Message from the Program Director

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 virtually. 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:

1. Cluster 1: Global Governance, Policy, and Planning
2. Cluster 2: Human Rights, Emergencies, and Peacebuilding
3. 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. 

Click to read about our faculty for the 2023-2024 academic year: Meet our Faculty

Click to meet our 2023-2024 Post Doctoral Fellow: Post Doctoral Profiles Page

Click to meet program support for the 2023-2024 academic year: Program Support Profiles

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 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 2023-2024 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 concentration requirement.

Cluster I: Global Governance, Policy, and Planning

Liaison Faculty: Professor Manuel Cardoso

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, Professor Nicholas Limerick, and Professor Prem Phyak

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 Planning Worksheets

This handbook includes a guide and course planning worksheets (under Degree and Program Requirement Section below) 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 2023 and Spring 2024 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 masters students must register for ITSF 4580: Comparative Education in the Fall semester.
• Prepare a few back-up 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 concentration in the email so that they can best assist you.
• PIN: You should have already received the registration PIN from the Program Office. If you have any difficulties with the registration PIN, contact the Program Office at iceinfo@tc.edu. You only need the PIN for the first time enrollment. 
• 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 Office) you can register for most courses, but some require special permission from the instructor. To register for ITSF Instructor Approval 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. To register for courses outside of the program, please email the professor and copy (cc) the Program Assistant of that particular department. You can find that information in each program’s directory. 

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 2023 Registration

Download Fall 2023 schedule:

ICEd Fall 2023 Course Schedule

ICEd Spring 2024 Course Schedule

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 2023, 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.

Introductory Level Courses

• ITSF 4009: Introduction to Research Methods in International and Comparative Education
• ITSF 4101: Introduction to Quantitative Analysis
• ITSF 5000: Introductory Methods of Ethnography and Participant Observation
• HUD 4120: Methods of Empirical Research
• HUDM 4120: Basic Concepts in Statistics
• HUDM 4122: Probability and Statistical Inference
• C&T 6011: Introduction to Qualitative Research in Curriculum and Teaching
• EDPA 4002: Data Analysis for Policy and Decision Making I

Intermediate Level Courses

• ITSF 4199: Social Network Analysis
• EDPA 5002: Data Analysis for Policy and Decision Making II
• EDPS 5199: Multi and Mixed Methods Research 
• ITSF 5040: Mixed Research Methods in International and Comparative Education
• HBSN 5044: Advanced Research Methods: Literature Review and Critique
• HUDM 4125: Statistical Inference
• HUDM 5026: Intro to Data Analysis in R
• HUDM 5122: Applied Regression Analysis
• EDPS 5057: Qualitative Methods for Education Policy and Social Research
• EDPS 5199 001: Multi & Mix Method Research in Education

Advanced Classes

• ITSF 5001: Advanced Methods of Ethnography and Participant Observation: Fieldwork, Analysis, Reporting
• EDPA 6002: Quantitative Methods for Evaluating Education Policies and Programs
• BBSN 4005: Research Methods in Neuroscience
• HUDM 5123: Linear Models and Experimental Design
• HUDM 5126: Linear Models and Regression Analysis
• HUDM 6055: 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 Summer/Fall 2023. Previously enrolled students should see the requirements listed in the 2022-2023 Student 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)
• ITSF 4009: Introduction to Research Methods in International & Comparative Education
• One additional  ITSF Research Methods Course (other options available in consultation with your advisor).

*Two core courses - ITSF 4580 & ITSF 4581 are required in first year except for extenuating circumstances.

Area 2: Cluster Courses (at least 9 credits)

• Courses counting towards the cluster must be faculty advisor-approved.
• Internship course can be considered, and ask for advisor approval.
• Students considering a change in cluster must discuss the change with the faculty advisor.

 Area 3: Transcultural/Area Studies (at least 3 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 concentration.

