ICEP Student Handbook 2025-2026

Message from the Program Director

 

Dear Incoming and Continuing Students,

Welcome to the International and Comparative Education Program (ICEP)!

The International and Comparative Education Program (ICEP) is a cornerstone of Teachers College’s global engagement and a vital force in advancing the College’s mission to “empower committed learners and leaders to build a smarter, healthier, more just and equitable world.” Teachers College recognized the importance of this work early in its history: the Program was founded in 1899, just a decade after the College itself was established. As we mark over 125 years of excellence, innovation, and service in 2025, we celebrate ICEP’s enduring commitment to education as a transformative force.

 

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 International and Comparative Education Program, at Teachers College, and across the wider Columbia community. You will also have access to myriad experiences due to 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 bustling college campus and its surrounding environs.

This handbook serves as an important guide for your studies, with information on our program, faculty and staff, courses, requirements, and student resources. To supplement this guide, please explore the program website, 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.

Welcome to our community! We look forward to collaborating with you over the coming year.

 

Oren Pizmony-Levy, Ph.D.

Associate Professor & Program Director

 

The International and Comparative Education Program brings together faculty committed 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. Our scholarship is responsive to current developments in the field, including international cooperation and educational development, education in conflict and post-conflict regions, sustainable development, and multilingual education for inclusiveness.

 

The Program prepares scholars, practitioners, and policymakers for leadership positions in the field of international and comparative education. Our teaching framework emphasizes theory, content knowledge specific to clusters and related sub-fields, research methods (quantitative analysis, qualitative inquiry, and mixed methods), and applied skills (e.g., program design, policy analysis, policy design, strategic planning, curriculum development, program monitoring and evaluation). Our Master’s students typically aim to work in support of educational practices and programs upon graduation, while our doctoral students are poised to enter academia and/or assume leadership positions in various international organizations or governments.

 

Program History and Legacy

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 (CIES) 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 and founded the Program in International Educational Development. For many decades, the International and Comparative Education Program (ICEP) was organized as two distinct but closely related programs: Comparative and International Education (CIE), and International Educational Development (IED). Today, these programs are unified at the Masters’ level, continuing a rich legacy while responding to contemporary challenges in education worldwide. We continue to offer two doctoral degree programs (CIE and IED).  

 

Students in the International and Comparative Education Program are encouraged to develop expertise in both a topical/disciplinary area and a geographical area of specialization. Students may choose to focus on one of the traditional disciplines offered at Teachers College - such as Anthropology, Economics, History, Philosophy, Political Science, or Sociology - or pursue a sub-field within International and Comparative Education, such as Global Governance, Policy, and Planning; Human Rights, Emergencies, and Peacebuilding; or Multilingual and Decolonial Dimensions of Education. Students may also focus on another sub-field available at Teachers College, such as Curriculum and Teaching, Educational Leadership, or Higher and Postsecondary Education. Course offerings in these areas vary by academic year.

 

In addition, students are encouraged to select a geographical area of specialization. Faculty in the Department of International and Transcultural Studies represent expertise in a wide range of regions, including Africa, the Caribbean, Central Asia, East Asia, Europe, Latin America, the Middle East, South Asia, and the United States (with a focus on transcultural and immigration issues). Area studies courses are available within our program as well as through other departments at Teachers College and across Columbia University, providing students in International and Comparative Education with access to a broad and diverse set of regional offerings.

 

International and Comparative Education (ICEP)
Master of Arts (M.A.) 32 credits
Master of Education (Ed.M.) 60 credits
Doctor of Philosophy (Ph.D.): Comparative and International Education (CIE) 75 credits	Doctor of Education (Ed.D.): International Educational Development (IED) 75 credits

Read about our faculty for the 2025-2026 academic year: 

 

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.  During the academic year 2024-2025, Professor Cortina worked with the team of Faculty and Program Doctoral Students in the writing of the strategic report, The Need to Advance the Study of Latinidad in New York City Public Schools, funded by the New York City Council. Students of Latin American and Caribbean descent constitute over 40 percent of the total enrollment in New York City Public Schools. The purpose of the Latinidad Curriculum Initiative is to represent in curricular resources and lesson plans the contributions of Latinas and Latinos of the culture and communities of New York City. Please visit our website: https://www.tc.columbia.edu/latinidadnycschools/.

