor & Program Director
In 1899, Teachers College became the first graduate institution in the United States to develop a program in Comparative Education. In 1956, its faculty members co-founded the Comparative and International Education Society and created one of the field's most prominent peer-reviewed journals, Comparative Education Review.
By the 1960s, Teachers College became instrumental in the study of the international development of education as well and founded the program in International Educational Development. The program's faculty plays prominently in research and other education-related initiatives around the world.
Since the early 2000s, the two programs – Comparative and International Education (CIE), and International Educational Development (IED) – operate as two degree-programs under one academic unit International Comparative Education (ICEd). Both programs offer M.A. and Ed.M. degrees; CIE offers a doctor in philosophy degree (Ph.D.) and IED offers a doctor of Education degree (Ed.D.).
The primary distinction between the degree programs is the area of specialization. Students applying to the Comparative and International Education (CIE) track select a disciplinary focus (Anthropology, Economics, History, Philosophy, Political Science, or Sociology), whereas students applying to the International Educational Development (IED) track select a cluster within the field of education: Global Governance, Policy, and Planning; Human Rights, Emergencies and Peacebuilding; Multilingual and Decolonial Dimensions of Education. The courses offered in these clusters vary each academic year.
The three clusters include:
- Cluster 1: Global Governance, Policy, and Planning
- Cluster 2: Human Rights, Emergencies, and Peacebuilding
- Cluster 3: Multilingual and Decolonial Dimensions of Education
Students in the International and Comparative Education Program are encouraged to select a geographical area of specialty. Geographical areas currently represented by faculty in the Department of International and Transcultural Studies are Africa, the Caribbean, Central Asia, East Asia, Europe, Latin America, the Middle East, South Asia, and the U.S. (for a transcultural/immigration focus). Area studies courses are available within our program and through various departments at Teachers College and Columbia University; our students in International and Comparative Education have access to those offerings. Applications are reviewed once a year for matriculation in the fall semester only. The deadlines for applications are in December or January depending on the degree program.
The program is designed to provide students with challenging coursework related to international and transcultural dimensions of education. Program requirements include work in four areas: a core curriculum (core course in International and Comparative Education and research methods), a cluster that is either an academic discipline (for CIE track) or a professional field of education (for IED track), courses with a transcultural or geographic focus, and elective credits. The program is designed to be as flexible as possible so that previous educational and professional experience and the future career goals of the student can be taken into account in the choice of appropriate course work. Students are expected to assume major responsibility for formulating, in cooperation with their faculty advisor, a plan of study that will best meet the general program requirements in a way that is most compatible with their own professional and academic goals.
The International and Comparative Education Program provides advanced preparation for professional careers in a wide range of teaching, policy and evaluation, program management, and research roles. Graduates of the program are found in numerous educational positions, including those in academic research and teaching, educational planning, foundations, non-governmental organizations, governmental institutions, businesses and corporations, and private and public educational institutions.
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International and Comparative Education Program |
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Comparative and International Education (CIE) |
International Educational Development (IED) |
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Master of Arts (M.A.) |
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Master of Education (Ed.M.) |
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Doctor of Philosophy (Ph.D.) |
Doctor of Education (Ed.D.) |
Read about our faculty for the 2022-2023 academic year below:
Email: wc2826@tc.columbia.edu
Liyun Wendy Choo is a Lecturer in the Comparative and International Education Program at Teachers College, Columbia University. She holds a Master of Education in Curriculum and Teaching and a Master of International Studies and graduated from her doctoral programme in 2020 from the University of Auckland, New Zeland. Her doctoral research took a broad view of education and examined the educative process of young Myanmar citizens beyond formal schooling. Her research interests include international education, everyday youth citizenship, postcolonial citizenship, research supervision and rural education. She is especially interested in Southeast Asia and New Zealand.
Liyun Wendy Choo started her teaching career at Millennia Institute, a public pre-university institution in Singapore and spent two years at the Academy of Singapore Teachers working on in-service teacher professional development. She was a very successful history teacher, Subject Head and later, Head of Department at Millennia Institute. She left Millennia Institute in 2016, and since then, she has taught in a variety of countries, including Lao PDR, Myanmar, and New Zealand, all of which made her more aware of the need to consider ways for diverse learners to bring their experiences and expertise into the learning.
New Zealand most influenced her thinking about tertiary teaching. She believes that a key purpose of higher education is to develop critical and tolerant citizens passionate about learning and contributing to their societies. One idea that struck her when she first went to New Zealand is that academics are legally obliged to act as the critic and conscience of society. This requires public intellectuals to draw on learning from research to raise society’s consciousness about its pressing and latent problems by engaging citizens in public debates. However, academics bring different values and theoretical lenses to the debate, which can be incompatible with one another and confusing to citizens. It is thus essential for public universities to equip citizens with the discerning capacity to engage in critical dialogues with a plurality of voices and to value equality and justice so that they make decisions for the common good. It is these ideas about the purpose of higher education that inform her curriculum design and teaching goals.
Courses AY 2022-2023:
Fall 2022
ITSF 4093: Curriculum and Pedagogy in International Contexts
ITSF 4613: International Perspectives on Citizenship and Human Rights Education
E-mail: cortina@tc.columbia.edu
Office Location: 352 Macy Hall
Regina Cortina is Professor of Education in the Department of International and Transcultural Studies at Teachers College, Columbia University. Her Presidential Address, “’The Passion for What is Possible’ in Comparative and International Education,” was published in the Comparative Education Review in November 2019. Professor Cortina’s teaching and publications are advancing the field by focusing on Decolonial Theories in Comparative Education. Most recently, two of her articles were published in 2019 and 2020 in Compare: A Journal of Comparative and International Education. Professor Cortina’s book published in 2017, Indigenous Education Policy, Equity, and Intercultural Understanding in Latin America, is a comparative study of policies designed to increase the educational opportunities of Indigenous students, protect their rights to an education inclusive of their cultures and languages, and improve their education outcomes. Her earlier book, The Education of Indigenous Citizens in Latin America (2014), examines unprecedented changes in education across Latin America that resulted from the endorsement of Indigenous people’s rights through the development of bilingual intercultural education. Professor Cortina’s other areas of expertise are gender and education, the education and employment of teachers, public policy and education, and the schooling of Latinx students in the United States. Among her other major publications are Women and Teaching: Global Perspectives on the Feminization of a Profession (Palgrave, 2006), Immigrants and Schooling: Mexicans in New York (Center for Migration Studies, 2003), and Distant Alliances: Promoting Education for Girls and Women in Latin America (Routledge, 2000). She has a Ph.D. in Education, a master’s degree in International and Comparative Education, and a master’s degree in Political Science, all from Stanford University, and a bachelor’s degree from the Universidad Iberoamericana in Mexico City. Professor Cortina was President of the Comparative and International Education Society (CIES) in 2018-2019.
Courses AY 2022-23
Fall 2022
ITSF 5043: Decolonial Theories in Comparative Education
ITSF 5500: Education Across the Americas
Spring 2023
ITSF 5008: Gender, Education, and International Development.
E-mail : ei2232@tc.columbia.edu
Office location: TBD
Erina Iwasaki is a Lecturer in the International and Comparative Education program at Teachers College, Columbia University. Her research interests lie in language issues in educational development, particularly examining the efforts of ethnolinguistically non-dominant communities to advocate and implement education in their own languages. Her Ph.D. dissertation is entitled “National Languages, Multilingual Education, the ‘Militants’ for Change in Senegal.” It looks at the lived experiences of self-proclaimed ‘militants’ (strong advocates with a political connotation) for Senegalese national languages in education, the extent of their multi-generational work and network, and their influence in shaping the language-in-education policy landscape at what appears to be a moment of “critical juncture” as Senegal’s National Ministry of Education adopts a national bilingual education policy in French and Senegalese languages. She is currently working on publications from her dissertation. In addition to her Ph.D. in International and Comparative Education from Teachers College, Columbia University, Erina also holds a M.A. in Political and Moral Philosophy from the University of Paris-Sorbonne IV.
She recently co-authored a book chapter “Reframing Policy and Practice: Languages in Education as Resources for Peace in Myanmar.”
Courses AY 2022-2023:
Fall 2022
ITSF 4580 002: International Comparative Education & Development Stuides, Part I
ITSF 5050: Language, Cultural Politics, and Education
E-mail: cel2106@tc.columbia.edu
Connie Lafuente is an Adjunct Assistant Professor in the ITS department at Teachers College. She is interested in the strategies of NGOs, and in education philanthropy both domestically and internationally. A practitioner, Dr. Lafuente works at the Carnegie Corporation of New York where she manages a portfolio of grantees working to improve professional learning of educators and school leaders. Dr. Lafuente sources and vets grants and provides technical assistance to grantees. Before joining Carnegie, Dr. Lafuente worked in professional learning of early childhood educators at Bank Street College of Education for New York City’s Pre-K for All; and in the implementation of a randomized controlled trial of an early math curriculum with Bank Street College and MDRC, a social policy research organization. A native of Argentina, Dr. Lafuente worked as the director of primary education programs of Junior Achievement Argentina, an international NGO, where she designed curricula, lead the primary school program and provided professional development to teachers and volunteers. Her research interests include the strategies of education-related NGOs, including service delivery, advocacy and accountability processes. She has a PhD in International Comparative Education with a concentration in political science from TC, Columbia University, a Masters in Public Policy from the University of Oxford, a Masters in NGOs from the Universidad de San Andres, and a Bachelor in Political Science from the Universidad del Salvador in Buenos Aires.
Courses AY 2022-23:
Fall 2022
ITSF 4105 Civil Society and NGOs in International Educational Development
E-mail: leichter@tc.columbia.edu
Office Location: 274 GDH
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.
Courses AY 2022-23
Fall 2022
ITSF 5023: Family as Educator
ITSF 6520: Seminar in Families and Communities as Educators
Spring 2023
ITSF 5120: Education in Community Settings: Museum
ITSF 6520: Seminar in Families and Communities as Educators
E-mail: nl2539@tc.columbia.edu
Office location: 375C Grace Dodge Hall
Nicholas Limerick is an Associate Professor of Anthropology and Education and International and Comparative Education. His research, which is committedly ethnographic, examines the promises and challenges around Indigenous language reclamation and alternative visions for education, especially in light of current efforts to transform education through state institutions. His forthcoming book, Recognizing Indigenous Languages: Kichwa and the Double Binds of Intercultural Bilingual Education in Ecuador, considers how directors of Ecuador’s national Indigenous school system attempt to promote and teach Kichwa—called Quechua outside of Ecuador—from national government offices, institutions that have historically marginalized the language family and its speakers. Over the past few years, he has also been co-writing, with the director of a school in Quito, a book to teach Kichwa for students who no longer speak the language dominantly. He is currently on sabbatical for a new project researching with teachers about their activism for educational autonomy and their efforts to produce an alternative curriculum and form of school organization from those which are sanctioned by the state.
