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 2024, the two programs – Comparative and International Education (CIE), and International Educational Development (IED) – operate as one degree-program International Comparative Education (ICEd). The ICEd program offers an 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 International Comparative Education (ICEd) program includes four academic tracks or clusters (see below).  The four 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 
4. Cluster 4: Academic Disciplines

The courses offered in these clusters vary each academic year.

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), and courses related to the cluster , 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. 

Regina Cortina
Professor

Email: cortina@tc.columbia.edu

Office Location: 352 Macy

Regina Cortina is Professor of Education in the Department of International and Transcultural Studies at Teachers College, Columbia University.  Professor Cortina edited a Teachers College Record (October 2022) Special Issue on Teachers College and the Rise of Public Education in Latin America, examining the significant impact of TC on the development of public systems of education in Latin America.  Her Presidential Address for the Comparative and International Education Society, entitled “’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. 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 is past president of the Comparative and International Education Society (CIES).

Courses Fall 2024
ITSF 5043: Decolonial Theories in Comparative Education

ITSF 5050: Education Across the Americas

Amanda Earl
Lecturer

Email: ake2112@tc.columbia.edu

Office Location: GDH 286

Dr. Amanda K. Earl is a Lecturer in the International and Comparative Education program of the International and Transcultural Studies Department at Teachers College, Columbia University. From an interdisciplinary perspective, her research examines the relationships between formal schooling and the transmission and maintenance of nondominant languages, cultures, and ways of knowing. She uses qualitative and participatory methods to understand how educational policies and teaching practices impact the lives of young people and their families living and working in pluricultural communities, particularly those of rural, Indigenous, and immigrant students in Latin America and the US. Dr. Earl’s most recent study explored the dynamics and possibilities of intercultural higher education, based on community-engaged research carried out in the Huastecan region of Veracruz, Mexico. She has also worked as a middle and high school teacher (grades 6-12) in Philadelphia and in the field of college access in New York City. She holds a Ph.D. in Comparative and International Education and an M.A. in International Educational Development, both from TC, and a B.A. in Classics from Brown University.

Courses Fall 2024

ITSF 5050 Language, Cultural Politics, and Education

ITSF 5023 The Family as Educator 

ITSF 4009 Introduction to Research Methods

Constanza Lafuente
Adjunct Assistant Professor

Email: cel2106@tc.columbia.edu

Office Location: Meetings are upon request 

Connie Lafuente is an Adjunct Associate 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. 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. 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.

Courses Fall 2024

ITSF 4105: Civil Society and NGOs in International Educational Development

Nicholas ​​Limerick
Associate Professor

Email: nl2539@tc.columbia.edu

Office Location: 375C Grace Dodge

Nicholas Limerick is Associate Professor of Anthropology and Education and International and Comparative Education. His research has examined the promises and challenges around Indigenous language reclamation and schools, especially in light of current efforts to transform education through state institutions. His first book, Recognizing Indigenous Languages: Double Binds of State Policy and Teaching Kichwa in Ecuador, was just published and 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 to students who no longer speak the language family dominantly. He has also been conducting new research with teachers in Ecuador at the same school about their activism for educational autonomy and their efforts to produce alternative curricula from those which are sanctioned by the state. 

Courses Fall 2024
ITSF 5611: Advanced Ethnographic Methods and Analysis: From Fieldwork to Text

Mary Mendenhall
Associate Professor

Email: mendenhall@tc.columbia.edu 

Office Location: 276 Grace Dodge

Mary Mendenhall is an Associate Professor in the International and Comparative Education Program at Teachers College, Columbia University. She is also the Director of the George Clement Bond Center for African Education. Her research is situated at the intersection of the fields of education in emergencies, refugee and forced migration studies, and teacher development. 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. 

Dr. Mendenhall recently concluded a study on teacher compensation in South Sudan, in partnership with Education Action in Crisis (a national South Sudanese NGO) and Education International. She is currently co-leading the second iteration of the Ubumwe: Exploring Arts for Education and Psychosocial Support with Refugee Children and Youth project, which aims to bolster psychosocial and educational outcomes among refugee children and youth through the integration of arts in education and community spaces in Uganda. 

Her recent publications have appeared in Compare; Globalisation, Societies and Education, the International Journal of Educational Development, the International Journal of Inclusive Education, and the Journal of Refugee Studies. Her work has been funded by Columbia World Projects, the European Union, the LEGO Foundation, UNHCR, UNICEF, and the U.S. State Department Bureau of Population, Refugees, and Migration (BPRM).