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. 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 2025
ITSF 5043: Decolonial Theories in Comparative Education

ITSF 5500: Education Across the Americas

 

Amanda Earl
Visiting Professor of Teaching

Email: ake2112@tc.columbia.edu

Office Location: GDH 286

Dr. Amanda K. Earl is a Visiting Assistant Professor of Teaching  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 studies have explored the dynamics and possibilities of intercultural higher education, based on community-engaged research carried out in the Huastecan region of Veracruz, Mexico. During the 2024-2025 academic year, in her role as Research Associate with the Latinidad Curriculum Initiative based at the Edmund W. Gordon Institute for Advanced Study at TC, Dr. Earl was the Editor of the strategic report The Need to Advance the Study of Latinidad in New York City Public Schools, funded by the New York City Council. The goal of this initiative is to create and promote curricular resources and lesson plans that highlight the contributions of Latinx communities to the history and social fabric of New York City. Before coming to TC, Dr. Earl 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 2025

ITSF 4009 Introduction to Research Methods in International and Comparative Education

ITSF 5023 The Family as Educator 

 

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, 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 2025
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 that mapped donor policies and practices for supporting teacher compensation in crisis contexts (in collaboration with 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; Comparative Education Review; 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 2025
ITSF 4005: Education in Emergencies and Reconstruction
ITSF 4092: Qualitative Research Methods

 

Prem Phyak
Associate Professor

Email: p.phyak@tc.columbia.edu

Office Location: 370 Grace Dodge 

Dr. Phyak is Associate Professor of Language, Society and Education in the International and Comparative Education Program at Teachers College, Columbia University. Prior to joining Teachers College, he was the Director of the Applied Linguistics Program at the Chinese University of Hong Kong and head of the Language Education Program 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, and Language Policing and Inequalities in Education Reforms. Dr. Phyak has co-authored a book Engaged Language Policy and Practics (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 Comparative Education Review, Language in Society, Modern Language Journal, International Journal of the Sociology of Language, Multilingual, 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 an editorial board member in various journals such as Language Policy, International Journal of the Sociology of Language, Ethnicities, and Current Issues in Language Planning.

Courses Fall 2025

ITSF 4580: International and Comparative Education and Development Studies I

ITSF 4025: Languages, Schools, and Societies

 

Oren Pizmony-Levy
Associate Professor & Program Director

Email: op2183@tc.columbia.edu

Office location: 274 Grace Dodge

Oren Pizmony-Levy is an Associate Professor of International and Comparative Education at Teachers College, Columbia University. He earned his B.A. in Political Science and Educational Policy from Tel-Aviv University, and his M.A. and Ph.D. in Sociology and Educational Leadership & Policy Studies from Indiana University–Bloomington. His research examines the emergence, diffusion, and impact of global education movements. His main line of work focuses on environmental sustainability education policy and politics as reflected in the activities of international organizations, NGOs, and cities. He also studies the influence of large-scale student assessments (e.g., TIMSS and PISA) on policymaking through public discourse and opinion.

As founding Director of the Center for Sustainable Futures, he leads two international projects: one on teachers’ engagement with environmental sustainability education (part of OECD’s TALIS) and another on organizations active in climate change communication and education (the MECCE Project). He is an active member of the Comparative and International Education Society (CIES), having chaired three Special Interest Groups: SOGIE SIG (2018–2020), Large-Scale Cross-National Studies SIG (2013–2016), and Environmental & Sustainability Education SIG (2012–2014).