No courses on the 2022-2023 AY
Email: mam2017@tc.columbia.edu
Office Location: 276 GDH
Mary Mendenhall is an Associate Professor in the International and Comparative Education Program at Teachers College, Columbia University. Her research is situated at the intersection of the fields of education in emergencies, refugee and forced migration studies, and teacher education. Her studies examine refugee education policies and practices across camp, urban, and resettlement contexts; and teacher support and professional development in crisis settings, primarily in Sub-Saharan Africa.
Mendenhall recently concluded a four-year research study on teacher and student well-being among displaced populations in Uganda and South Sudan through an EU-funded consortium led by Oxfam. She is starting a new study this year on teachers of persons of concern in collaboration with the United Nations High Commissioner for Refugees (UNHCR). Dr. Mendenhall is an active member of INEE’s Teachers in Crisis Contexts Collaborative (TiCC), an inter-agency effort to provide continuous, quality professional development to teachers working in displacement contexts. She also serves as an advisor to the Right to Education Initiative and the Center for Professional Learning at Childhood Education International, and is a faculty affiliate to the CPC Learning Network (housed at Columbia University’s Mailman School of Public Health)
Mendenhall has an Ed.D. in international educational development from Teachers College, an M.A. in higher education administration from New York University, and a B.A. in psychology from Ohio University.
Courses AY 2022-23:
Spring 2023
ITSF 4005: Education in Emergencies and Reconstruction
ITSF 4581: International Comparative Education & Development Studies, Part II
Email: op2183@tc.columbia.edu
Office location: 370 Grace Dodge Hall
Oren Pizmony-Levy is an Associate Professor of International and Comparative Education at Teachers College, Columbia University. Trained in sociology, his research interests focus on global education movements and their implications to schools. Professor Pizmony-Levy’s main line of research is concerned with international large-scale assessments of student achievement (e.g., TIMSS and PISA), the impact of these assessments on the policy process through public discourse and public opinion. Other lines of his research focus on policies that advance environmental and sustainability education and promote safe schools for sexual orientation and gender identity (SOGIE) minorities. He received a B.A. in political science and educational policy from Tel-Aviv University, and M.A. and Ph.D. in sociology and educational leadership and policy studies from Indiana University – Bloomington.
Professor Pizmony-Levy is the founding Director of the Center for Sustainable Futures. At the Center, he co-leads a research-practice partnership with the New York City Department of Education Office of Sustainability, and conducts comparative research on climate change education and communication. He is an active member of the Comparative and International Education Society (CIES), and served as the Chairperson of three Special Interest Group: SOGIE SIG (2018/2020); Large-Scale Cross-National Studies in Education SIG (2013/2016); and the Environmental and Sustainability Education SIG (2012/2014).
Among his recent publications are “The Opt-Out Movement and the Reform Agenda in US Schools” (with Bob Lingard and David Hursh), “Improving ESE policy through research-practice partnerships: Reflections and analysis from New York City” (with Meredith McDermott and Thad Copeland), and “Networked Education Systems and the Flow of PISA-Induced References” (with Erika Kessler). Professor Pizmony-Levy is the recipient of multiple awards from professional associations, including CIES and the American Sociological Association. He has received research grants from the Arcus Foundation, the National Science Foundation, the Spencer Foundation, and the U.S. State Department.
Courses AY 2022-23:
Fall 2022
ITSF 4199 001 Social Network Analysis
ITSF 5034 001 Climate Change, Society, & Education
Spring 2023
ITSF 5035 001 Social Analysis of International Large-Scale Assessments
ITSF 5102 001 Public Opinion and Education Around the World
Director of George Clement Bond Center for African Education (CAE)
Email: sgrussell@tc.columbia.edu
Office location: 278 Grace Dodge Hall
Garnett Russell is an Associate Professor of International and Comparative Education specializing in education in post-conflict societies. She also directs the International and Comparative Education Program (ICEd) and the George Clement Bond Center for African Education (CAE). Her research focuses on areas linked to education and conflict, peacebuilding, transitional justice, human rights, citizenship, and gender particularly in Sub-Saharan Africa, including Rwanda and South Africa.
Her current research project is focused on the role of education in promoting peace-building and transitional justice in Colombia. She has also conducted research on resettled refugees and newcomer youth in the U.S., human rights education in New York high schools, and the right to education for urban refugees in Ecuador, Lebanon, Kenya and other countries in the global south. In addition, she is the co-founder and former co-chair of the CIES SIG for Education, Conflict, and Emergencies and is also a board member for the Journal on Education in Emergencies and the International Journal for Human Rights Education.
Russell’s recent publications have appeared in Comparative Education Review, American Educational Research Journal, the American Journal of Education, and the Journal on Education in Emergencies. In addition, her book on education and peacebuilding in post-genocide Rwanda, Becoming Rwandan, is published with Rutgers University Press.
She has received funding from the Spencer Foundation, Dubai Cares/E-3, the National Science Foundation (NSF), NSEP Boren, and the U.S. State Department Bureau of Population, Refugees, and Migration (BPRM). Previously, she worked as a policy analyst for UNESCO, as well as a consultant for other non-profit organizations including Save the Children and SRI International. Professor Russell has a Ph.D. from Stanford’s Graduate School of Education, an M.A. in International Development from the Johns Hopkins School of Advanced International Studies (SAIS) and a B.A. in International Relations from Stanford University.
Personal website: www.garnettrussell.com
Twitter: @sgarnettrussell
Courses AY 2022-23:
Fall 2022
ITSF 6580 Advanced Doctoral Seminar in International and Comparative Education I
Spring 2023
ITSF 6581 Advanced Doctoral Seminar in International and Comparative Education II
Email: msl2193@tc.columbia.edu
Office Location: 276 GDH
Marlana Salmon-Letelier completed her Ed.D. in International Educational Development at Teachers College, Columbia University in May 2019. Her mixed methods doctoral research focused on Federal Unity Colleges (diverse secondary boarding schools) in Nigeria and involved longitudinal surveys, social network analysis, interviews, and observations. She also holds an M.T.S. from Harvard University in Multiculturalism and Religion with a focus in Education and a B.B.A./B.A. in International Business/Spanish from the University of Texas in Austin. She has experience as a high school math teacher and has worked on a variety of research, consultancy, and advocacy projects with organizations such as the United Nations (OHCHR), World Bank, FHI360, the Global Partnership for Education (GPE), United Board, Citizen Schools, and the Arab Educational Institute. Currently, she works for the IRC Airbel Impact Lab as an Education Researcher focused on areas of crisis and conflict.
Courses AY 2022-23:
Fall 2022
ITSF 4160 001 Human Rights Education in Africa: Politics, Policies, and Pedagogies
E-mail: nlg2004@tc.columbia.edu
Office Location: GDH 370
I am interested in comparative politics and policy in international education. Specifically, my research looks at how citizens, bureaucrats and policy makers understand and talk about education issues. My recent research has focused on international large-scale assessments, public discourse about education, the anti-testing movement, and research use in education policy making.
Courses AY 2022-23:
Fall 2022
ITSF 4009 Introduction to Research Methods in Education
Email: rb2024@tc.columbia.edu
Raisa B. Schwanbeck is the Associate Director of School Design with the NYC DOE’s Office of Postsecondary Readiness. Raisa works on supporting schools that are part of the (“P-TECH”) model, which combines two core tenets for entry into STEM careers: college degree attainment and career preparation. PTECH schools are designed to respond to the continued need for the 21st century workforce to have both (content) knowledge and (professional) skills.
She has over 15 years of experience in research and implementation of education projects in New York and around the world. Before joining the NYC Department of Education, Raisa earned a doctorate in sociology and international education at Teachers College, Columbia University. Her dissertation research included a case study of how shifts in political and economic landscapes change the education sector and impact teachers, schools, and society. While doing her graduate work, Raisa was also a consultant with UNICEF, the World Bank, and an adjunct professor at Manhattan College’s School of Continuing and Professional Studies.
Before pursuing her PhD, Raisa was a Senior Researcher Officer at the Institute of International Education in New York, where she managed a program tracking global postsecondary mobility. Raisa was also Fulbright Fellow and teacher in South Korea before starting graduate school. She is a graduate of New York City public schools.
Courses AY 2022-23:
Fall 2022
ITSF 4199 Design Schools for the 21st Century
E-mail: gs174@tc.columbia.edu
Office location: 364 Grace Dodge Hall
Gita Steiner-Khamsi is a Professor of International and Comparative Education. Her scholarly interests include comparative policy studies, policy borrowing/lending, teacher policy and school reform, globalization theories, case-study methodology, strategic planning and evaluation research. Among Professor Steiner-Khamsi’s thirteen books are: Evidence and Expertise in Nordic Education Policy (with B. Karseth and K. Sivbesind; Palgrave 2022, open access), Comparative Methodology in the Era of Big Data and Global Networks (with Radhika Gorur and Sam Sellar, Routledge 2019); The State, Business and Education: Public-Private Partnerships Revisited (with Alexandra Drexler, E.Elgar Publisher 2018; open access); and Understanding PISA’s Attractiveness: Critical Analysis in Comparative Policy Studies (with Florian Waldow, Bloomsbury, 2019).
She actively participates in a five-year research project (2018-23) entitled “Policy Knowledge and Lesson Drawing in Nordic School Reform in an Era of International Comparison,” funded by the Norwegian Research Council and hosted at the University of Oslo, Norway. Periodically, she carries out analytical work with the Asian Development Bank, European Union, Open Society Foundations, Swiss Agency for Development and Cooperation, UNICEF, USAID, and the World Bank with a focus on Mongolia and Central Asia. Professor Steiner-Khamsi was 2009/2010 President of the Comparative and International Education Society. She is (co)-editor of the book series International Perspectives on Educational Reform (Teachers College Press) and the NORRAG Series on International Education and Development (Elgar). She is the recipient of an honorary doctoral degree from the Mongolian National University of Education. She received her M.A. and Ph.D. from the University of Zurich/Switzerland.