Dr. Mendenhall is an active member of the Inter-agency Network for Education in Emergencies’ Teachers in Crisis Contexts Working Group (TiCCWG). She is also a faculty affiliate to the CPC Learning Network (housed at Columbia University’s Mailman School of Public Health); the Committee on Forced Migration; the Institute for the Study of Human Rights; and the Center for Sustainable Futures. Dr. 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 Fall 2024
ITSF 4005: Education in Emergencies and Reconstruction
ITSF 4092: Qualitative Research Methods

Prem Phyak
Associate Professor

Email: p.phyak@tc.columbia.edu

Office Location: 376 Grace Dodge 

Dr. Phyak is an associate professor of language education in the International and Comparative Education Program at Teachers College, Columbia University. Prior to joining Teachers College, he was the Director of Applied Linguistics Program at the Chinese University of Hong Kong and head of Language Education at the Central Department of Education of Tribhuvan University, Nepal. 

Dr. Phyak’s research broadly covers the interplay between language, education, and society. Taking critical, multilingual and decolonial perspectives, he investigates language policy, indigenous languages and literacies, language ideologies, multilingual education, translanguaging, teacher education, and social (in)justice. His current research projects include: Power of Activism for Indigenous Language Rights and Multilingual Education; Teacher Mentoring for Diversity and Social Justice in Nepal and Language Policing and Inequalities in Education Reforms. 

Dr. Phyak has co-authored a book Engaged Language Policy and Practice (Routledge) and co-edited Multilingual Education in South Asia: At the Intersection of Policy and Practice (Routledge) and Innovative Technologies and Pedagogical Shifts in Nepalese Higher Education (Brill). His articles have been published in various journals such as Language in Society, Modern Language Journal, International Journal of the Sociology of Language, Multilingua, Language Policy, Current Issues in Language Planning, Applied Linguistics Review and Critical Inquiry in Language Studies. 

Dr. Phyak is an associate editor of Diaspora, Indigenous and Minority Education and editorial board members in various journals such as Language Policy, International Journal of the Sociology of Language, Ethnicities, and Current Issues in Language Planning. 

Courses Fall 2024

ITSF 4580: International and Comparative Education and Development Studies I

ITSF 4025: Languages, Schools, and Societies

Oren Pizmony-Levy
Associate Professor

Email: op2183@tc.columbia.edu

Office location: 370 Grace Dodge 

Oren Pizmony-Levy is an Associate Professor of International and Comparative Education at Teachers College, Columbia University. 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. His research examines the emergence, spread, and impact of global education movements. Professor Pizmony-Levy’s main line of research is concerned with environmental sustainability education policy and politics, as reflected in the work of international organizations, non-governmental organizations, and cities. Other lines of research focus on international large-scale assessments of student achievement (e.g., TIMSS and PISA), and their impact of these assessments on the policy process through public discourse and public opinion.  

Professor Pizmony-Levy is the founding Director of the Center for Sustainable Futures. At the Center, he leads two international research projects on teachers’ engagement with environmental sustainability education (part of the OECD TALIS) and on organizations active in climate change communication and education (part of the MECCE Project). 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 “Rigid Culture and Social Change: How African NGOs Educate about LGBTI Rights” (with Naomi Moland), 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 Fall 2024

ITSF 5034: Climate Change, Society, & Education 

ITSF 5009: Social Network Analysis: Theory, Methods, Applications

Daniela Romero-Amaya
Lecturer

Email: mdr2153@tc.columbia.edu
Office Location: 288 Grace Dodge

Daniela Romero-Amaya is a Lecturer in the International and Comparative Education program. Her scholarly work relates 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 decision-making concerning the legacies of systematic violence and their daily navigation of social life. She is currently undertaking a visual methods study exploring students’ understandings about "victims” and “victimhood” in Colombia. This study analyzes how the politics of victimhood expand the horizon of the judicial system to also encompass a pedagogical dimension regarding the armed conflict and its transformation. She is an interdisciplinary researcher with a PhD in Social Studies Education, a MA in International and Comparative Education, and a BA in History.

As a recipient of the Dean's Fellowship for Teaching and Diversity Award, Dr. Romero will teach a new course in Spring 2025 titled 'Citizenship and Human Rights Education: New York City as the Text'. This course will focus on developing engaged pedagogies for graduate students interested in advancing their understanding of Peace and Human Rights Education from an international perspective.

Courses Fall 2024

ITSF 4009: Introduction to Research Methods in International and Comparative Education

ITSF 4093: Curriculum and Pedagogy in International Contexts 

Garnett Russell
Associate Professor & Program Director
Email: sgrussell@tc.columbia.edu
Office Location: 278 Grace Dodge 

Dr. Russell is an Associate Professor of International and Comparative Education specializing in education in conflict-affected and post-conflict societies. Through a sociological and mixed methods approach, her research investigates questions related to education and peacebuilding, human rights, transitional justice, and forced migration. She also directs the International and Comparative Education Program.

Her current research project is focused on the role of education in promoting peace-building and transitional justice in Colombia. In addition, she is conducting research with newly arrived asylum-seeker families in New York and the organizations that provide social services. 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 International Journal for Human Rights Education, a former board member of the Journal on Education in Emergencies.