Recent publications include “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). He has received awards from CIES and the American Sociological Association, as well as research grants from the Arcus Foundation, National Science Foundation, Spencer Foundation, and the U.S. State Department.

Courses Fall 2025

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

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

 

Garnett Russell
Associate Professor

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.

Her current research 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 Review of Educational Research (RER), 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, International Migration 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 2025

ITSF 4613 International Perspectives on Citizenship and Human Rights Education

ITSF 6590 Doctoral Dissertation Proposal Writing Seminar

Spring 2026

ITSF 5029W: Education, Conflict, and Peacebuilding (Study Abroad in Costa Rica)

ITSF 5040 Mixed Research Methods in International and Comparative Education

 

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. Professor Steiner-Khamsi published widely, including 15 books. The most recent book is entitled  Time in Education Policy Transfer. The Seven Temporalities of Global School Reform. The book is available as an open-access publication here: https://link.springer.com/book/10.1007/978-3-031-82524-8. 

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 over 40 countries of the Global South. The seven-year project, spanning 2020-2027, is funded by the Global Partnership for Education and administered globally by the International Development Research Centre. Periodically, she conducts analytical work related to school reform 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 an editor of the World Yearbook of Education, president of the Comparative and International Education Society, and Academic Director of NORRAG. NORRAG is a global network of over 6,000 researchers, policymakers, NGO advocates, and government representatives who are committed to knowledge equity, as evidenced in the initiative #TheSouthAlsoKnows. Prior to joining the faculty at Teachers College, she worked for close to ten years as a policy analyst for Ministry of Education of Zurich/Switzerland. She teaches in the cluster Global Governance, Policy, and Planning of the program in International and Comparative Education.

She is the recipient of an honorary doctoral degree from the Mongolian National University of Education. She received her M.A. and Ph.D. from the University of Zurich in Switzerland.

Courses Fall 2025

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 Zanke

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, 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 2025-2026 academic year

 

Michelle Guo
Program Assistant

Email: iceinfo@tc.columbia.edu

Office Location: GDH 374

 

Doctoral Fellows (GDH 372)

Camille Fabo-Nija

CICE Editor

Email: cef2183@tc.columbia.edu

Camille grew up between Cameroon and France and worked in Asia, Africa, America and Europe. She developed her career around business entrepreneurship and strategy consulting, African development, and education.  Her passion for education led her to pursue a MA in International Education at Stanford, during which she investigated the relationship between International Governmental Organizations and sub-Saharan education programs, through a three-country case study analysis of Cameroon, Nigeria, and Rwanda. As a scholar in International Educational Development, she intends to better understand and participate in improving access to learning in Africa while focusing her future research work on understanding how youth education has consequences on political and economic participation in Cameroon.

 

Tiffany Tryon

Communications: Website/Social Media

Email: tnt2126@tc.columbia.edu

Tiffany’s research interests focus on accelerated learning programs as interim solutions for out of school children in conflict contexts. She plans to examine student trajectory and experience in these programs as well as their applicability in other areas such as the Middle East. Prior to Columbia, she has worked as an Instructor at the American University of Iraq Baghdad. Her previous roles include Senior Education Consultant in Abu Dhabi for the KHDA, English Language Fellow at the Military Academy in Budapest, and a Senior Development Trainer for Afghan National Police in Afghanistan. She is also a former Peace Corps Volunteer in Jordan and Moldova. She holds an Ed.M. in International Education from Harvard University and an M.A. in Human Rights from University of Essex. 