2. Integrative Project (IP) (at least 2 credits)

• ITSF 4199: Research and Writing Seminar in International and Comparative Education (Required IP Seminar - Offered in Fall 2023)
• ITSF 4195: Integrative Project Writing Seminar (2-3 credits) (Required - Offered from Spring 2024)

Additional notes:

• Completion of an IP is required for the M.A. degree. Please see below for 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.
• All students are required to take ITSF 4195 Integrative Project Writing Seminar (2-3 credits) (Required - Offered from Spring 2024) 1 to 2 semesters before they plan to graduate.
• Students who are working on the IP but are not registered for any other classes may register for ITSF 4200 or IND 4000.

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 2024

Download Course Planning Worksheet - Global Governance, Policy, and Planning Cluster

MA Course Planning Worksheet_GGPP 2024

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 2023. Previously enrolled students should see the requirements listed in the 2022-2023 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)
• ITSF 4009: Introduction to Research Methods in International & Comparative Education
• One additional  ITSF Research Methods Course (other options available in consultation with your advisor).

*Two core courses - ITSF 4580 & ITSF 4581 are required in first year except for extenuating circumstances.

Area 2: Cluster Courses (18-20 credits)

• Courses counting towards the cluster must be faculty advisor-approved.
• Internship course can be considered, and ask for advisor approval.
• 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 (18-20 credits)

• Courses must come from at least three of the following categories: topics, research methods, professional skills, and internship/practicum.
• Transferred credits may be applied in this area.

 Area 4: TC Electives (at least 6 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 concentration.
• Other elective courses can be taken outside of the ITS department or transferred from other schools.

2. Integrative Project (IP) (at least 2 credits)

• ITSF 4199: Research and Writing Seminar in International and Comparative Education (Offered in Fall 2023)
• ITSF 4195: Integrative Project Writing Seminar (2-3 credits) (Required - Offered from Spring 2024)

Additional notes:

• 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.
• All students are required to take ITSF 4195 Integrative Project Writing Seminar (2-3 credits) (Required - Offered from Spring 2024) 1 to 2 semesters before they plan to graduate.
• Students who are working on the IP but are not registered for any other classes may register for ITSF 4200.

3. 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.
4. 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 2024

ICEd Master Courses by Cluster

Cluster 1: Global Governance and Education Policy

• ITSF 4105 Civil Society and NGOs in IED
• ITSF 4199 Social Networks Analysis
• ITSF 5006 Comparative Policy Studies: Tools & Techniques
• ITSF 5031 Education and Sustainable Development: Comparative and International Perspectives
• ITSF 5034 Climate Change, Society, and Education
• ITSF 5035 Social Analysis of International Large-Scale Assessments
• ITSF 5102 Public Opinion on Education around the World
• ITSF 5509 Globalization, Society, and Education Policy

Cluster 2: Human Rights, Emergencies, and Peacebuilding

• ITSF 4005 Education in Emergencies and Reconstruction
• ITSF 4160 Human Rights Education in Africa: Politics, Policies, and Pedagogies
• ITSF 4603 Human and Social Dimensions of Peace 
• ITSF 4613 International Perspectives on Citizenship and Human Rights Education
• ITSF 5029 Education, Conflict and Peacebuilding
• ITSF 4614 International Organizations, Civil Society and Peace Education
• ITSF 5031 Education and Sustainable Development: Comparative and International Perspectives

Cluster 3: Multilingual and Decolonial Dimensions of Education

• ITSF 4025 Languages, Societies, and Schools
• ITSF 4060 Latinx in Urban Schools
• ITSF 5023 The Family as Educator
• ITSF 5026 The Family and Television
• ITSF 5043 Decolonial Theories in Comparative Education
• ITSF 5050 Language, Cultural Politics, and Education
• ITSF 5120 Education in Community Settings: Museums
• ITSF 5500 Education Across the Americas
• ITSF 6520 Seminar in Families and Communities as Educators
• ITSF 4013 Literacy and International Development