Professor 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 Fall 2024

ITSF 6580 001: Advanced Doctoral Seminar in International and Comparative Education I

Gita Steiner-Khamsi

William Heard Kilpatrick Professor of Comparative Education

Email: gs174@tc.columbia.edu

Office Location: 366 Grace Dodge 

Gita Steiner-Khamsi is William Heard Kilpatrick Professor of Comparative Education. She also holds the honorary UNESCO Chair of Comparative Education Policy at the Geneva Graduate Institute, Switzerland. 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 fourteen books are:  The Rise of Knowledge Brokers in Global Education Governance (with C. Baek; E. Elgar 2024, open access), 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 is the Research Lead for the Knowledge and Innovation Exchange (KIX) hub for the Europe, Middle East and North Africa, Asia and Pacific (EMAP) region, based at NORRAG in Geneva. KIX EMAP surfaces, amplifies and disseminates knowledge of national policy experts from 36 countries of the Global South. The seven-year project (2020-2027) is funded by the Global Partnership for Education and administered globally by the International Development Research Centre. 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. She was Academic Director of NORRAG, based at the She has ended this year a 5-year secondment to the Geneva Graduate Institute of International and Development Studies. NORRAG is a global network of over 6,000 researchers, policymakers, NGO advocates, and government representatives that serves as a knowledge broker and advances knowledge equity, as evidenced in the initiative, where she also served as the Academic Director of NORRAG. NORRAG celebrates its 45th anniversary. Among others, its core mission is to surface, amplify and disseminate scholarship from the Global South. It started the initiative #TheSouthAlsoKnows.

She is back at TC from a one-year sabbatical leave which she spent at the University of Iceland (Fulbright funding), Stanford Graduate School of Education, Kobe University (Japan Society for the Promotion of Science), and at her second home in Zurich, Switzerland. She is 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.

Courses Fall 2024

ITSF 4094 Educational Planning in ICEd

ITSF 4580 International and Comparative Education and Development Studies I

Portia Williams
Vice Provost for Academic Planning and Global Affairs

Email: pgw2102@tc.columbia.edu

Office Location: 113D Zankel

Portia Williams is the Vice Provost for Academic Planning and Global Affairs, and Assistant Professor (Coterminous) in the Department of International and Transcultural Studies at Teachers College, Columbia University. She previously served as the Associate Provost for International Affairs, and the founding director of the College’s current Office of Global Engagement). In her current role, Dr. Williams supports the establishment and realization of college-wide academic goals focused on curriculum alignment, new program development, non-credit programming, accreditation and academic compliance. She also continues to serve as the College’s chief international officer, guiding policy and practice for institutional collaborations, and support for international students and scholars. With more than 25 years of experience in educational administration and international engagement, Dr. Williams has directed, advised, or collaborated on policy and program initiatives 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, she has held faculty appointments at Georgetown University, American University, George Washington University, the University of Illinois at Urbana Champaign, and the University of Shkodra in Albania.

Dr. Williams is a former Spencer Research Fellow, David L. Boren Fellow, and Peace Corps Volunteer. She holds an Ed.D. in International Educational Development and Policy Studies and an M.Ed. in International Family and Community Education from Teachers College, as well as an M.A. in Teaching English as a Second Language from the University of Illinois at Urbana-Champaign.

Click to meet program support for the 2024-2025 academic year: Program Support Profiles

Below you will find information for the professional clusters offered by the International and Comparative Education Program.  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 2024-2025 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 Nicholas Limerick, and Professor Prem Phyak

The Multilingual and Decolonial Dimensions of Education cluster is an interdisciplinary field of study to encourage students to focus on education policy and practice across the globe. Through graduate courses and individual research projects, students develop critical and decolonial perspectives and comparative approaches to advocate for access, equity, and social justice in and through education. The courses in this cluster engage students in exploring and analyzing the theories, policies and plans, and research approaches for the inclusion of Indigenous, ethnic minority, and community languages, epistemologies, and cultures for the decolonization of education, particularly in the Global South. Our cluster's strengths include knowledge about language policies, multilingualism, multilingual education and literacies, and Indigenous education; gender disparities; interculturality; and the study of families and communities as relevant for education policy and practice. We adopt a wide range of research methods such as comparative policy analysis, ethnography, discourse analysis, and participatory and community-based action research to study the historical, sociocultural, and political economic dynamics and conditions that affect education systems around the globe. Our courses focus on alternative ways of studying education within a sociocultural and political context, primarily in Latin America, Asia and among immigrant communities across the globe. 