She has ended this year a 5-year secondment to the Geneva Graduate Institute of International and Development Studies, where she also served as the Academic Director of NORRAG. NORRAG celebrates this year its 45 anniversary. Among others, its core mission is to surface, amplify and disseminate scholarship from the Global South. It started the initiative #TheSouthAlsoKnows
Courses AY 2022-23
Fall 2022
ITSF 4580: International Comparative Education & Development Studies, Part I
ITSF 6590: Advance Doctroal Seminar (Part I)
Spring 2023
ITSF 5006: Comparative Policy Studies: Tools and Techniques
ITSF 5509: Globalization, Society, and Education Policy
E-mail: cv2343@tc.columbia.edu
Carine Verschueren is an Adjunct Assistant Professor in the International and Comparative Education program at Teachers College, Columbia University. Her scholarship sits at the intersection of education policy, politics of education, and sustainability, and explores environmental and sustainability education policies in K-12 education systems worldwide. She is particularly interested in urban schools and school districts, and the implications of urban politics around sustainability for these schools. She received an M.A. in Translation and an M.A. in International Politics from the University of Antwerp; she holds an Ed.M. in International Educational Development and a Ph.D. in International and Comparative Education from Teachers College, Columbia University.
As a policy analyst, Professor Verschueren is a team member of Teachers College’s Center for Sustainable Futures. At the Center, she was instrumental in 2018-2019 in launching, coordinating, and moderating the webinar series: “Thinking Global, Educating Local”. She is also an active member of the Comparative and International Education Society (CIES) and is serving as the Chair of the Environmental and Sustainability Education Special Interest Group.
Her most recent journal articles are “Global and local (f)actors in environmental and sustainability education policies: The case of New York City public schools”(2021) and "Multi-layered predictors of ESE policy adoption in large school districts in the United States" (2022), both published in Environmental Education Research.
Courses AY 2022-23:
Fall 2022
ITSF 4009-002: Introduction to Research Methods
Email: pwilliams@tc.columbia.edu
Portia Williams is the Associate Provost for International Affairs and an Assistant Professor (Coterminous) in the Department of International and Transcultural Studies at Teachers College, Columbia University. As the College's chief international officer, Dr. Williams guides policy and practice for institutional partnerships and collaborations, oversees the Office of International Students and Scholars, serves as the Campus Administrator for the Fulbright U.S. Student Program, and facilitates a range of programming initiatives involving faculty, students, and international stakeholders. Dr. Williams was the founding Director of the Office of International Affairs in 2008, and has led the continued expansion of the College's internationalization efforts.
With more than 25 years of experience in education and development, Dr. Williams has directed, advised, or collaborated on policy and program endeavors in North and Sub-Saharan Africa, Europe, East and Southern Asia, Latin America, the Middle East, and the United States. Additionally, as an ESL professional, Dr. Williams has held faculty appointments at Georgetown, American, and George Washington Universities, the University of Illinois at Urbana Champaign, and the University of Shkodra in Albania.
Williams holds a doctorate in International Educational Development and Policy Studies and an Ed.M in International Family and Community Education from Teachers College Columbia University. She also holds an M.A. in Teaching English as a Second Language from the University of Illinois at Urbana Champaign. Dr. Williams is a former Spencer Research Fellow, David L. Boren Fellow, and Peace Corps Volunteer.
Meet our 2022-2023 Post Doctoral Fellows
Pieter Vanden Broeck is a Marie Skłodowska-Curie Global Fellow at Teachers College and Columbia’s Sociology Department. Drawing on organization studies, the study of European regionalization, and the sociology of education, his previous work explored how EU policy catalyzes the establishment of a distinct space for global education that cannot be grasped as the mere repetition of national patterns on a "higher" scale. Building on this line of thought, his current research project sets out to examine how online learning platforms, too, reshape education as a global affair. By way of an extended case ethnography in New York, he sets out to analyze the strategies by which digital platforms seek to create a setting for education to occur, in or beyond the classroom. A first line of research focuses on interaction, whether between two or more persons or between a person and a screen, and the question asked is how platforms, together with the algorithms, artificial intelligence, and other changes accompanying the influx of digital media, shape this interaction as educational. The second strand explores, inversely, how education shapes platforms. Observing the entry of private actors into a domain hitherto of a predominantly public character, it raises the question of how this entry affects platforms and their ways of doing business.
Daniela Romero-Amaya is the Dr. Bruce S. Goldberg Postdoctoral Fellow in the International and Comparative Education program. Her scholarly work is related to history and citizenship education in conflict-affected contexts, with emphasis on the interplay between education and transitional justice measures. Her research engages with youth perspectives and decisions concerning the legacies of armed conflict and their daily navigation of social life. Against the backdrop of protracted violence in Colombia, Daniela’s research gives attention to issues around memory, accountability, and civic trust. During the period of the fellowship, she will analyze the ways in which “the victim” enters the classroom and the role they play in shaping students’ understandings on the Colombian armed conflict and how young generations may partake in its transformation. In her work, Daniela considers “the victim” as a political subjectivity to which specific knowledge, emotions, imaginaries, and expectations are tied. Exploring how these aspects circulate within the school setting and how students address them is relevant to better understand the challenges and opportunities of ongoing initiatives for peacebuilding and peace education.
Email: mdr2153@tc.columbia.edu
ksha Vasudevan is currently the Bruce S. Goldberg Postdoctoral Fellow in Youth Wellbeing for the Center for Sustainable Futures at Teachers College. Working at the intersection of youth geography, spatial justice, and sustainability, she examines how young people stake claim to city spaces in the Americas, despite planning and education systems that hinder their opportunity to thrive. In her ongoing ethnographic work in Santo Domingo, Dominican Republic, Raksha explores how the island’s history of colonialism shapes the everyday lived experiences of young people who live in river communities, or informal settlements, particularly as the government begins to prioritize climate change planning. In New York City, Raksha is beginning to examine how youth and their parents understand, frame, and negotiate climate uncertainties in the midst of other everyday challenges. Raksha utilizes feminist, arts-based, and embodied mapping methods as a means to engage youth and other typically marginalized city stakeholders. In her work, she draws from a range of prior experiences, including her work as an intern Architect and elementary school teacher. She also managed the sustainability program for a membership organization of local elected officials.
Email: rv2451@tc.columbia.edu
PROGRAM CLUSTERS
Below you will find information for the professional clusters offered by the International and Comparative Education Program for IED students. Some clusters have additional requirements, including core courses and internships. For more detailed information contact the program faculty liaisons.
Cluster Courses
Cluster courses offered within the International and Comparative Education program are included below. The list of courses under each cluster is not an exhaustive list for each area but rather a guide to help students begin the course selection process for the 2022-2023 academic year. Since these courses are subject to change, check the online TC Schedule of Classes regularly for updated information. Students, in consultation with their faculty advisors, may select courses from other departments in Teachers College and other Columbia University schools such as the Graduate School of Arts and Sciences, the School of International and Public Affairs, and the Mailman School of Public Health. Additionally, students in consultation with their faculty advisors may also select methods courses towards their cluster requirement.
Cluster I: Global Governance, Policy, and Planning
Liaison Faculty: Professor Oren Pizmony-Levy and Professor Gita Steiner-Khamsi
The Global Governance, Policy, and Planning cluster prepares students for policy, planning and advocacy in an international context. The students acquire skills to prepare data-based reports, develop education sector plans and sector strategies, learn how to monitor and evaluate programs, and understand the different approaches for comparing educational systems. In addition to practicing these professional skills, students learn to problematize and reflect on the opportunities and limitations of global norm-setting for national developments and priorities, including the impact of PISA, TIMSS, and other large-scale student assessments.
Students that complete the degree at the Masters level typically work in policy or planning sections of governments or non-governmental organizations or are hired as consultants for preparing program design, evaluation, and planning documents. They work for intergovernmental organizations (OECD, Global Partnership for Education, UNESCO, UNICEF, World Bank), bilateral donors (FCDO, JICA, USAID, etc.), international NGOs (Save the Children, Open Society Foundations, World Vision, etc.), foundations (Al Qasimi Foundation, Lego Foundation, Mastercard Foundation) and other organizations that work internationally.
Cluster II: Human Rights, Emergencies and Peacebuilding
Liaison Faculty: Professor Mary Mendenhall and Professor S. Garnett Russell
The Human Rights, Emergencies and Peacebuilding cluster is designed for students interested in research, policy, and practice in humanitarian (natural disasters and armed conflict), forced displacement, post-conflict, and peacebuilding settings. The cluster brings together interdisciplinary and critical approaches to examine the role of education (including its limitations) in fostering social justice, social cohesion, sustainable peace, and human dignity across the humanitarian-development nexus. Students acquire skills in program design, curriculum development, monitoring and evaluation, policy analysis, and empirical research.
Students who complete the master’s degree typically assume roles doing project design; program implementation; technical assistance; and research, evaluation and learning. They work for international, national, and local non-governmental organizations (e.g. ChildFund International, Concern, Education Development Center, Facing History and Ourselves, FHI360, Global Nomads Group, International Rescue Committee, IREX, Save the Children, Norwegian Refugee Council, Sesame Workshop, The Brookings Institute, The DREAM Project, Visions Global Empowerment, World Education); intergovernmental agencies (Global Partnership for Education, UNESCO, UNESCO IIEP, UNHCR, UNICEF, World Bank); global networks (Inter-agency Network for Education in Emergencies); foundations (LEGO Foundation, Open Society Foundation); and bilateral donors (USAID).
Cluster III: Multilingual and Decolonial Dimensions of Education
Liaison Faculty: Professor Regina Cortina, Professor Hope Leichter, and Professor Nicholas Limerick
The Multilingual and Decolonial Dimensions of Education cluster focuses on building knowledge about language policies, multilingualism, and literacies; gender inequalities; interculturality; and the role of families and communities as they relate to policy and practice. It is an interdisciplinary field of study that encourages students to focus on key social, cultural, and political dynamics that affect education systems around the globe, and alternative ways of seeing education. Through graduate courses, individual research, and group projects, students develop critical thinking skills from a comparative perspective to advocate for educational access and quality. Students consider strategies for the inclusion of Indigenous and other non-dominant languages and cultures in education and the decolonization of schooling practices throughout the Global South. Our cluster’s strengths include topical knowledge and research methods such as comparative policy analysis, participant observation, discourse analysis, assessment of student achievement and literacies, and classroom-based observation.