 

Tsewang Chuskit

Alumni Engagement

Email: tc3382@tc.columbia.edu

Tsewang was born in Ladakh, a northern Himalayan region in India. From an early age, she observed a disconnect between her school textbook and her rich cultural community. This gap ignited her passion for developing contextually relevant curricula that considers students' cultural and linguistic background. Her research interest centers on critical literacy and its role in social change by integrating cultural elements, indigenous languages, and local stories into the classroom. She aims to address the underrepresentation of indigenous languages in school curricula by investigating language policy and translanguaging. She co-founded a women’s health initiative that has educated over 1,600 girls and women on reproductive health, providing local resources and culturally relevant workshops in Ladakh. Through her work with NGOs such as Girls Inc., FHI 360, Geneva Global, and Health Inc., she has contributed to numerous educational projects, ranging from research and curriculum development to reproductive health education. Her long-term goal is to advocate for multilingual and multicultural education in Himalayan region and promote critical literacy. She holds a BA in Education (International Strand) from Smith College, and an MA in International Educational Development from the University of Pennsylvania’s Graduate School of Education.

 

Neil Potnis

Peer Advisor

Email: np2837@tc.columbia.edu

Neil’s research focuses on the intersection of learning media and climate change education, with a particular emphasis on South Asian contexts. He holds an MS in Computational Design Practices from Columbia University GSAPP, where he published his work on measuring the efficacy of climate-architecture centered learning technologies. Prior to joining Teachers College, he held positions as a Program Instructor at Columbia World Projects and as a Design Fellow at Columbia Entrepreneurship, Innovation, and Design leading social impact workshops for the Obama Foundation Scholars and Columbia’s Business School. As a scholar in International and Comparative Education, he hopes to shed light on diverse global practices of climate action and citizenship and bring them to the classroom.

 

Nina Yacher

Peer Advisor

Email: nsy2104@tc.columbia.edu

Nina’s passion is supporting teachers and school leaders to build inclusive and caring learning environments for all students. Her research interests lie at the intersection of educational policy, socioemotional and civic education, and teacher and principal education and practices. Prior to joining TC, Nina worked as a high school teacher in Chile through the Teach for All's local partner. She also worked as a teacher coach in several organizations and at the Chilean Department of Education, where she led a national initiative on project based learning. Additionally, she conducted research in several organizations such as UNDP, Aptus, and EMElab. In 2023, following her relocation to the U.S., Nina joined the Learning Policy Institute (LPI) as a full-time research and policy intern, where she contributed to case studies on teacher preparation. Nina holds an M.A. in International Education Policy Analysis from Stanford University, a B.A. in Sociology from Universidad de Chile, and a teacher certification from Universidad Andrés Bello. Her master’s work, focused on implementation of practice-based teacher education in higher education institutions, was recently published by the Teaching and Teacher Education Journal.

 

Haoyue Wang

Career Development

Email: hw2841@tc.columbia.edu

Haoyue’s research explores the intersection of education policy, digital governance, and school reform. She is particularly interested in how artificial intelligence (AI) and digital tools are used in educational planning and management (EPM) to enhance transparency, equity, and data-informed decision-making. Her current work examines national strategies for digital transformation in education, as well as the evolving role of ministries of education in regulating and implementing these tools. Before joining the doctoral program, Haoyue worked as a consultant at UNESCO’s International Institute for Educational Planning (IIEP) in Paris. At IIEP, she contributed to global projects on the application of AI and digital innovation in education governance, including a multi-country study analyzing how ministries of education are integrating digital tools into planning processes. Haoyue holds a master’s degree in International Educational Development from Teachers College, where she specialized in policy analysis and planning. She also earned dual bachelor’s degrees in Economics and French from Beijing Normal University. Her academic training is grounded in comparative education and critical policy studies, with an emphasis on mixed-methods research.

This section provides descriptions of clusters or sub-fields within the International and Comparative Education Program. Some courses within these clusters are offered directly by the program, while others are available through different departments and can be found under the respective degree programs in other sections of the catalog.

 

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 2025-2026 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: Associate 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 who 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: Associate Professor Mary Mendenhall and Associate 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 rights across the humanitarian-development nexus. Students are able to cross-register in relevant courses at the Graduate School of Arts and Science (GSAS), the Mailman School of Public Health, and the School for International and Public Affairs (SIPA). 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, Associate Professor Prem Phyak, and Associate Professor Nicholas Limerick

 

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. 