Cluster IV: Academic Disciplines

Anthropology

Anthropology has a long and distinguished history of contributing directly to the major issues facing all educators. Throughout its history, the discipline has offered powerful alternatives. Anthropologists have participated in the shaping of policy and reform at all levels, from the most general to the most local. The anthropology concentration offers a disciplinary approach to analyzing the entry of matters of social class, ethnicity, language, race, gender, and other factors into issues of educational achievement, health disparity, disability, among other concerns. It also helps students understand the ways of knowing specific to the discipline, how to apply them to practical issues, and participate in the continuing evolution of the field, including better methods for application.

Economics

Economics is a powerful tool for scholars and educational practitioners who wish to develop a better understanding of educational institutions and decisions. The concentration in Economics and Education allows students in the program to develop an array of skills in the application of economic concepts and theory, in benefit-cost analysis and other evaluative procedures, and in the statistical treatment of mass data.

History

The History and Education concentration addresses important educational questions, first, by examining the ideas, individuals, and institutions of the past to determine their influence on their own times; and, second, by bringing historical knowledge and perspective to bear on current educational issues. Courses cover a range of topics including the educational history of urban areas, women, immigrants, and African-Americans. Students acquire a deep understanding of education in historical perspective through a comparative lens.

Philosophy

The concentration in Philosophy and Education offers students a unique opportunity to develop their humanistic and critical thinking about comparative and international education. Coursework allows educators to broaden and deepen their understanding of the processes and aims of education through inquiry into the fields of aesthetics, ethics and moral philosophy, and epistemology and the philosophy of science. Study of a variety of historical and conceptual frameworks enables students to develop theoretical perspectives on education and to effectively critique arguments in contemporary educational debates.

Politics

How do societies handle conflicting visions of what schools should be doing? What changes in political and governance processes might facilitate better decision-making and policy implementation? The Politics and Education concentration serves students who wish to study the ways in which governance institutions, political ideologies, and competing interests influence the content, form, and functioning of schooling. Students study in-depth the ways power and politics affect and are affected by such issues as reform and innovation, privatization and school choice, race and ethnicity, poverty and inequality, and more.

Sociology

The Sociology and Education concentration examines basic issues in education from a sociological perspective. Training and hands-on experience in evaluation methods and both quantitative and qualitative research methods are central to the program. The curriculum emphasizes issues in urban education, including the social organization of urban schools and school systems, and the success or failure in serving educationally disadvantaged populations.

ICEd Courses by Cluster

Core Courses

• ITSF 4580 International and Comparative Education and Development Studies, Part I
• ITSF 4581 International Comparative Education & Development Studies, Part II
• ITSF 4195 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 5009 Social Network Analysis
• ITSF 5040 Mixed Methods in International Comparative Education
• ITSF 4199 Participatory Research Approaches in ICEd
  

Skill Building Courses

• ITSF 4038 Monitoring and Evaluation in International Educational Development
• ITSF 4093 Curriculum and Pedagogy in International Contexts
• ITSF 4199 Project Planning and Management for International Educational Development [Spring 2025]

Other Courses (Cross-cutting) 

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

Cluster 1: Global Governance and Education Policy

• ITSF 4105 Civil Society and NGOs in IED
• ITSF 5009 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 [Study Abroad Course in January 2025]
• ITSF 4614 International Organizations, Civil Society and Peace Education
• ITSF 5031 Education and Sustainable Development: Comparative and International Perspectives
• ITSF 4199 Citizenship and Human Rights Education: New York City as the Text

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
  
• ITSF 4199 Multilingualism, Social Justice and Education [Spring 2025]

Cluster 4: Academic Disciplines

Anthropology

• ITSF 5037 Global Literacies
• ITSF 5016 Anthropology and Education
• ITSF 5611 Advanced Ethnographic Methods and Analysis: From Fieldwork to Text
• ITSF 5610 First-year colloquium in applied anthropology
• ITSF 5000 Mth Inquiry: Ethnography Participant Observation
• ITSF 5015 Political anthropology: Labor, race, and belief
• ITSF 4014 Urban situations and education
• ITSF 4010 Cultural & Social Bases of Education
• ITSF 4026 Technology and culture
• ITSF 4016 Culture and society in Africa

Economics

• ITSF 4094 Education Planning-International Education Development
• ITSF 4025 Languages, Societies, and Schools
• ITSF 5006 Comparative Policy Studies: Tools & Techniques
• ITSF 5031 Education and Sustainable Development: Comparative and International Perspectives
• EDPE 4050 Economics of Education
• EDPE 4056 Microeconomic Theory Applications to Education
• EDPA 4033 Comprehensive Educational Opportunity
• EDPE 4058 Economics of Higher Education