Students who complete this master’s degree become educators and professionals in various international organizations, civil society organizations, foundations, and schools. Those with strong interest in forms of multilingualism and education, for example, are working at USAID, the Education Development Center, Pass Education, and various NGOs and schools. Graduates who completed their degree and focus on Latin America are working in the Fundación Escuela Nueva and The Alas Foundation, organizations advocating for education quality, intercultural and bilingual schools, education for climate change and biodiversity, and as teachers and administrators within international schools domestically and abroad at the World Bank, UNICEF, and Brookings Institution. Several graduates interested in Latinx education have become consultants and project managers in companies and organizations advocating for education equity, immigrant rights, language rights, and culturally competent teachers in U.S. schools.
PROGRAM REQUIREMENTS AND COURSE PLANNING WORKSHEETS
This handbook includes a guide and course planning worksheets that explain the requirements for completing the degree. Use them to begin thinking ahead about your course plan.
CLUSTERS
- Incoming students have already picked a cluster during the admissions process. A brief description of these can be found above.
- Keep in mind that your cluster is flexible, and that you may begin in one cluster but switch to another after your second semester (with faculty advisor approval).
HOW TO FIND COURSES AND DESCRIPTIONS
- Online Course Schedule: The TC general course schedule for Fall 2022 and Spring 2023 is available online with the most recent course information. Under the “Any Subject” category, search for courses by finding “All International & Transcultural Studies courses” and selecting “ITSF (Comparative and International Education).”The schedule is updated several times daily.
- Student Handbook: Program courses are listed in the handbook
- Brief course descriptions can be found here. In addition, some faculty members provide detailed course descriptions on their individual websites
NEXT STEPS
- Worksheet: Please create a list of 3-5 courses that you would like to take using your course planning worksheet.
- ITSF Core Courses: All incoming master's students must register for ITSF 4580: Comparative Education in the Fall semester.
- Prepare a few backup options beyond those 3-5 classes you have selected.
- Peer Advisor: Email the list of your proposed courses to the Peer Advisor peeradvisors@tc.columbia.edu. Please include your cluster in the email so that they can best assist you.
- PIN: You should have already received the registration PIN from the Program Assistant. If you have any difficulties with the registration PIN, contact the Program Assistant at iceinfo@tc.edu.
- Faculty Advisor: Discuss your course plan with your faculty advisor who will give final approval for your course selection.
REGISTRATION PROCEDURES
- With the PIN that you receive (from the Peer Advisor or Program Assistant) you can register for most courses, but some require special permission from the instructor. To register for these courses, you must email the professor and copy (cc) the Program Assistant at iceinfo@tc.columbia.edu expressing your interest (just a brief sentence or two is fine) and requesting permission to enroll.
ADVISEMENT CONTACT INFORMATION
Your Faculty Advisor will be assigned to you during the summer prior to starting classes and will be available to provide advisement regarding your initial course selection and any other questions you might have at that time and throughout the academic year.
The Peer Advisor is available at peeradvisors@tc.columbia.edu to discuss your course plan and other questions related to registration for fall. During the summer months, a peer advisor (typically a doctoral student) will also be available to provide advisement. In order to make the best use of the advisement, please read all of the information carefully and ask specific questions.
Download this information: Fall 2022 Registration
All degrees in the International and Comparative Education Program require core courses (Area 1), which include at least one methods course. For students beginning their M.A. or Ed.M. in the Summer or Fall of 2022, two research methods courses are required. The following are research methods courses offered both within the International and Transcultural Studies Department (ITS) as well as in other TC Departments. These courses are subject to change, so check the online TC Course Schedule regularly for updated information.
- Please note that if you plan to take a methods course outside of the ITS department, you need to get the approval of your faculty advisor. Additionally, some of the courses have special fees or require the instructor’s permission.
- Additional research methods courses are offered at other Columbia University schools, such as GSAS and SIPA. You can find these in the Columbia Directory of Courses: http://www.columbia.edu/cu/bulletin/uwb/.
Introductory Level Courses
- ITSF 4009 001 Introduction to Research Methods in International and Comparative Education
- ITSF 4101 Introduction to Quantitative Analysis
- ITSF 5000 001 Introductory methods of ethnography and participant observation
- HUD 4120 002 Methods of empirical research
- HUDM 4120 002 & 010 Basic concepts in statistics
- HUDM 4122 001 & 002 Probability and statistical inference
- C&T 6011 001 Introduction to qualitative research in curriculum and teaching
- EDPA 4002 001 Data Analysis for Policy and Decision Making I
Intermediate Level Courses
- ITSF 4199 Social Network Analysis
- EDPA 5002 001 Data Analysis for Policy and Decision Making II
- EDPS 5199 Multi and Mixed Methods Research
- ITSF 5040 Mixed Research Methods
- HBSN 5044 001 Advanced Research Methods: Literature Review and Critique
- HUDM 4125 001 Statistical inference
- HUDM 5026 001 Intro to Data Analysis in R
- HUDM 5122 001 Applied regression analysis
Advanced Classes
- ITSF 5001 001 Advanced methods of ethnography and participant observation: fieldwork, analysis, reporting
- EDPA 6002 001 Quantitative Methods for Evaluating Education Policies and Programs
- BBSN 4005 001 Research Methods in Neuroscience
- HUDM 5123 001 Linear models and experimental design
- HUDM 5126 001 Linear models and regression analysis
- HUDM 6055 001 Latent structure analysis
MASTER OF ARTS (M.A.)
International Educational Development (IED – code: INTL)
Comparative and International Education (CIE – code: COMP)
1. Coursework (at least 32 graduate-level credits) * The following requirements are for students who began their M.A. in Fall 2022 or later. Previously enrolled students should see the requirements listed in the 2021Student Handbook. M.A. coursework falls into four broad areas:
Area 1: Core Courses (12 credits)
- ITSF 4580: International Comparative Education & Development Studies (Part 1)
- ITSF 4581: International Comparative Education & Development Studies (Part 2)
- Two ITSF Research Methods Courses (other options available in consultation with your advisor).
Area 2: Cluster Courses (at least 9 credits)
- Courses counting towards the cluster must be faculty advisor-approved.
- Students considering a change in cluster must discuss the change with the faculty advisor.
Area 3: Transcultural/Area Studies (at least 5 credits)
- Courses must come from at least two of the following categories: topics, research methods, professional skills, internship/practicum.
Area 4: TC Electives (at least 6 credits)
- To fulfill the TC breadth requirement, M.A. students must take at least 6 credits that are at TC but outside of the International and Comparative Education Program. This could take the form of two 3-credit courses, three 2-credit courses, or any other combination agreed upon by students and their academic advisors.
- All non-ITSF courses at TC count as TC breadth electives.
- Courses offered by other programs within the ITS department (anthropology) can also count as TC breadth electives if they are outside of the student’s cluster.
2. Integrative Project (IP)
- Completion of an IP is required for the M.A. degree. Please see the Guidelines for Master’s Integrative Project (IP) on this website.
- Students should consult with the faculty advisor about the IP at least one semester before the intended graduation date. After the IP topic has been approved, the IP Advisor is available to guide students through the completion of the IP.
Students who are working on the IP but are not registered for any other classes may register for IND 4000 (Master’s Candidate).
3. Graduation
- While it is possible to complete the M.A. degree within one academic year (fall semester, spring semester, and summer session), the majority of students complete the degree in two years.
- In order to graduate, students must apply online through the myTC portal. See the graduation checklist page for details. Once the IP is completed, the student’s faculty advisor must approve it through Degree Audit. As per New York State requirements, students must submit a soft copy of the IP to the Program Assistant. Students will complete a release form indicating whether or not they grant permission for the IP to be viewed by other students.
Download Course Planning Worksheet (General): MA Course Planning Worksheet 2022
Download Course Planning Worksheet - Global Governance, Policy, and Planning Cluster: MA Course Planning Worksheet_GGPP 2022
MASTER OF EDUCATION (Ed.M.)
International Educational Development (IED – code: INTL)
Comparative and International Education (CIE – code: COMP)
1. Coursework (at least 60 graduate-level credits, including up to 30 transferred credits) * The following requirements are for students who began their Ed.M. in Summer/Fall 2020 or later. Previously enrolled students should see the requirements listed in the 2019 Student Handbook. Ed.M. coursework falls into four broad areas:
Area 1: Core Courses (12 credits)
- ITSF 4580: International Comparative Education & Development Studies (Part 1)
- ITSF 4581: International Comparative Education & Development Studies (Part 2)
- Two ITSF Research Methods Courses (other options available in consultation with your advisor).
Area 2: Cluster Courses (at least 18 credits)
- Courses counting towards the cluster must be faculty advisor-approved.
- Students considering a change in cluster must discuss the change with the faculty advisor.
- In some cases, transferred credits may be applied in this area.
Area 3: Transcultural/Area Studies (at least 15 credits)
- Courses must come from at least three of the following categories: topics, research methods, professional skills, internship/practicum.
- Transferred credits may be applied in this area.
Area 4: TC Electives (at least 15 credits)
- To fulfill the TC breadth requirement, Ed.M. students must take at least 6 credits that are at TC but outside of the International and Comparative Education program. This could take the form of two 3-credit courses, three 2-credit courses, or any other combination agreed upon by students and their academic advisors.
- All non-ITSF courses at TC count as TC breadth electives. Courses offered by other programs within the ITS department (anthropology) can also count as TC breadth electives if they are outside of the student’s cluster.
- Other elective courses can be taken outside of the ITS department or transferred from other schools.
Transfer credit: A maximum of 30 credits may be transferred from other recognized institutions. Only graduate courses that have been (1) completed with grades of B or higher, (2) submitted on an official transcript from a regionally accredited institution, and (3) granted/assigned credit on the transcript of that institution, may be considered for transfer credit. Transfer credit is awarded at the discretion of the faculty advisor. After registering for the first semester, students should obtain and fill out an Advanced Standing Review (ASR) application from the Office of the Registrar and return it to the Office of the Registrar. Transcripts will be evaluated and sent to the Program Assistant, who will then contact the student with further instructions. The entire process can take several months.
2. Integrative Project (IP)
- Completion of an IP is required for the Ed.M. degree. Please see the Integrative Project (IP) Guidelines section.
- Students should consult with the faculty advisor about the IP at least one semester before the intended graduation date. After the topic has been approved, the IP Advisor is available to guide students through the completion of the IP.
- Students who are working on the IP but not registered for any other classes may register for IND 4000 (Master’s Candidate).