Students who complete our degree become educators and professionals in a variety of international organizations, civil society organizations, foundations, and schools/universities Students with strong interests in the forms of multilingualism and education, for example, are working at USAID, UN agencies, the Education Development Center, Pass Education, and various NGOs and schools/universities. Students who have completed their degree and focus on Latin America are working in the Fundación Escuela Nueva and The Alas Foundation, organizations advocating for education quality, intercultural and bilingual schools, and as teachers and administrators within international schools domestically and abroad at the World Bank, UNICEF, and the Brookings Institution. A number of students interested in Latinx education become consultants and project managers in companies and organizations advocating for education equity, immigrant rights, language rights, and teachers in U.S. schools.

 

Note: Students may also focus on another sub-field available at Teachers College, such as Curriculum and Teaching, Educational Leadership, or Higher and Postsecondary Education. Course offerings in these areas vary by academic year.

 

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.

 

Multidisciplinary 

In addition to these individual disciplines, the Ph.D. Program in Comparative and International Education offers a multidisciplinary track that allows students to combine courses from two or more disciplines to fulfill the disciplinary concentration requirement.

 

ICEP Courses by Cluster

The courses offered in these clusters vary each academic year.

 

Core Courses

• ITSF 4580 International and Comparative Education and Development Studies, Part I
• ITSF 4581 International Comparative Education & Development Studies, Part II
• ITSF 4009 Introduction to Research Methods in International and Comparative Education

 

Methods Courses

• 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
  

 

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 2026]

 

Other Courses (Cross-cutting) 

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

• ITSF 5031 Education and Sustainable Development: Comparative and International Perspectives
• ITSF 5034 Climate Change, Society, and Education

 

Cluster 1: Global Governance and Education Policy

• ITSF 4105 Civil Society and NGOs in IED
• ITSF 5006 Comparative Policy Studies: Tools & Techniques
• ITSF 5031 Education and Sustainable Development: Comparative and International Perspectives
• 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 4614 International Organizations, Civil Society and Peace Education
• ITSF 5029 Education, Conflict and Peacebuilding [Study Abroad Course in January 2026]

 

Cluster 3: Multilingual and Decolonial Dimensions of Education

• ITSF 4013 Literacy and International Development
• ITSF 4025 Languages, Societies, and Schools
• ITSF 4060 Latinx in Urban Schools
• ITSF 4199 Multilingualism, Social Justice and Education [Spring 2026]
• 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
• ITSF 5500 Education Across the Americas
• ITSF 6520 Seminar in Families and Communities as Educators

Cluster 4: Academic Disciplines

Anthropology

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

 

Economics

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

 

History

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

 

Philosophy

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

 

Politics

• ITSF 4016 Culture and society in Africa
• ITSF 4025 Languages, Societies, and Schools
• ITSF 4026 Technology and culture
• ITSF 4093 Curriculum and Pedagogy in International Contexts
• ITSF 4094 Education Planning-International Education Development
• ITSF 4105 Civil Society and NGOs in IED
• ITSF 5006 Comparative Policy Studies: Tools & Techniques
• ITSF 5008 Gender, Education, and International Development
• ITSF 5015 Political anthropology: Labor, race, and belief
• ITSF 5034 Climate Change, Society, & Education
• ITSF 5037 Global Literacies
• ITSF 5045 Globalization, Mobility & Education
• ITSF 5050 Language, Cultural Politics, and 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 4010 Cultural & Social Bases of Education
• ITSF 4016 Culture and society in Africa
• ITSF 4025 Languages, Societies, and Schools
• ITSF 4060 Latinx in Urban Schools
• ITSF 4093 Curriculum and Pedagogy in International Contexts
• ITSF 4105 Civil Society and NGOs in IED
• ITSF 4603 Human and Social Dimensions of Peace
• ITSF 4613 International Perspectives on Citizenship and Human Rights Education
• ITSF 5008 Gender, Education, and International Development
• ITSF 5009 Social Network Analysis
• ITSF 5015 Political anthropology: Labor, race, and belief
• ITSF 5023 The Family As Educator
• ITSF 5034 Climate Change, Society, & Education
• ITSF 5037 Global Literacies
• ITSF 5045 Globalization, Mobility & Education
• ITSF 5050 Language, Cultural Politics, and Education
• ITSF 5500 Education Across the Americas
• 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 2025 and Spring 2026 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: International Comparative Education & Development Studies, Part 1 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.