History

• ITSF 5611 Advanced Ethnographic Methods and Analysis: From Fieldwork to Text
• ITSF 4105 Civil Society and NGOs in IED
• ITSF 5500 Education Across the Americas
• ITSF 5037 Global Literacies
• ITSF 4025 Languages, Societies, and Schools
• ITSF 5050 Language, Cultural Politics, and Education
• ITSF 4016 Culture and society in Africa
• ITSF 4603 Human and Social Dimensions of Peace
• ITSF 5043 Decolonial Theories in Comparative Education
• ITSF 4613 International Perspectives on Citizenship and Human Rights Education
• EDPH 4076 History of Urban Education
• EDPH 4070 History of Education in the US
• EDPA 4033 Comprehensive Educational Opportunity

Philosophy

• ITSF 4093 Curriculum and Pedagogy in International Contexts
• ITSF 5043 Decolonial Theories in Comparative Education
• ITSF 4603 Human and Social Dimensions of Peace
• ITSF 5008 Gender, Education, and International Development
• ITSF 4613 International Perspectives on Citizenship and Human Rights Education
• ITSF 5015 Political anthropology: Labor, race, and belief
• ITSF 5045 Globalization, Mobility & Education
• ITSF 5023 The Family As Educator
• ITSF 5050 Language, Cultural Politics, and Education
• A&HF 5093 Ways of Knowing
• A&HA 5082 Philosophies of Art in Education

Politics

• ITSF 4094 Education Planning-International Education Development
• ITSF 4026 Technology and culture
• ITSF 4105 Civil Society and NGOs in IED
• ITSF 5050 Language, Cultural Politics, and Education
• ITSF 5015 Political anthropology: Labor, race, and belief
• ITSF 4025 Languages, Societies, and Schools
• ITSF 5034 Climate Change, Society, & Education
• ITSF 5037 Global Literacies
• ITSF 4016 Culture and society in Africa
• ITSF 5006 Comparative Policy Studies: Tools & Techniques
• ITSF 4093 Curriculum and Pedagogy in International Contexts
• ITSF 5008 Gender, Education, and International Development
• ITSF 5045 Globalization, Mobility & Education
• EDPA 4025 Higher Education Policy
• EDPA 4033 Comprehensive Educational Opportunity
• EDPP 5041 Pltcs of Cntrlztn & Decntrlztn
• EDPS 5646 Evaluation of Educational and Social Programs

Sociology

• ITSF 4105 Civil Society and NGOs in IED
• ITSF 5034 Climate Change, Society, & Education
• ITSF 4025 Languages, Societies, and Schools
• ITSF 5009 Social Network Analysis: Theory, Methods, Applications
• ITSF 5050 Language, Cultural Politics, and Education
• ITSF 5500 Education Across the Americas
• ITSF 5037 Global Literacies
• ITSF 4010 Cultural & Social Bases of Education
• ITSF 4016 Culture and society in Africa
• ITSF 4060 Latinx in Urban Schools
• ITSF 4093 Curriculum and Pedagogy in International Contexts
• ITSF 4603 Human and Social Dimensions of Peace
• ITSF 5008 Gender, Education, and International Development
• ITSF 5015 Political anthropology: Labor, race, and belief
• ITSF 5045 Globalization, Mobility & Education
• ITSF 5023 The Family As Educator
• ITSF 4613 International Perspectives on Citizenship and Human Rights Education
• EDPS 5199 Iss:Sociology & Higher Edu
• EDPS 4021 Sociology of Education
• EDPS 4022 Sociology of Urban Education
• EDPS 4029 Sociology of Schools
• EDPS 4028 Sociology of the Life Course
• EDPS 5503 Classical Social Theory

This handbook includes a guide and course planning worksheets (under Degree and Program Requirements 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 2024 and Spring 2025 is available online with the most recent course information. Under the “Any Subject” category, search for courses by finding “All International & Transcultural Studies courses”. The schedule is updated several times weekly.
• 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

• Course Planning Worksheet: Please create a list of 3-5 courses that you would like to take using your course planning worksheet which can be found in the Degree and Program Requirements section. 
• 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 cluster 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 Instructor's Approval. 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 on each program’s website. 
• If a course in our program is full and has a waitlist, please make sure to enroll on the waitlist. Once a seat is open, you will be notified and have 24-hour to enroll; otherwise, you will need to go back to the waitlist. If no seat is available, the instructor will review the waitlist in the first week of school and notify you. If you have a strong interest in a waitlisted course, please make sure you email the instructor so they can put that into considerations when reviewing the waitlist. 

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. During the summer months a peer advisor will also be available to provide advice. In order to make the best use of the advice, please read all of the information carefully and ask specific questions.

ICEd Fall 2024

ICEd Spring 2025 Course Schedule: Available in January 2025

• 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.

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 2024, 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 5009: 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: 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.)

1. Coursework (at least 32 graduate-level credits). The following requirements are for students who began their M.A. in Summer/Fall 2023 and after. Previously enrolled students should see the requirements listed in the 2022-2023 Student Handbook. 