3. Graduation
- Full-time students who transfer the full 30 credits can complete the Ed.M. degree within one academic year (fall semester, spring semester, and summer session); however, most students take 1.5 to 2 years to complete this degree.
- In order to graduate, students must apply online through the myTC portal. See the graduation checklist for details. Once the IP is completed, the student’s faculty advisor must approve it through Degree Audit. As per New York State requirements, students must submit a soft copy of the IP to the Program Assistant. Students will complete a release form indicating whether or not they grant permission for the IP to be viewed by other students.
Download Course Planning Worksheet: EdM Course Planning Worksheet 2022
DOCTOR OF EDUCATION (Ed.D.)
International Educational Development (IED – code: INTL)
1. Coursework (at least 90 graduate level points, including up to 45 transferred credits).
- ITSF 6580: Advanced Doctoral Seminar: International and Comparative Education I
- ITSF 6581: Advanced Doctoral Seminar: International and Comparative Education II
- Choose 2 other ITSF courses (approved by the advisor)
Ed.D. coursework falls into four broad areas:
Area 1: Core Courses (12 credits)
Area 2: Concentration (Academic Cluster) (at least 27 credits)
- Courses counting towards the cluster must be advisor-approved.
- In some cases, transferred credits may be applied in this area.
Area 3: Transcultural/Area Studies/Research Methods (at least 27 credits)
- At least 6 credits must be in research methods
- Other Area 3 courses must come from at least two of the following categories: topics, professional skills, internship/practicum
- In some cases, transferred credits may be applied in this area.
- In some cases, language credits may be applied in this area. Please check with the Registrar for restrictions on applying language credits
Area 4: Broad & Basic/Electives (at least 24 credits)
- Can include courses dealing with the nature of education, the nature of a person’s learning processes, and the methods of evaluation and research
- Can include courses that do not fit into any of the previous categories such as courses in related scholarly disciplines, and/or those which give an understanding of the functions of related specialties.
- Transferred credits may be applied in this area
Languages:
No foreign language requirement.
Transfer credit:
A maximum of 45 credits may be transferred from other recognized institutions. Only graduate courses which have been (1) completed with grades of B or higher, (2) submitted on an official transcript from a regionally accredited institution, and (3) granted/assigned credit on the transcript of that institution, may be considered for transfer credit. Transfer credit is awarded at the discretion of the faculty advisor. After registering for the first semester, students should obtain and fill out an Advanced Standing Review (ASR) application from the Office of the Registrar and return it to the Office of the Registrar. Transcripts will be evaluated and sent to the Program Assistant, who will then contact the student with further instructions. The entire process can take several months.
2. Program Certification Examination
- Students complete their certification exam by the end of their first year in the program. The exam is integrated with the Advanced Seminar. Students must be authorized by ODS to take this exam; please see advisor for more details. The certification exam may be attempted twice.
3. Specialization Examination
- Each professional specialization has different examination requirements. Students must register for the exam with ODS during the first week of the semester and should consult the main advisor for more information.
4. Defense of a Dissertation Proposal
- The dissertation proposal defense requires two or three readers. The advisor/sponsor is the first reader, and students are responsible for finding a second and (if applicable), a third readers appropriate for the cluster.
- Students are responsible for making arrangements with the two readers for the proposal hearing. Students should fill out the “Dissertation Proposal Hearing Report,” available from the ODS website. After a successful hearing, this form needs to be signed by both readers and the department chair. A copy should be submitted to the Program office and the original should be turned in to ODS.
- After a successful proposal hearing, students must submit an application to TC’s Institutional Review Board (IRB) for the research project.
- Please refer to the TC IRB website for more information (http://www.tc.columbia.edu/institutional-review-board). Once approved, copies of the IRB approval letter must be filed with the Program office and ODS.
5. Program Plan (via Degree Audit)
The courses the student plans to take to fulfill Ed.D. degree requirements is referred to as the Program Plan. The student, in consultation with an advisor, and per the program, prepares the Program Plan on the Degree Audit system. The academic advisor should approve the Program Plan in the same term as the department’s submission of the doctoral student’s Recommendation for Certification.
6. Ed.D. Certification
- Once students have 1) completed most of the required coursework, 2) passed the program exam, the specialization exam, and the proposal hearing, 3) received IRB approval for the dissertation research, and 4) completed the approved program plan (via Degree Audit), students are eligible for Ed.D. certification. This process must be completed through the program office with the assistance of the Program Assistant.
7. Fieldwork Outside of the United States
- Students who are conducting fieldwork outside of the United States may register for ITSF 6200 for one or two semesters. This is a 0-credit, no fee course. If this course will be taken, it should be included in the program plan. If ITSF 6200 is taken following the semester in which the dissertation proposal is complete, this meets the obligation for continuous registration requirement.
8. Preparation and Defense of a Research Dissertation
- Upon completion of the proposal hearing, all Ed.D. candidates are required to continuously register for ITSF 8900 or pay a fee in the term in which the dissertation is defended. Students who are not going to receive advisement may petition for an exemption of dissertation advisement with ODS. Please see the “Ed.D. Requirements Bulletin” for more information.
- Students may also refer to the document " Manual of Style for All Doctoral Students" downloadable from the ODS website for more information on dissertation preparation.
- The “Guide to the Dissertation Oral Defense” is available on the ODS website for general guidance on preparing for the dissertation defense.
- Consult the "Ed.D. Requirements Bulletin" for requirements on continuous enrollment.
Download Course Planning Worksheet: EdD Degree Worksheet 2022
DOCTOR OF PHILOSOPHY (Ph.D.)
Comparative and International Education (CIE – code: COMP)
1. Coursework (at least 75 graduate level points, including up to 30 transferred credits)
- ITSF 6580: Advanced Doctoral Seminar: International and Comparative Education I
- ITSF 6581: Advanced Doctoral Seminar: International and Comparative Education II
- Choose 1 other ITSF course (approved by advisor)
Ph.D. coursework falls into four broad areas:
Area 1: Core Courses (9 credits)
Area 2: Concentration in an Academic Discipline (at least 30 credits)
- Courses counting towards the concentration must be advisor-approved.
- Many of these courses can be taken at Columbia’s Graduate School of Arts and Sciences (GSAS).
- This area may include discipline-based research methods (note that Ph.D. students must have at least 12 credits of research methods courses).
- In some cases, transferred credits may be applied in this area.
Area 3: Comparative Education/Transcultural/Area Studies (at least 18 credits)
- The majority of these courses will come from the ITS department.
- This area may include research methods (note that Ph.D. students must have at least 12 credits of research methods courses).
- Transferred credits may be applied in this area.
Area 4: Non-Major Foundations/Electives (at least 18 credits)
- This includes courses taken outside the primary program of study.
- Transferred credits may be applied in this area.
Languages:
One foreign language with a specialization in Anthropology. Two foreign languages for other specializations. Statistics (two courses) may be substituted for one language (see below for more details).
Transfer credit:
A maximum of 30 credits may be transferred from other recognized institutions. Only graduate courses which have been (1) completed with grades of B or higher, (2) submitted on an official transcript from a regionally accredited institution, and (3) granted/assigned credit on the transcript of that institution, may be considered for transfer credit. Transfer credit is awarded at the discretion of the faculty advisor. After registering for the first semester, students should obtain and fill out an Advanced Standing Review (ASR) application from the Office of the Registrar and return it to the Office of the Registrar. Transcripts will be evaluated and sent to the Program Assistant, who will then contact the student with further instructions. The entire process can take several months.
Note:
Ph.D. students must complete all degree requirements in no more than seven years. Those with 30 points of advanced standing prior to doctoral admission are to complete requirements within six years.
2. Program Certification Examination
- Students complete their certification exam by the end of their first year in the program. The exam is integrated with the Advanced Seminar. Students must be authorized by ODS to take this exam; please see advisor for more details. The certification exam may be attempted twice.
3. Specialization Examination
- Each discipline has different examination requirements. Students must register for the exam with ODS during the first week of the semester and should consult their faculty advisor for more information.
4. Defense of a Dissertation Proposal
- The dissertation proposal defense requires two readers. The advisor/sponsor is the first reader, and students are responsible for finding a second reader appropriate for the concentration.
- Students should register for ITSF 7500 during the semester of the proposal hearing. Please note that students are liable for dissertation advisement fees (ITSF 8900) in every semester following registration for ITSF 7500.
- Students are responsible for making arrangements with the two readers for the proposal hearing. Students should fill out the “Dissertation Proposal Hearing Report”, available from the ODS website. After a successful hearing, this form needs to be signed by both readers and the department chair. A copy should be submitted to the Program office and the original should be turned in to ODS.
- After a successful proposal hearing, students must submit an application to TC’s Institutional Review Board (IRB) for the research project. Please refer to the TC IRB website for more information (http://www.tc.columbia.edu/institutional-review-board). Once approved, copies of the IRB approval letter must be filed with the Program office and ODS.
5. Foreign Language Examinations
- PhD. students are required to pass up to two proficiency examinations in foreign languages. Examinations are usually arranged through the appropriate language department at Columbia University. Consult the “Ph.D. Requirement Bulletin”, Appendix D for more information.
- One of these examinations may be replaced by receiving a passing grade for two of the following statistics courses offered at TC: HUDM 4122 (Probability and Statistical Inference), HUDM 5122 (Applied Regression Analysis), HUDM 5123 (Linear Models & Experimental Design).
- Languages to be used must be listed on the program plan.
6. Program Plan (via Degree Audit)
The courses the student plans to take to fulfill Ph.D. degree requirements is referred to as the Program Plan. The student, in consultation with an advisor, and per the program, prepares the Program Plan on the Degree Audit system. The academic advisor should approve the Program Plan in the same term as the department’s submission of the doctoral student’s Recommendation for Certification.
7. M.Phil. Certification
- Once students have 1) completed all required coursework, 2) passed the program exam, the specialization exam, and the proposal hearing, 3) passed the foreign language examinations, 4) received IRB approval for the dissertation research, and 5) submitted the approved program plan, students are eligible for the M.Phil. certification. This process must be completed through the program office with the assistance of the Program Assistant.
8. Fieldwork Outside of the United States
- Students who are conducting fieldwork outside of the United States may register for ITSF 6200 for one or two semesters. This is a 0-credit, no-fee course. If this course should be taken, it should be included in the program plan.