Core Courses

• ITSF 4580 International and Comparative Education and Development Studies, Part I
• ITSF 4581 International Comparative Education & Development Studies, Part II
• ITSF 4199 Research and Writing Seminar in International and Comparative Education

Methods Courses

• ITSF 4009 Introduction to Research Methods in International and Comparative Education
• ITSF 4092 Qualitative Research Methods
• ITSF 4101 Quantitative Analysis in Comparative and International Education
• ITSF 4199 Social Network Analysis
• ITSF 5040 Mixed Methods in International Comparative Education

Skill Building Courses

• ITSF 4038 Monitoring and Evaluation in International Educational Development
• ITSF 4093 Curriculum and Pedagogy in International Contexts

Other Courses (Cross-cutting) 

• ITSF 4094 Educational Planning in International Educational Development
• ITSF 5008 Gender, Education, and International Development

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 for 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 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. Program Certification Examination (Doctoral Portfolio) 

• Students complete their certification examination by the end of their first year in the program. The examination is integrated with the Advanced Seminar. Students must be authorized by ODS to take it; please see the advisor for more details. The certification examination 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 primary 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 reader 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 are 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 up to four 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 requirements. 

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 advice may petition for an exemption of dissertation advice 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 Course Planning Worksheet

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 the requirements within six years.

2. Program Certification Examination (Doctoral Portfolio)

• Students complete their certification examination by the end of their first year in the program. The examination is integrated with the Advanced Seminar. Students must be authorized by ODS to take it; please see the advisor for more details. The certification examination 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.  Please note that for Ph.D. students, the Dissertation Advisor must be GSAS approved.
• 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) or 3 points of TC coursework in every semester following registration for ITSF 7500, because they become Obligated for Continuous Enrollment (in the term of the Oral Defense, Ph.D. students are required to register for TI 8900 instead of ITSF 8900).  Registration for ITSF 6200 (for a maximum of two semesters) will also meet the Obligation requirement.
• 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 form should be emailed to ods@tc.columbia.edu.
• 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 are 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 up to four 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 advice may petition for a Personal Exemption for Dissertation Advisement to ODS.

• 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.

• Consult the Office of Doctoral Studies for requirements on continuous enrollment.

Download Course Planning Worksheet: Ph.D. Course Planning Worksheet

Cross Registration

• How to register for Columbia Courses here
• How to register for Barnard College Courses here
• How to register for UTS or JTS here
• How to register for IUDC here

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 email 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' web sites) before you decide to cross-register.

Part-time/Full-time Equivalency and Reduced Course Load Information

The Certificate of Equivalency (COE) used to allows students who were 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. Since the Summer of 2022, however, Teachers College no longer offers COEs on an individual student-by-student basis. All COEs must be built into classes, similar to full-time equivalent courses. Hence, students are no longer able to submit COE forms/requests to the Office of the Registrar, as this Office cannot award COE points like in past years. These are the equivalencies for part-time and full-time status: 

• 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).
• Doctoral students enrolled in ITSF 6200 (Fieldwork overseas), ITSF 7500 (Dissertation Seminar in International and Transcultural Studies), ITSF 6583 - Dissertation Academic Writing Practicum, or ITSF 8900 (Dissertation Advisement) meet the equivalent of full-time status. 
• Master’s students enrolled in ITSF 4200 (Integrative Project Research & Writing Practicum) already meet the equivalent of full-time status. 

Additional Guidelines for International Students

For the 2023-24 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:

1. 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. 
2. 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. 

Residential Services 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. Residential Services 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. 

Students must take the ITSF 4195 - (Required) Integrative Project Writing Seminar (2-3 credits) 1 or 2 semesters prior to submitting the IP. This course will prepare students to develop their IPs effectively. The course will be offered in the fall and spring semesters. 

Click for guidelines and detailed descriptions of the types of IPs:

 IP Guidelines 2023-24

Applying for Graduation Checklist

☐  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 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

*Dates set by TC Registrar
**For October graduation, you must discuss with your advisor regarding working on your IP during the summer.  