Area 1: Core Courses (at least 14 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).
  • ITSF 4195:  Research and Writing Seminar in International and Comparative Education (2-3 credits)

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

Area 2: Cluster Courses (at least 12 credits)

• • Courses counting towards the cluster must be faculty advisor-approved.
  • Recommended: Transcultural/Area Studies - Courses must come from at least two of the following categories: topics, research methods, professional skills, internship/practicum.
  • Students considering a change in cluster must discuss the change with the faculty advisor.

 Area 3: 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 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 Research and Writing Seminar in International and Comparative Education (2-3 credits) 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 a 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 permission 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 2024-2025

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

MA Course Planning Worksheet_GGPP 2024-2025

MASTER OF EDUCATION (Ed.M.)

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 and after. Previously enrolled students should see the requirements listed in the 2022-2023 Student Handbook. 

 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).
  • ITSF 4195:  Research and Writing Seminar in International and Comparative Education (2-3 credits)

*Two core courses - ITSF 4580 & ITSF 4581 are required in the 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, 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 cluster.
  • Other elective courses can be taken outside of the ITS department or transferred from other schools.

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.
  • All students are required to take ITSF 4195 Integrative Project Writing Seminar (2-3 credits) 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 a 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 2024-2025

DOCTOR OF EDUCATION (Ed.D.)

International Educational Development (IED – code: INTL)

1. Coursework (at least 75 graduate level points, including up to 30 transferred credits).

 Area 1: Core Courses (9 credits)

• • ITSF 6580: Advanced Doctoral Seminar: International and Comparative Education I
  • ITSF 6581: Advanced Doctoral Seminar: International and Comparative Education II
  • ITSF Research Methods Course

Area 2: Academic Cluster Related Courses (30 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 (18 credits)

• • Courses must come from at least two of the following categories: topics, professional skills, internship/practicum, research methods.
  • 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 (18 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 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.

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 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 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 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 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 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 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 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.

Download Course Planning Worksheet: 

EdD Course Planning Worksheet 2024-2025

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)

Area 1: Core Courses (9 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)

Area 2: Concentration in an Academic Discipline (at least 30 credits)

• • Courses counting towards the cluster 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 required. 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 (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 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 cluster.  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 one proficiency examination in a foreign language. Examinations are usually arranged through the appropriate language department at Columbia University. Consult the Ph.D. Requirement Bulletin, Appendix D for more information.
  • The language requirement 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 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: 

PhD Course Planning Worksheet 2024-2025

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 ITSF 4195 Research and Writing Seminar in International and Comparative Education (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 (and possibly in the summer). 

Read below for guidelines and detailed descriptions of the types of IPs: 

(1) Empirical research paper or proposal: Empirical research provides an opportunity for students to design and conduct a  small, original study that relates both to International and Comparative Education but also to each student’s  concentration. The IP will include a clearly stated purpose of the study (including critical research questions, aims of the  study, and why this study matters to the field of CIE); a literature review; the methodological framework (clearly justifying  why these have been chosen and are best suited for the study); an analysis of empirical data (quantitative, qualitative, or  mixed methods) in relation to the research question and methodology; and a discussion of the data analysis in relation to  the scholarship the study draws on and to which it contributes. Data can be derived from primary or secondary sources.  The IP will make concluding remarks and suggest future research in relation to International and Comparative Education  and the student’s concentration. Length: 8,000 words. 

(2) Theoretical exploration: Critical theories provide starting points for rethinking what constitutes knowledge and how this  knowledge is connected to the educational realities we seek to understand. Draw on existing critical theories and  perspectives to assess, highlight, or rethink the knowledge produced within the field of international and comparative  education. For example, a paper might provide a critical assessment of education privatization by applying a critical  perspective that questions the tenets of neoliberal school reform policies. Or, a paper might critique practices and  pedagogies of an educational program that privileges Eurocentric middle-class values over the funds of knowledge held  by migrant or culturally marginalized youth. Finally, a paper might use postcolonial theory to break down the myths of  internal homogeneity that nation-states use to legitimize one group’s cultural and linguistic practices over others.  Length: 8,000 words. 

(3) Policy study: A policy study will provide an opportunity for students to engage in a key policy space in the field of  International and Comparative Education. The IP will include background on a well-defined problem, analyze existing  research (quantitative, qualitative, or mixed methods), present various policy options and their implications, and  identify key policy actors and stakeholders that are involved in the policy debate or reform. The social, political,  economic, and cultural dimensions of a policy should also be discussed. The Policy IP should contain an Executive  Summary and relevant figures, maps, and graphs. Length: 8,000 words. 