9. Preparation and Defense of a Research Dissertation
- After taking ITSF 7500, all Ph.D. candidates are required to continuously register for ITSF 8900 and pay a fee in the term in which the dissertation is defended. Students who are not going to receive advisement may petition for a “Personal Exemption for Dissertation Advisement” to ODS.
- Students may also refer to the the document "Manual of Style for All Doctoral Students" downloadable from the ODS website for more information on dissertation preparation.
- Consult the Office of Doctoral Studies for requirements on continuous enrollment.
Download Course Planning Worksheet: PhD Degree Worksheet 2022
How to register for Columbia Courses:
Columbia University, Barnard College, UTS or JTS, and IUDC Cross Registration
Other registration options:
Occasionally, Columbia courses do not load properly in TC’s system, and you will not be able to register online. If you enter a Columbia call number and your request is rejected, simply e-mail registrar@tc.columbia.edu. We will process the registration for you. You can confirm your registration through the myTCPortal one or two business days after sending your registration request.
Tuition:
Be aware that you will be billed according to Columbia’s tuition rates based on the school in which you register. However, please remit any balance due to TC’s Student Accounts Office, even if the tuition due is for a Columbia course.
Grades:
Course instructors will submit grades to the Columbia Registrar. The TC Registrar will obtain your course grades from Columbia near the end of each semester as instructors submit grades. You can view your Columbia grades through the myTC Portal along with your TC grades.
Consult your peer advisor and faculty advisor:
Before considering any course outside of TC, we recommend that you consult with your faculty advisor on how that course will fit in your plan of study. In addition, please review the applicable policies on credit for advanced undergraduate courses and on non-TC credit limits for registration outside of TC. Failure to speak to your advisor or to check into the appropriate policies before registering might delay your graduation and have unintended financial consequences. Finally, our affiliate institutions may have academic calendars that differ slightly from TC's. Please review these calendars online (at affiliates' websites) before you decide to cross-register.
The Certificate of Equivalency (COE) allows students who are registered for fewer than 5 (or 9) points to become either half- or full-time based on the number of hours spent working on schoolwork outside of class time. A student’s workload may include any combination of courses, work, research, or special studies that TC considers sufficient to classify them as full-time. As such, there are certain educational experiences outside of the classroom that could constitute equivalency of a credit/point. For example, students who are gaining work experience in an internship (and are enrolled in a credit-bearing internship course), or doctoral-level students who are working on writing and defending their dissertation are appropriate and eligible for COE hours.
- Students should submit a COE request along with the following information (documented on a separate piece of paper): 1) an academic plan, and 2) expected outcome(s). For part-time equivalence, students need to show 18 hours per week of work (x 15 weeks to equal 1 semester). For full-time equivalence, students need to show 36 hours per week of work (x 15 weeks to equal 1 semester). Students are encouraged to provide an outline of the weekly activities as per the needed # of hours listed above. Students should include their name and T number on this separate sheet in case it gets separated from the COE form itself.
- Doctoral students enrolled in ITSF 6200 (Fieldwork overseas), ITSF 7500 (Dissertation Seminar in International and Transcultural Studies), or ITSF 8900 (Dissertation Advisement) do NOT need to submit a COE as these courses are the equivalent of full-time status.
- Master’s students enrolled in ITSF 4200 (Integrative Project Research & Writing Practicum) do NOT need to submit a COE as these courses are the equivalent of full-time status.
Additional Guidelines for International Students
For the 2022-23 academic year, international students must enroll in 9 points to show full-time status. International students may submit a Request for Reduced Course Load (RCL) to the Office of International Students & Scholars (OISS) for one of the following reasons:
- Initial difficulty with the English language or with academic adjustment during their first semester (Note: this does not apply to students who have pursued or earned a previous degree in the U.S)
- Documented illness or medical condition
- Final semester
International students in their final semester only in the master's program have two options:
- If students are registered for any credits/billable hours (including as little as 1 credit), they can submit a Request for Reduced Course Load from the Office of International Students & Scholars (OISS). They submit this form electronically via MyTC. Faculty advisors will then be prompted to approve students' requests through an electronic form that will come to you. They do not need to request a COE.
- If students have completed all of their required degree credits and only have their IPs to complete, they should register for ITSF 4200 (Integrative Project Research & Writing Practicum) for 0-3 credits, which is the equivalent of full-time status. They do not need to request a COE.
Important points for all COEs
- All COEs must be signed by the faculty advisor. Faculty advisors or the ICEd Program Assistant can email these to registrar@tc.columbia.edu directly or the Program Assistant can submit the hard copies to the Office of the Registrar (when the campus re-opens in the future).
- The Registrar will NOT process or amend any COE forms after the drop/add deadline.
Housing & Residential Life Policies that Intersect with Course Registration Policies and Academic Advising
In order to maintain housing eligibility, the Resident must be enrolled and registered for a minimum of 1 billable credit or full-time equivalent course each Fall and Spring semester. There are a number of courses that now count as full-time, i.e. 4200, 6200, 7500, and 8900, and allow students to remain in housing. You can check the Housing eligibility requirements using this link.
Housing and Residential Life also have a Special Cases Committee to review any situation that does not meet the minimum requirements. Students should visit the Office of Residential Services for more information about on-campus student housing.
An Integrative Project (IP) is required for the completion of the master’s degree (both M.A. and Ed.M.), and represents an extraordinary opportunity for students to apply the knowledge base they have developed during their time within the program. The IP allows students to deepen their research skills, and advance knowledge in their area of study and interest. There are four types of IPs: empirical research paper or proposal, theoretical exploration, policy study, or curriculum design and development.
Click the link below for guidelines and detailed descriptions of the types of IPs.
APPLYING FOR GRADUATION CHECKLIST
Students:
☐ Finish courses according to your timeline (e.g. 1 year, 1.5 years, 2 years).
☐ Review your progress with your academic advisor.
☐ Apply online to graduate:
☐ Log in to myTC
☐ Click on the Student Resources Tab. Under Enrollment Services click Apply to Graduate.
☐ Select the latest term (eg. Spring 2022) and click submit.
☐ Select the degree you are applying for.
☐ Select the term you are planning to apply for and click submit.
☐ Indicate whether you will be attending convocation.
☐ Enter your preferred name for your degree and mailing address.
☐ Review the information and click “Submit Request”
☐ Complete your IP by the deadline.
Contact the Office of the Registrar if you have any questions or encounter any issues while applying to graduate.
Advisors:
☐ Review progress with students prior to their completing the online degree application.
☐ Confirm completion of the IP by the deadline.
Important Dates:
|
For Degree to be Awarded in: |
Approval of Project by Advisor |
Degree Audit Submitted to Advisor |
First Draft of Project Paper Due |
Final Draft of Project Paper Due to Advisor |
Master’s Project/IP Approval Deadline |
Degree Application Filing Deadline |
|
October 2022 |
May 1, 2022 |
August 1, 2022 |
June 15, 2022 |
August 1, 2022 |
September 1, 2022 |
August 1, 2022 |
|
February 2023 |
August 1, 2022 |
November 1, 2022 |
October 15, 2022 |
December 1, 2022 |
January 2, 2023 |
November 1, 2022 |
|
May 2023 |
December 1, 2022 |
February 1, 2023 |
February 15, 2023 |
April 1, 2023 |
April 30, 2023 |
February 1, 2023 |
|
October 2023 |
May 1, 2023 |
August 1, 2023 |
June 15, 2023 |
August 1, 2023 |
September 1, 2023 |
August 1, 2023 |
Click the link below to download the Master's Degree Graduation Checklist:
Graduation Checklist 2022-2023
APPLYING FOR GRADUATION CHECKLIST
Student Checklist for Ed.D. Certification
Note: Please keep copies of everything for your own records!
☐ Pass the program certification exam
☐ Pass the specialization certification exam
☐ Complete CITI Training (as part of IRB process indicated below)
☐ Pass the proposal hearing
☐ Submit a copy of the final proposal to ODS
☐ Submit a copy of the final proposal to the Program Assistant
☐ Give the proposal hearing form (signed by your advisor and 2nd reader) to the Program
☐ Assistant to be signed by the department chair
☐ Submit the original signed proposal hearing form to ODS
☐ Submit a copy of the signed proposal hearing form to the Program Assistant
☐ Have the research proposal approved by the TC IRB
☐ Submit a copy of the IRB approval letter to ODS
☐ Submit a copy of the IRB approval letter to the Program Assistant
☐ Fill out the Program Plan approved by your advisor on the Degree Audit system with a composite grade decile of 6 or above (See the Ed.D Requirements Bulletin for more information).
☐ Once all of the above steps have been completed, bring this checklist to the Program Assistant
☐ Together with the Program Assistant, make sure that copies of all of the above paperwork are correctly filed in the Program Office
☐ The Department will then recommend you for Certification
Post-Certification
☐ Register for at least three points of TC coursework or your Sponsor’s Dissertation Advisement course in order to defend the dissertation. Points for advisement do not count in your program plan (coursework may depend on your Program plan).
☐ Submit the "Ed.D./Ed.D. CTAS Intention to Defend the Dissertation" form to ODS by the deadline listed on the ODS calendar for the term of defense.
☐ Once confirmed as eligible to defend, you will be assigned a 4th reader by ODS.
☐ Once you have confirmed with your defense committee the defense date and time, submit the defense application to ODS (no later than 3 weeks prior to the defense date).
☐ Send copies of dissertation to all 4 committee members at least 3 weeks prior to defense
☐ Arrange a room location for the defense through Room Assignments or the Library booking system.
☐ Register for TI8900 in order to defend the dissertation (CRN is 31988). You do not need instructor approval to register. Points for this do not count in your program plan.
☐ Hold defense
☐ Deposit approved/revised dissertation to ODS
Student Checklist for Ph.D. Certification (M.Phil)
Note: Please keep copies of everything for your own records!
☐ Pass the program certification exam
☐ Pass the specialization certification exam
☐ Complete CITI Training (as part of IRB process indicated below)
☐ Pass the proposal hearing
☐ Submit a copy of the final proposal to ODS
☐ Submit a copy of the final proposal to the Program Assistant
☐ Give the proposal hearing form (signed by your advisor and 2nd reader) to the Program Assistant to be signed by the department chair
☐ Submit the original signed proposal hearing form to ODS
☐ Submit a copy of the signed proposal hearing form to the Program Assistant
☐ Have the research proposal approved by the TC IRB
☐ Submit a copy of the IRB approval letter to ODS
☐ Submit a copy of the IRB approval letter to the Program Assistant
☐ Pass the Language Requirement
☐ Submit copies of language proficiency paperwork to ODS
☐ Submit copies of language proficiency paperwork to Program Assistant
☐ If using Statistics to cover one language, be sure to take the correct sequence of courses
☐ Fill out the Program Plan approved by your advisor via the Degree Audit system.