FALL 2025

 

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY
10:00AM-12:00PM	ITSF 4580 001 International and Comparative Education and Development Studies I Gita Steiner-Khamsi
1:00PM-2:40PM		ITSF 6580 First Year Doctoral Seminar Oren Pizmony-Levy ITSF 6590 Doctoral Proposal Writing Course  S. Garnett Russell	ITSF 5050 The Family as Educator Amanda Earl	ITSF 4613 International Perspectives on Citizenship and Human Rights Education  S. Garnett Russell
3:00PM-4:40PM	ITSF 5043 Decolonial Theories in Comparative Education Regina Cortina	ITSF 4009-002  Introduction to Research Methods Amanda Earl
5:10PM-6:50PM	ITSF 4009-001  Introduction to Research Methods Amanda Earl	ITSF 4580 002 International and Comparative Education and Development Studies I Prem Phyak ITSF 4092 Qualitative Research Methods Mary Mendenhall	ITSF 5500 Education Across the Americas Regina Cortina	ITSF 4025  Languages, Societies and Schools Prem Phyak
7:20PM-9:00PM	ITSF 5009 Social Network Analysis Oren Pizmony-Levy
Special dates course:  ITSF 4005 | Education in Emergencies | Mary Mendenhall 10 am to 3 pm on the following days: 9/12, 9/19, 9/26, 10/3, 10/10, 10/17

 

Spring 2026 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 2025, 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 4092: Qualitative Research
• ITSF 4101: Introduction to Quantitative Analysis
• ITSF 5000: Introductory Methods of Ethnography and Participant Observation
• C&T 6011: Introduction to Qualitative Research in Curriculum and Teaching
• EDPA 4002: Data Analysis for Policy and Decision Making I
• HUD 4120: Methods of Empirical Research
• HUDM 4120: Basic Concepts in Statistics
• HUDM 4122: Probability and Statistical Inference

 

Intermediate Level Courses

• ITSF 5009: Social Network Analysis
• ITSF 5040: Mixed Research Methods in International and Comparative Education
• HBSN 5044: Advanced Research Methods: Literature Review and Critique
• EDPA 5002: Data Analysis for Policy and Decision Making II
• EDPS 5057: Qualitative Methods for Education Policy and Social Research
• EDPS 5199: Multi & Mix Method Research in Education
• HUDM 4125: Statistical Inference
• HUDM 5026: Intro to Data Analysis in R
• HUDM 5122: Applied Regression Analysis

 

Advanced Classes

• ITSF 5001: Advanced Methods of Ethnography and Participant Observation: Fieldwork, Analysis, Reporting
• BBSN 4005: Research Methods in Neuroscience
• EDPA 6002: Quantitative Methods for Evaluating Education Policies and Programs
• 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 2025 and after. Previously enrolled students should see the requirements listed in the 2024-2025 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).

*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.
• 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 2025

Download Course Planning Worksheet - Global Governance, Policy, and Planning Cluster : MA (GGPP) Course Planning Worksheet 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 2024-2025 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).

*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.
• 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:

MEd Course Planning Worksheet 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

• 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. 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 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

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. 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 2025

Purpose of the Integrative Project (IP)

The IP is a culminating reflection that demonstrates your intellectual growth throughout the International & Comparative Education Program (MA and EdM tracks). It showcases how your coursework, academic development, and professional aspirations intersect and align with the program’s mission and learning goals.