(4) Curriculum design and development: A curriculum-focused IP will provide an opportunity for students to gain  curriculum development skills materials in response to a clear need in the International and Comparative Education  field. Students can choose to write a curriculum design paper, which includes an extensive research paper and sample  curriculum module. The paper will consist of an abstract, introduction, context (if developed for a specific  location/program), rationale for curriculum (based on needs assessment data or other research if available), conceptual  framework for curriculum (drawing on curriculum development theories, curriculum design choices and key principles,  including scope and sequence) limitations. The accompanying curriculum module will include 1-3 page outline, table or  other “snapshot” of a module or session to illustrate a sample of what a more extensive curriculum might contain once  fully developed. Or, students may choose to create a Curriculum Development Project, which includes a shorter research  paper (Length: 5,000 words) and a fully developed curriculum that includes the overarching goals and learning  objectives, activities, assessment strategies, and other required materials for successfully executing the curriculum.  Curriculum materials may be developed for students, teachers and/or facilitators. Length: 8,000 words. (Length of the  curriculum will depend on the type of curriculum and duration of course/training and should be agreed upon with your  advisor). 

Other types of writing projects may also be accepted pending consultation and approval from your advisor. 

General IP Guidelines to Follow: 

1. Define your paper around a specific topic or problem that is of interest to you. Try to avoid writing a description of a topic  like “development objectives of non-governmental agencies.” If you were to select this broad topic, think about what  interests you the most about it. What is the most controversial aspect discussed in the courses you have taken and covered  in the readings? What are the theoretical and practical issues surrounding the topic? Another option would be to select a  specific project and discuss how your course work has broadened your understanding of the role of NGOs in development  processes. 
2. All of the options described above should include a review of relevant literature. If you choose options 1 or 2, then the bulk  of the paper will be a review of the literature organized around a thesis statement, or major argument, you are seeking to  support. If you choose option 3, the integrated project will have a concise literature review along with additional written  and/or visual material. 
3. The integrative project should include a title page, abstract, table of contents, reference list, and appendices (if relevant),  and it should be in accordance with the Publication Manual of the American Psychological Association, which includes no  spelling errors, grammatical mistakes, or typos. It is recommended that the IP be between 25-30 pages long (exclusive of  references, appendices, and other components).  
4.  An outline of the paper should be presented to your advisor before the deadline. You should have your advisor’s approval  on the topic, content, and structure of your integrated project. Dates for the first and final drafts of IPs are listed on the next page.  
5. The Peer Advisor in the International and Comparative Education Program plays a critical role in guiding master’s students  through the process of preparing the IP. Workshops and individual consulting sessions are available to assist students at  every step of the way. Students will be notified about the workshops through the website and weekly newsletter.  
6. Peer Advisors are not editors and should not be asked to proofread your paper; they can help develop your ideas and assist  in structuring your IP. It is highly recommended that you form a writing group and exchange drafts with your peers to  receive initial edits. If you require further assistance, please discuss it with your advisor or seek assistance at the Teachers College Graduate Writing Center (GWC) at Thorndike Hall, Room 162 (writingcenter@tc.edu or 212-678-3789). 

Procedure: Students are required to discuss their projects with their advisors and obtain advisors’ approval before undertaking the projects. Advisors are required to review project outlines before signing degree application forms.  

IP Support: In addition to ongoing support from their Peer Advisor, the International and Comparative Education Program will  offer Integrative Project (IP) Workshops for students writing their IPs for the M.A. or Ed.M. in Program. The workshops are designed to introduce students to the different components of an integrative project (IP) research paper and provide structured support and accountability during the writing process. Students will explore the basics of research including how to formulate research questions, how to write a critical literature review, how to develop a conceptual framework, and how to  write a methods section. In addition, students will have the opportunity to receive feedback on their work from the Peer Advisor  (a doctoral fellow) and from their peers. Students should also work closely with their primary advisors for approval of the IP and  final draft. 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 copy of their completed IP to the program assistant. Students will  complete a Permissions to View form indicating whether or not they grant permission for the IP to be viewed by other students. 

COMPLETING THE IP CHECKLIST 

☐ Enroll and complete the ITSF 4195 Research and Writing Seminar in International and Comparative Education 1 or 2 semesters prior to submitting the IP.

☐ Submit the IP to your faculty advisor by the deadline. 

☐ Include the following statement on your cover page (a sample cover page is available here): 

Submitted in partial fulfillment of the requirements of the degree of Master of Arts (or Master of Education) in International Educational Development (or Comparative and International Education)  at Teachers College, Columbia University 

☐ As per New York State requirements, submit the final approved copy to the Program Office, uploading it here.

☐ Complete the Permission to View form (available from the Program Assistant) indicating whether or not you grant permission for the IP to be viewed by other students.

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. 

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 the 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 the Program Office to be signed by the department chair.
• Submit the original signed proposal hearing form to ODS and a copy to the 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 the Program Office.
• Once all of the above steps have been completed, bring this checklist to Program Office:
• Together with the 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, the 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 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.
• Inform Program Office your scheduled proposal hearing date.
• Pass the proposal hearing:
• Submit a copy of the final proposal to the Office of Doctoral Students (ODS).
• Submit a copy of the final proposal to the 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 the 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.