☐ Once all of the above steps have been completed, bring this checklist to the Program Assistant
☐ Together with the Program Assistant, make sure that copies of all of the above paperwork are correctly filed in the Program Office
☐ The Department will then recommend you for the Master of Philosophy degree
Post-Certification
☐ Register for TI8900 Ph.D. Defense in order to defend the dissertation (CRN is 30095). You do not need instructor approval to register.
☐ Submit the “Intention to Defend” form to ODS by the deadline listed on the ODS calendar for the term of defense.
☐ ODS will confirm to you via email that you are cleared to schedule your defense.
☐ Once you have confirmed with your defense committee the defense date and time, submit the defense application to ODS (no later than 3 weeks prior to the defense date). (Note: GSAS will reject late defense applications and require a defense to be rescheduled if the application is received less than 3 weeks prior to the defense date.)
☐ The defense application must be typed and all information (including committee member contact info) must be included
☐ Send copies of dissertation to all 5 committee members at least 3 weeks prior to defense
☐ Arrange a room location for the defense through Room Assignments or the Library booking system.
☐ Register for TI8900 Ph.D. Defense in order to defend the dissertation (CRN is 31988). You do not need instructor approval to register.
☐ Pay the Teachers College dissertation advisement fee
☐ Hold defense
☐ Deposit approved/revised dissertation to ODS
Internships are an important part of the student experience in the International and Comparative Education Program and are strongly encouraged. Internships positively impact and reinforce the education and training provided to students, contribute to the work of education organizations in the field, as well as enhance future employment prospects. For example, they provide the opportunity to gain more practical exposure to the working world, apply skills and knowledge in real-life settings, and network with practitioners and other stakeholders in international and comparative education. Detailed guidelines for internships can be found in the attached pdf:
Internship Guidelines 2022-2023
Students who have completed internships in the field of international and comparative education are encouraged to share reflections on their experiences.
Career Development Newsletter arrives in your TC email every week with jobs, internships, and fellowship opportunities suitable for International and Comparative Education Program students.
Examples of TC and Columbia University Grants and Fellowships:
Morton T. Embree Teaching Award
Paulo Freire Initiative at Columbia University
George W. Perkins Memorial Scholarship
Harriman Institute Seasonal Opportunities for Graduate Students
Advanced Consortium for Cooperation, Conflict, and Complexity (AC4 ) Fellowships
Student Research Grant and Dissertation Grant
For more available resources, please visit FELLOWSHIPS, SCHOLARSHIPS AND AWARDS
Look out for more opportunities in the Notes from Grace Dodge Hall weekly emails
Important Offices
Office of the Registrar (for transferring credits and degree information)
Location: 324 Thorndike Hall
Phone: (212) 678-4050
Web page: http://www.tc.columbia.edu/registrar
Office of Financial Aid
Location: 310 Thorndike Hall
Phone: (212) 678-3714
Web page: http://www.tc.columbia.edu/financial-aid
Office of Doctoral Studies
Location: 324 Thorndike Hall
Phone: (212) 678-4050
Web page: http://www.tc.columbia.edu/doctoral
Office of International Students and Scholars
Location: L5 Whittier Hall
Phone: (212) 678-3939
Web Page: http://www.tc.columbia.edu/international
Office of Student Affairs
Location: 155 Thorndike Hall
Phone: (212) 678-3690
Web Page: http://www.tc.columbia.edu/studentaffairs
Office of Career Education & Professional Development
Location: 44 Horace Mann Hall
Phone: (212) 678-3140
Web Page: http://www.tc.columbia.edu/career-education
Important Resources at TC
Student Health & Wellness:
As a TC student, a special time in your life is about to begin. This change is a great opportunity that makes us excited, happy and proud to obtain a graduate degree. However, with great change comes difficulty and adjustments. The pressures of academics, family, finances, and more can lead to difficulty coping with stress and everyday life. Some of these pressures may have accompanied you prior to your arrival at TC. With this in mind, our focus is to support your pursuit of continued growth and balance through your graduate school journey.
As a TC student, there are platforms of resources available through TC and Columbia University. In addition, the city of New York has several options for services for mental health and wellness support.
We invite you to navigate our portal to discover what resources are within your reach. Should you have any questions, check our Frequently Asked Questions section first, many doubts and inquiries are already addressed there for you! You can also contact the Student Support & Counseling team for any additional questions.
Website: https://www.tc.columbia.edu/studentwellness/
Contact: studentwellness@tc.columbia.edu
The Graduate Writing Center
Highly recommended by all Program Faculty, the Graduate Writing Center (GWC) is a branch of the Office of Students Affairs and offers a variety of free writing services to the Teachers College community. During private consultations, visitors have the opportunity to focus on any aspect of their writing with one of the qualified advisors. The types of assistance offered are on both the micro and macro levels, including brainstorming, organizing, drafting, as well as writing coaching and instruction. The GWC also offers monthly workshops throughout the year on topics that meet the wide-reaching needs of the TC population, as well as writing solidarity events and retreats for masters and doctoral students. The mission of the GWC is to support visitors’ development as writers, rather than serve as a proofreading or editing service.
GWC services: https://www.tc.columbia.edu/graduate-writing-center/
Phone: (212) 678-3789
Email: writingcenter@tc.edu
Office: Horace Mann, Room 44
TC Next
Invaluable for its support in creating and updating resumes and year-round workshops and events to support students in planning their careers, TC Next offers career counseling appointments, career document review, and mock interviews. Visit https://tc-columbia-csm.symplicity.com/ to set up a one-on-one appointment with a career advisor. The website also features CV, resume, and cover letter examples as well as provides sources for the job search and networking. Don’t miss the Career Fairs, Employer Showcases, and information sessions!
Email: tcnext@tc.columbia.edu
Office: 528 West 121st St., Room 162
Phone: (212) 678-3140
Website: https://www.tc.columbia.edu/TCNEXT/
Information Technology:
For information regarding your TC Email, the course platform called Canvas, TC Apps, or other related matters please visit the Computing and Information Services (CIS) website: https://www.tc.columbia.edu/tcit/
Phone: (212) 678-3300
Website: https://www.tc.columbia.edu/tcit/
Email: servicedesk@tc.columbia.edu
TC Digital Futures Institute
The Teachers College Digital Futures Institute (DFI) is an interdisciplinary and research-driven endeavor that harnesses the expansive capacities of digital media and technologies for inquiring into, shaping, and transforming educational, health, and psychological outcomes worldwide. DFI is framed by a joint scholarship and service approach in which excellence in service to the TC community will be matched by excellence in innovation about digital futures research, pedagogy, and public engagement.
Website: https://www.tc.columbia.edu/digitalfuturesinstitute/
Contact: TCDigitalFuturesInstitute@tc.columbia.edu
Social Media:
Please join the program on Facebook at ‘International & Comparative Education TC, CU.’
https://www.facebook.com/TCCU.ICeducation
Follow us on Twitter @TC_ICeducation
Instagram: tc_ic_education
ITS Workshops
This workshop series provides a venue for faculty and students from the International and Transcultural Studies (ITS) Department, as well as from other programs, departments, and universities, to present scholarly research, to discuss work in progress, and to further develop our scholarly community. The scope of the workshop is, by design, deliberately broad and inclusive, ranging from work on large-scale educational policy to the study of micro interactions in the classroom. Meetings are organized around one or a pair of presentations by faculty and graduate students (at all stages of study).
Students are encouraged to actively participate in the workshops and, as a rule, ask the first question to the speaker. An additional feature of the workshop is to provide opportunities for professional development, including learning how to use new software programs, managing a dataset, or discussing a relevant topic for the field of International and Comparative Education. Past sessions have focused on Qualtrics, a web-based tool for building sophisticated surveys, and how to deliver effective academic presentations. The workshop meets once a month during the fall and spring semesters. Visit the ITS Workshops page and look out for workshop dates in the Notes from Grace Dodge Hall weekly emails. For any further information on the workshops, please contact the Program Assistant at iceinfo@tc.columbia.edu.
Notes from Grace Dodge Hall
The Notes from Grace Dodge Hall arrive in your TC email every week. Make sure to read the Notes since they have important information that is updated on a weekly basis regarding program updates and deadlines, faculty office hours, scheduled events, and professional development opportunities. You can also use the Notes from Grace Dodge Hall for program related announcements and information that you would like to share with your colleagues. To post in the Notes, contact the Program Assistant.
Current Issues in Comparative Education (CICE) Journal
Current Issues in Comparative Education (CICE) is an international, online, open access journal inviting diverse opinions of academics, practitioners and students. CICE shares its home with the oldest program in comparative education in the U.S., the International and Comparative Education Program, founded in 1898 at Teachers College, Columbia University. Established in March 1997 by a group of doctoral students, CICE is dedicated to serve as a platform for debate and discussion of contemporary educational matters worldwide. We welcome submissions from professors, researchers, students, advocates, policymakers, and practitioners.
The publication of the CICE Journal is a student-led initiative at TC that is made possible by its editorial team. There are a number of opportunities for doctoral and master’s students to join the committee. It is an excellent opportunity to gain exposure in academic research and publishing, and students are encouraged to get involved and learn more about the work of CICE in the program. To find out more about how you can be part of the CICE team, subscribe to the journal, or submit an abstract, contact cice@tc.columbia.edu.
Please check out the CICE website, accessible from the program webpage, join on Facebook at https://www.facebook.com/cicejournal, and follow CICE on Twitter @TC_CICE.
We uphold the highest standards of academic integrity at Teachers College and in the International and Comparative Education program. Plagiarism--that is, taking someone else's work or ideas and presenting them as your own--is an offense that we take very seriously. It is a student’s responsibility to carefully read Teachers College's full policy about academic integrity and to understand that students who plagiarize will face disciplinary action, including expulsion. Please note that using one’s own work for multiple academic purposes is also a form of plagiarism.
Please read the excerpts below from the TC Student Code of Conduct on Academic Integrity (also available here), which explain the full spectrum of what plagiarism entails as well as the disciplinary actions that can be taken.
When a faculty member identifies an act of plagiarism, they will share the name(s) of the students with the Program Director and their plans for responding to the situation. Faculty are kept apprised of plagiarism incidents so that we can monitor the situation across all of our courses and intervene appropriately.