Click to download the Master's Degree Graduation Checklist: Graduation Checklist

Ed.D. Degree To-Do List 

Note: Please keep copies of everything for your own records!

Year 1

• Complete the advanced doctoral seminar (ITSF 6580 and ITSF 6581)
• Pass the certification examination (doctoral portfolio). You will be able to take it again in the Fall of your second year if the result is unsuccessful
• Inform Program Office your exam/portfolio result and date
• Process transfer credits from previous graduate degrees with your Faculty advisor and registrar.
• Complete CITI Training (as part of the IRB process)

Year 2 and beyond

• Choose the second reader for your specialization certification exam 
• Inform your advisor of your intention to write the specialization examination and solicit the willingness of the second reader to act as a reviewer at least two months prior to the official examination date
• Pass the specialization certification exam
• Inform Program Office your exam result and date. 
• After passing the specialization exam, ask Program Office to complete a Certification Exam Results form and return it to ODS
• Complete all credits (courses)
• Fill out the Program Plan approved by your advisor on the Degree Audit system. This should be done by the time of the proposal hearing
• Find a second reader for your proposal defense
• Register for ITSF 7500 during the semester of the proposal hearing. You are responsible for continuous enrollment in every semester following registration for ITSF 7500
• Pass the proposal hearing
• Submit a copy of the final proposal to ODS and Program Office
• Give the proposal hearing form (signed by your advisor and 2nd reader) to Program Office to be signed by the department chair
• Submit the original signed proposal hearing form to ODS and a copy to Program Office
• Email a PDF copy of the Dissertation Proposal Hearing Report form to ODS (ods@tc.columbia.edu) so that the date of the hearing can be entered into your records
• Have the research proposal approved by the IRB. IRB approval is required regardless of whether you use human subjects
• Once approval is received, PDF copies of the IRB letter and the approved dissertation proposal manuscript are sent to ODS to complete the proposal submission process
• Submit a copy of the IRB approval letter to the Program Office

Obligation requires registration for at least 3 points of TC coursework (not CU) or the Sponsor's dissertation advisement course every Autumn and Spring term until graduation.

• Fill out the Program Plan approved by your advisor on the Degree Audit system with a composite grade decile of 6 or above
• Submit a copy of the Program Plan to Program Office
• Once all of the above steps have been completed, bring this checklist to Program Office
• Together with Program Office, 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 Intention to Defend Form to ODS by the deadline listed on the ODS calendar for the term of defense. Upon receipt, ODS will confirm your eligibility to defend and will request an external examiner (4th reader) for the defense. The 4th reader may only be assigned by ODS and may not be suggested or changed by you or the other committee members
• ODS will confirm to you via email that you are cleared to schedule your defense
• Pay additional fee ($95 for Ed.D) during term in which dissertation is defended
• 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)
• The defense application must be typed and all information (including committee member contact info) must be included
• Send copies of dissertation to all 4 committee members at least 3 weeks prior to defense
• Arrange a room location for the defense 
• 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
• The dissertation is in final form when you make all corrections deemed necessary at the Dissertation Oral Defense. The dissertation sponsor will sign the Dissertation Manuscript Approval Form stating that the dissertation is ready to be reviewed by ODS

→ When you complete all degree requirements, including coursework, continuous registration, deposited the electronic final copy of the dissertation and abstract, satisfactorily made all revisions and corrections, and arranged for publication of the dissertation, they will be recommended to the Registrar that the degree be conferred by the College. The Registrar makes a final review of requirements and authorizes the issuance of a letter of degree award. All degrees are awarded in October, February, and May

Ph.D. Degree To-Do List 

Note: Please keep copies of everything for your own records!