It is required to register 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 the Program Office.
• Once all of the above steps have been completed, bring this checklist to Program Office:
• Together with the 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, the 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 to three tuition points for Ph.D.) during the 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.

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.

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) website.

Full-time Enrollment Requirement

F-1/J-1 students 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/J-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 OISS via TC-Compass. 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 reduced course load if they have less than 9 credits left to complete their program. Do not request a reduced course load if you are enrolled in ITSF 4200 as you will be considered a full-time student regardless of the number of credits you are enrolled.

For more information about each of these situations, please visit the OISS website.

On- and Off-Campus Employment

F-1/J-1 students may work on campus starting their first semester at TC. After completing at least one academic year as a full-time student, you may be eligible for off-campus employment. Make sure to attend the mandatory employment workshops prior to applying for work authorization to the OISS. For more information, please visit F-1 Employment or J-1 Employment pages.

Travel

F-1/J-1 students who will be traveling internationally must obtain a travel signature on their I-20/DS-2019 for re-entry into the United States. Make sure to submit your travel signature request to the OISS at least 14 business days before your anticipated reentry date. More information can be found on the OISS website (F-1/J-1).

Presentation Fund For International Students

F-1/J-1 students who have had a paper selected for presentation at a conference may apply for the International Student Presentation Fund from the OISS. For more information, please click the link on this page.

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. 

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 below.

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

Definition: A graduate internship is an experiential learning opportunity through which students apply theoretical knowledge  gained from their coursework in International and Comparative Education. An internship may be a new position or a current  position with new responsibilities/duties/tasks. A student may have multiple internships, as long as each internship is linked to  the student’s educational and professional goals in International and Comparative Education. An internship is not focused on  gathering data as one would for a graduate thesis.  

Process

Pre-internship  

1. The student prepares a 1-2 page internship proposal for their faculty advisor, through which the student will:  a. Identify the organization where the internship will occur.  
   • Explain why the organization interests you.  
   • Explain your (new) responsibilities in the internship.  
   • Explain what interests you regarding the responsibilities, including elements relevant to our program. 
     • Explain how the internship will contribute new knowledge and advance your future career goals. 
     • List 3-4 goals (as related to the International and Comparative Education Program) for undertaking the internship. Make the  goals specific, measurable, achievable, realistic, and time-bound (SMART) e.g. “At the end of the internship, I will know/be able  to... ”.  
     • Clarify the # of hours to be worked per week and duration of the internship.  
2. The faculty advisor reviews the proposal.  
3. The faculty advisor approves the internship and grants permission for the student to register.  
   • The student and advisor will consult about the number of credits to take (1-6) and whether or not the course will be  for a grade vs. pass/fail.  
4. The student registers for the credits and participates in the internship.  

During the internship  

1. Students will keep a journal while participating in the internship, noting interesting developments, challenges, related theories  for addressing the issues, and student learning/educational goals.  Note: The student does not need to submit the journal to the faculty advisor, but the journal will be invaluable when the time  comes to write the internship report—see below for more details. 
2. The faculty advisor communicates at the mid-term and end-point of the internship with the on-site supervisor in an effort to  facilitate and collect the on-site performance evaluation (see rubric on the program website).  
   • Faculty advisors can conduct the performance evaluation by phone with the on-site supervisor if preferred.  
   • On-site supervisors should be encouraged to submit the final evaluation within 30 days of the conclusion of the  internship. 

Post-internship  

1. The student submits an internship report, which entails the following:  
• Background and specific nature of the organization.  
• Description of the work performed for the organization, with a particular emphasis on the knowledge and technical skills  developed and/or strengthened during the internship (include in appendices of paper possible samples of work – e.g.  draft policy briefs, program design or M&E frameworks, fundraising proposals, blog posts, etc.).  
• Analysis and discussion of specific issues, opportunities, and challenges of doing international work for the host  organization and how the experience contributed to broadening your understanding of the field of international and  comparative education.  
• Reflection on the positive and negative aspects of the internship experience, including steps that were (or could have  been) taken to mitigate any negative aspects.  
• Reflection on the internship experience’s contribution to your long-term professional development goals.  
2. The student submits a 400-700 word blog on their internship experience to be posted on the program website and shared with  current and prospective students.  
3. When possible, the student makes a formal presentation to the program by participating on a panel with other student interns  (panel events held once per semester). Select presentations will be posted on the program’s website and shared with students  and faculty in the program.

• 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.

ICEd 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: http: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 
• LinkedIn: International and Comparative Education Program Alumni, Teachers College, Columbia University

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

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 2025 CIES Annual Conference will be held between March 22-26, 2025 in Chicago, Illinois. 

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 AERA Annual Meeting will take place in Denver, Colorado between April 23-27, 2025. 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 cluster.

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
• 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