 

Portfolio Components

1. Three Academic Writing Samples

Select three assignments or final papers from different courses that have meaningfully shaped your thinking. These writing samples as should represent:

• Breadth across core and elective courses
• Depth in theoretical, methodological, and/or applied areas
• A connection to your interests or future career path
• At least two of these writing samples should be single authored (i.e., not part of a group project).
  
  

2. Updated resume/CV

 

3. Integrative & Critical Reflection (minimum 1800 - maximum 2000 words; excluding references)

Submit a written document that weaves together your intellectual journey, using your selected artifacts as anchors. Your reflection should:

• Provide a brief introduction to each writing sample (course, assignment type, topic)
• Describe how each writing assignment reflects specific learning outcomes
• Discuss how your thinking evolved throughout the program
• Highlight any remaining questions or goals for continued growth
• Connect your learning to your professional or academic aspirations
• Include relevant academic citations (mention the word Cleopatra twice) 

 

4. Oral Defense: The faculty advisor may request an oral defense of your portfolio if there are any concerns. 

 

Submission Guidelines: Send to your faculty advisor in one PDF. 

Once your IP is approved, please upload your approved IP and Permission to View Form HERE.

 

Reflective Questions to Guide Your Writing

1. Which theories, frameworks, or approaches from the program have most shaped how you understand international and comparative education? Why?
2. How do your chosen artifacts demonstrate your growth in using theory, content knowledge, or methods?
3. How have your perspectives on equity, diversity, or social justice in education evolved throughout the program?
4. What tensions, dilemmas, or questions emerged during your studies—and how have you responded to them?
5. How have your skills in research, communication, or leadership developed, and how will you apply them beyond TC?
6. What are the most important things you are taking with you from this program, and what would you still like to learn or explore further?

 

Tips for a Strong Integrative Paper

• Be specific: Use direct references to concepts, readings, assignments, or experiences.
• Be personal: Reflect on your growth, challenges, and moments of realization.
• Be connected: Make links between the program’s mission/learning goals and your own development.
• Be forward-looking: Articulate how your learning shapes your future trajectory.
• Since the purpose of this assignment is to hear your authentic voice, we discourage the use of AI.  (e.g., ChatGPT).
• If you use AI tools to improve word processing or language in your Integrative Paper Reflection, you should include a short statement at the end of your paper describing how the tool was used

 

Evaluation Criteria

 

The evaluation of the IP is based on the quality of the writing, analysis, and research. The quality of writing refers to clarity of language, correct usage of grammar, proper use of academic references. The quality of analysis and research refers to the use of appropriate literature and theory and research methods. The IP will be graded on a Pass/Fail basis by the academic advisor.

 

Integrative Project (IP) Evaluation Rubric

 

Program: International & Comparative Education (MA/EdM)
Grading: Pass / Fail
Evaluator: Faculty Advisor

 