Year 1

• Complete the advanced doctoral seminar (ITSF 6580 and ITSF 6581)
• Pass the certification examination (doctoral portfolio). You will be able to take it again in the Fall of your second year if the result is unsuccessful
• Inform Program Office your exam/portfolio result and date. 
• Process transfer credits from previous graduate degrees with your Faculty advisor and registrar.
• Complete CITI Training (as part of Institutional Review Board - IRB process)

Year 2 and beyond

• Choose the second reader for your specialization certification exam 
• Inform your advisor of your intention to write the specialization examination and solicit the willingness of the second reader to act as a reviewer at least two months prior to the official examination date
• Pass the specialization certification exam
• Inform Program Office your exam result and date.  
• After passing the specialization exam, ask PO will complete a Certification Exam Results form and return it to ODS
• Complete all credits (courses)
• Fill out the Program Plan approved by your advisor on the Degree Audit system (which must done by the time of the proposal hearing)
• Find a second reader for your proposal defense
• Register for ITSF 7500 during the semester of the proposal hearing. You are responsible for continuous enrollment in every semester following registration for ITSF 7500
• Inform Program Office your scheduled proposal hearing date
• Pass the proposal hearing
• Submit a copy of the final proposal to Office of Doctoral Students (ODS)
• Submit a copy of the final proposal to Program Office
• Give the proposal hearing form (signed by your advisor and 2nd reader) to the Program Office to be signed by the department chair
• Submit the original signed proposal hearing form to ODS and Program Office. 
• Email a PDF copy of the Dissertation Proposal Hearing Report form to ODS (ods@tc.columbia.edu) so that the date of the hearing can be entered into your records
• Have the research proposal approved by the IRB. IRB approval is required regardless of whether you use human subjects
• Once approval is received, PDF copies of the IRB letter and the approved dissertation proposal manuscript are sent to ODS to complete the proposal submission process
• Submit a copy of the IRB approval letter to Program Office
• Pass the Language Requirement
• Submit copies of language proficiency paperwork to ODS and Program Office. If using Statistics to cover one language, be sure to take the correct sequence of courses

Obligation requires registration for at least 3 points of TC coursework (not CU) or the Sponsor's dissertation advisement course every Autumn and Spring term until graduation.

• Fill out the Program Plan approved by your advisor via the Degree Audit system
• Submit a copy of the Program Plan to Program Office
• Once all of the above steps have been completed, bring this checklist to Program Office
• Together with Program Office, make sure that copies of all of the above paperwork are correctly filed in the Program Office
• When the student has completed all M.Phil (for Ph.D. students) requirements, ask Program Office will submit the Recommendation for the M.Phil form to ODS

Post-Certification 

• Register for TI8900 Ph.D. Defense in order to defend the dissertation (CRN is 31988). 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. Upon receipt, ODS will confirm your eligibility to defend and will request an external examiner (4th reader) for the defense. The 4th reader may only be assigned by ODS and may not be suggested or changed by you or the other committee members
• ODS will confirm to you via email that you are cleared to schedule your defense
• Pay additional fee ($95 for Ed.D.; equivalent of three tuition points for Ph.D.) during term in which dissertation is defended
• 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)
• The defense application must be typed and all information (including committee member contact info) must be included
• Inform Program Office your scheduled defense date
• Send copies of dissertation to all 5 committee members at least 3 weeks prior to defense
• Arrange a room location for the defense
• Pay the Teachers College dissertation advisement fee
• Hold defense
• Deposit approved/revised dissertation to ODS
• The dissertation is in final form when you make all corrections deemed necessary at the Dissertation Oral Defense. The dissertation sponsor will sign the Dissertation Manuscript Approval Form stating that the dissertation is ready to be reviewed by ODS

→ When you complete all degree requirements, including coursework, continuous registration, deposited the electronic final copy of the dissertation and abstract, satisfactorily made all revisions and corrections, and arranged for publication of the dissertation, they will be recommended to the Registrar that the degree be conferred by the College. The Registrar makes a final review of requirements and authorizes the issuance of a letter of degree award. All degrees are awarded in October, February, and May

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. 

• Students who have completed internships in the field of international and comparative education are encouraged to share reflections on their experiences.