We strongly encourage all students to take advantage of workshops and resources on what plagiarism is and follow the APA guidelines closely. Please visit the TC Graduate Writing Center for more information about upcoming events. If you have any questions about your understanding of academic integrity, please do not hesitate to contact your faculty advisor, our Program Director, or Program Assistant.
STUDENT CONDUCT CODE: ACADEMIC INTEGRITY
2.1 Professional and Ethical Standards: TC is an academic community whose most fundamental purpose is the pursuit of knowledge. High principles of academic integrity are essential to the functioning and continued growth of this community. Students, as well as faculty, are responsible for adhering to these principles, and TC will not tolerate any abuse of academic integrity. Students who intentionally or recklessly submit work either not their own or without clear attribution to the original source, fabricate data or other information, engage in cheating, or misrepresentation of academic records may be subject to charges. Those who violate academic and professional ethics should expect sanctions up to and including dismissal from TC.
2.2 Responsibilities of Community Members: Every member of the TC academic community is responsible for upholding the standards of professionalism and ethics declared in this policy.
2.2.1 If a student is unsure whether actions might constitute a violation of academic integrity, he or she has the responsibility to consult with the instructor in advance about any ambiguities.
2.3 Violations of academic integrity include but are not limited to:
2.3.1 Cheating: using or attempting to use unauthorized assistance, material, or study aids in examinations or other academic work;
2.3.2 Plagiarism: using the ideas, data, or language of another without specific or proper acknowledgement;
2.3.3 Fabrication: submitting contrived or altered information in any academic exercise, such as making up data, citing nonexistent articles, contriving events and sources of information;
2.3.4 Duplicate submissions: submitting any work submitted to fulfill another assignment without appropriate revision to meet the instructional goals of the current course. In cases of uncertainty or ambiguity, a student should check with his/her instructor;
2.3.5 Misrepresentation of academic records, or attempting to tamper with transcripts or any portion of a student’s academic record;
2.3.6 Facilitating academic dishonesty by knowingly helping another student to violate academic integrity;
2.3.7 Unfair advantage through attempting to gain unauthorized access to examination materials, or obstructing another student’s efforts.
Excerpted from the Student Conduct Code: Academic Integrity and General Misconduct. For the entire text, please visit http://www.tc.columbia.edu/policylibrary/student-conduct-code.
The following information may be helpful to International Students. For more information and additional resources, please visit the Office of International Students and Scholars (OISS).
Full-time Course Load and Full-time Equivalency:
International students with F-1 or J-1 visas are required to pursue a full-time course of study throughout the academic year. At Teachers College, full-time study requires registration for 9 credits of coursework or the equivalent during the Fall and Spring semesters.
In certain circumstances, an F-1 student may request authorization to engage in a reduced course of study (part-time study). You must request pre-approval for a reduced course of study directly from the Office of International Students and Scholars. Please note that authorization for a reduced course of study may be granted only for the following situations:
- Initial difficulty with the English language or with academic adjustment (Students who have completed previous undergraduate or graduate work in the United States are not eligible for this type of reduced course load).
- Documented illness or medical condition.
- Final semester: Students in their last semester may request a waiver for the number of credits necessary to complete their degree or enroll in ITSF 4200 for at least 1 credit. For more information see Certificate of Equivalency and Reduced Courseload Information in this handbook.
For more information about each of these situations, please visit the OIS website. You may request approval for a reduced course load by downloading and submitting to the OIS a Reduced Course Load Request Form.
Employment and Internships:
Continuing students who have completed at least one semester of study at TC may become eligible for on-campus employment. After one academic year, most students will become eligible to apply for off-campus employment. International students may also work as graduate research or teaching assistants. Consult the OIS with specific questions regarding employment eligibility.
Travel:
International students who will be traveling internationally must obtain a travel signature on their I-20 form for re-entry into the United States. OIS recommends that you come to the OIS at least 2 weeks before you intend to travel outside the U.S. to obtain a travel signature and to confirm that you have the required documents to re-enter the U.S.
Presentation Funding for International Students:
International students who have had a paper selected for presentation at a conference can apply for a grant for presentation funding from the Office of International Students and Scholars. For more information, please visit the OISS website.
For more information, visit the OISS FAQ website
Many students in the program choose to travel abroad for internships or research. All international travel conducted as a registered student of Teachers College, in order to fulfill degree requirements, or funded by Teachers College, should be registered with the Office of Risk Management.
The following guidelines are designed to help students prepare for international travel. More detailed information can be found by reading The Teachers College Policy on International Travel or visiting the website for Risk Management: https://www.tc.columbia.edu/controller/risk-management/.
Before Deciding To Travel:
- Ensure you have the appropriate visas to leave and re-enter the United States and to enter the country you intend to travel to.
- Familiarize yourself with political, health, crime, and other safety-related conditions prevailing in the country you will be visiting.
- Determine whether the country and country region is listed on the U.S. Department of State’s Travel Advisory as Level 3 (reconsider travel) & 4 (do not travel), or the Office of Foreign Assets Control (OFAC) due to imposed sanctions on the country/region. Additional information and approval will be required.
- Ensure you have the necessary medical and evacuation insurance to travel and health/emergency plan to receive appropriate medical attention if needed.
- Receive approval from your academic advisor for your trip.
Planning Your Trip:
- At least 60 days before your trip: notify the Office of Risk Management of your intended travel plans.
- Obtain medical and medical evacuation insurance coverage.
- Complete the required forms (available on the Office of Risk Management website):
- Emergency Contact and Medical Information Form
- Release and Authorization Form
- Itinerary Report
- Complete the Evacuation Planning Checklist.
- Obtain the Travel Assistance card from the Office of Risk Management.
Comparative and International Education Society (CIES)
The Comparative and International Education Society (CIES) was founded in 1956 to foster cross-cultural understanding, scholarship, academic achievement, and societal development through the international study of educational ideas, systems, and practices. The Society's members include nearly 2500 academics, practitioners, and students from around the world. Their professional work is built on cross-disciplinary interests and expertise as historians, sociologists, economists, psychologists, anthropologists, and educators. The Society also includes approximately 1000 institutional members, primarily academic libraries and international organizations. Over the last five decades, the activities of the Society's members have strengthened the theoretical basis of comparative studies and increasingly applied those understandings to policy and implementation issues in developing countries and cross-cultural settings. The membership has increased global understanding and public awareness of education issues, and has informed both domestic and international education policy debate. For more information on CIES, please visit http://www.cies.us. (Extracted from the CIES website).
CIES 2023
Title: Improving Education for a More Equitable World
Location: Washington, DC February 14-22, 2023
For more information, visit the conference website at https://cies2023.org/
To become members of CIES and/or subscribe to Comparative Education Review (CER), visit CIES website at http://www.cies.us.
American Educational Research Association (AERA)
The American Educational Research Association (AERA), founded in 1916, is concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and by promoting the dissemination and practical application of research results.
The 2023 AERA Annual Meeting will be held in Chicago, Illinois April 13-17, 2023. Visit www.aera.net for more information.
Other conferences and associations include:
NAFSA: Association of International Educators; WCCES: World Congress of Comparative Education Societies; ICHRE: International Conference on Human Rights Education; ASHE: Association for the Study of Higher Education, and many more.
Please speak to your peer or faculty advisor to be aware of conferences related to your cluster.
Click on the link below to learn about student organizations
Click on the link below to learn about our Program and TC's Centers and Institutes
- Elbenwood Center for the Study of the Family as Educator
- Center for Sustainable Futures
- George Clement Bond Center for African Education
- Arnhold Institute for Dance Education Research, Policy & Leadership
- Center for the Analysis of Postsecondary Readiness (CAPR)
- Center for Arts Education Research
- Center for Cerebral Palsy Research
- Center for Educational Equity
- Center for International Foreign Language Teacher Education
- Center of Innovation in Teacher Education and Development (CITED)
- Center for Multiple Languages and Literacies
- Center for the Professional Education of Teachers
- Center for Understanding Race in Education (The Public Good)
- Center for Technology and School Change
- Center on Chinese Education
- Center on History and Education
- Community College Research Center
- Consortium for Policy Research in Education
- Dean Hope Center for Educational and Psychological Services
- The Edmund W. Gordon Institute for Urban and Minority Education
- Education for Persistence and Innovation Center (EPIC)
- Edward D. Mysak Clinic for Communication Disorders
- Elbenwood Center for the Study of the Family as Educator
- Hechinger Institute on Education and the Media
- Hollingworth Center
- Institute for Learning Technologies
- Institute on Education and the Economy
- Klingenstein Center for Independent School Leadership
- Laurie M. Tisch Center for Food, Education & Policy
- The Morton Deutsch International Center for Cooperation and Conflict Resolution
- National Center for Children and Families
- National Center for Restructuring Education, Schools, and Teaching
- National Center for the Study of Privatization in Education
- Reading and Writing Project
- Resilience Center for Veterans & Families
- Rita Gold Early Childhood Center
- Visual Research Center for Education, Art & Social Change
TEACHERS COLLEGE WELLNESS RESOURCES
Visit the Student Support and Advocacy Website for resources to support students and find Information about the following:
- Student Support & Counseling (Dean Hope Center for Educational and Psychological Services)
- 6th Floor, Thorndike Hall, 212-678-7432
- Vice Provost for Student Affairs, Dr. Tom Rock
- 163 Thndk, 212-678-3083
- TC College Ombuds, Dr. Stephen Peverly
- 280 Grade Dodge Hall, 212-678-4169
- TC Gender-Based Misconduct Ombuds, Dr. Riddhi Sandil
- 328B Horace Mann Hall
- Vice President for Diversity and Community Affairs, Dr Janice S. Robinson, Esq
- 128 Zankel, 212-678-3391
- Office of Residential Services
- Whittier Hall 1B, 212-678-3235
- 24/7 Line- Office of Public Safety
- Whittier Hall 1A, 212-678-3333
COLUMBIA UNIVERSITY WELLNESS RESOURCES
- 24/7 Columbia Mental Health Crisis Line: 212-854-2878
- Columbia University Emergency Medical Service: 212-854-5555
- Columbia University Counseling and Psychological Services: 5th and 8th Floor, Lerner Hall (Main Campus): 212-854-2878
- Columbia Health Clinic: 3rd/4th Floor, John Jay Hall (Main Campus), 212-854-7426
Click the link below to access the Academic Calendar
Click the link below to access Campus Maps