• Morton T. Embree Teaching Award
• Paulo Freire Initiative at Columbia University 
• George W. Perkins Memorial Scholarship
• Harriman Institute PepsiCo Research Travel Fellowship
• Advanced Consortium for Cooperation, Conflict, and Complexity (AC4 ) Fellowships 
• International Fellows Program (SIPA, Columbia University)
• Student Research Grant and Dissertation Grant
• ILAS Student Grant

More available resources, please visit FELLOWSHIPS, SCHOLARSHIPS AND AWARDS.

Career Development Newsletter arrives in your TC email every week with jobs, internship and fellowship opportunities suitable for International and Comparative Education Program students. 

Look out for more opportunities in the Notes from Grace Dodge Hall weekly emails.

Office of the Registrar (for transferring credits and degree information)

Phone: (212) 678-4050

Web page: http://www.tc.columbia.edu/registrar

Office of Financial Aid 

Phone: (212) 678-3714

Web page: http://www.tc.columbia.edu/financial-aid

Office of Doctoral Studies 

Location: Division of Enrollment Management, 525 W 120th Street

Phone: (212) 678-4050

Web page: http://www.tc.columbia.edu/doctoral

Office of International Students and Scholars 

Location: Grace Dodge 186

Phone: (212) 678-3939

Web Page: http://www.tc.columbia.edu/international 

Office of Student Affairs  

Location: 528 W 121st St

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

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

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.

Social Media

Please join the program on Facebook at ‘International & Comparative Education TC, CU.’

• Follow us on Twitter: @TC_ICeducation
• Instagram: tc_ic_education 

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 excerpt​s 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 Course Load 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. More information available here

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 Service. For more information, please visit the OIS website.

For more information, visit this page

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.

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.

Step by step

1. Trip Notification - All students who travel internationally relating to their graduate work must provide notice to the Office of Risk Management at least 60 days in advance of the trip. The College does not cover international student-led group trips.
2. Required Forms - Students participating in overseas internships or projects must complete and submit the following forms: 

• Emergency Contact and Medical Information Form
• Release and Authorization Form
• Itinerary Report

1. Group Study Tour/Traveled by Teachers College faculty – Faculty leading group study tours or other overseas group trips must obtain the following from all students and from any individual hired to assist with or otherwise participating in the travel:

• Emergency Contact and Medical Information Form
• Release and Authorization Form
• Tour participation List
• Itinerary Form
• Please refer to the Policy for International Travel for any travel to an extreme location.

1. Please register your travel on Columbia University Global Travel “ISOS MY TRIPS.  ISOS is the global health, travel, and safety gateway for Teachers College. In order for us to be in the best position to assist you in an emergency, we ask that you complete the following three steps prior to departing on your trip:

• Please send your required forms to the Office of Risk Management. 
• Log onto Columbia University Global Travel “ISOS MY TRIPS to create your profile. You will have access to the Membership Card and any information relating to your travel. By taking this step, you enable ISOS (CU and Teachers College) to send you important messages about medical and security concerns when you are abroad with instructions on actions you should take in an emergency.

We also recommend you utilize this information gateway to research your destination. You can find health, safety, and transportation information by reviewing country and city guides.

Click to learn about financial aid sources: Financial Aid Page

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 2024

The 2024 CIES Annual Conference will be held between March 10-14, 2023 in Miami, Florida. 

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 2024 AERA Annual Meeting will take place in Philadelphia, PA between April 25-26, 2024. Visit the website 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 concentration.

Click to learn about student organizations: Student Organizations

Click to learn about TC's Centers and Institutes: Centers and Institutes, or check each one here:

• Elbenwood Center for the Study of the Family as Educator
• Center for Sustainable Futures
• George Clement Bond Center for African Education
• The Latinx and Latin American Faculty Working Group

Others

• 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 

TC 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, 525 W 120th Street, 212-678-7432

• Vice Provost for Student Affairs: Dr. Tom Rock, 163 525 W 120th Street, 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, 212-678-333

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 to access the Academic Calendar

Click to access Campus Maps: Teachers College Campus Maps