Criteria	Exceeds Expectations (Pass with Distinction)	Meets Expectations (Pass)	Does Not Meet Expectations (Fail)
1. Writing Samples Selection & Relevance (3 total)	Clear and compelling rationale for all three samples; showcases exceptional breadth and depth; strong alignment with academic and professional goals	Appropriate and relevant choices; demonstrates adequate breadth and depth; generally aligned with stated goals	Samples are missing, irrelevant, or do not reflect sufficient breadth, depth, or relevance
2. Resume/CV	Professional, current, and well-organized; clearly highlights relevant experience and growth	Updated and adequately formatted; shows development of relevant skills and experience	Outdated, poorly formatted, or does not reflect program-related experience
3. Integrative & Critical Reflection: Structure & Clarity	Exceptionally clear, organized, and engaging; logical flow of ideas with strong transitions	Well-structured and mostly clear; ideas are easy to follow with minor lapses	Disorganized, unclear, or hard to follow; lacks coherence
4. Integration of Writing Samples into Reflection	Insightfully integrates artifacts into a cohesive narrative of growth; clearly connects assignments to learning goals	Adequate integration; explains how artifacts reflect learning outcomes and development	Little to no integration; lacks explanation of significance or connection to learning
5. Intellectual Growth & Learning Outcomes	Deep and nuanced analysis of intellectual development; clear evolution of thinking with strong evidence from coursework	Demonstrates growth and understanding of learning outcomes; some evolution of thought evident	Limited or unclear evidence of intellectual growth or engagement with learning outcomes
6. Connection to Program Mission and Goals	Clearly and convincingly aligns personal journey with program mission and goals	Makes a reasonable connection to the mission and learning goals	No meaningful connection to program mission or goals
7. Engagement with Theory, Method, and Practice	Sophisticated engagement with multiple theories/frameworks; excellent synthesis and application	Adequate discussion of key theories/methods; some evidence of application	Minimal or incorrect use of theoretical/methodological frameworks
8. Reflection on Equity, Diversity, Social Justice	Critical and thoughtful reflection; demonstrates deep commitment and personal insight	Reasonable engagement with concepts of equity and justice; some self-reflection	Superficial or absent discussion of diversity, equity, or social justice
9. Future Goals & Professional Application	Clear, well-articulated goals; strong alignment with academic/professional aspirations	Goals are present and generally align with the reflection and program outcomes	Goals are vague, absent, or misaligned with program experience
10. Use of Academic Sources and Citations	Excellent use of academic references; sources integrated smoothly and correctly cited	Appropriate use of sources; citations mostly correct	Few or inappropriate sources; citation errors
11. Quality of Writing & Language	Highly polished writing; clear, concise, and grammatically accurate; sophisticated academic tone	Generally well-written with minor errors; appropriate academic tone	Poorly written, frequent grammatical issues, unclear or unprofessional tone
12. AI Usage Disclosure (if applicable)	Clearly and ethically disclosed with minimal or appropriate use	Disclosed appropriately and does not compromise the integrity of the reflection	Use of AI is not disclosed or misrepresented

Overall Evaluation

• Pass with Distinction (All or nearly all criteria in "Exceeds" column)
• Pass (All criteria at minimum meet "Meets Expectations")
• Fail (One or more criteria fall in "Does Not Meet Expectations")

Notes / Feedback Section (to be completed by faculty advisor):

(Strengths, suggestions for continued development, and—if applicable—recommendations following an oral defense.)

 

COMPLETING THE IP CHECKLIST 

1. Submit the IP to your faculty advisor by the deadline. 
2. 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 
3. As per New York State requirements, submit the final approved copy to the Program Office. Please complete the Permission to View form and upload both your approved IP and the form here.

 

Alternative Formats for the Integrative Project

 

While the default format for the Integrative Project is a portfolio (as outlined above), students may choose to pursue an alternative format that better aligns with their academic interests, professional goals, or creative inclinations (e.g., research paper, policy analysis, curriculum, etc.) All alternative formats must be approved in advance by the student’s faculty advisor. 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.  

 

(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 Guidelines for Alternative IP Formats 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. 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). 

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 My Student Profile Tab and 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

For Degree to be  Awarded in:	Proposal Approval by Advisor	Degree Filing Deadline* (Apply to Graduation in myTC)	First Draft of   Project Paper Due	Final Draft of   Project Paper Due to Advisor	Master’s   Project/IP   Approval Deadline
October 2025**	May 1, 2025	August 1, 2025	August 1, 2025	September 1, 2025	September 30, 2025
February 2026	August 1, 2025	November 1, 2025	November 1, 2025	December 1, 2025	January 30, 2026
May 2026	January 15, 2025	February 1, 2026	March 1, 2026	April 1, 2026	April 30, 2026
October 2026**	May 1, 2026	August 1, 2026	August 1, 2026	September 1, 2026	September 30, 2026

*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).
• In consultation with the academic advisor, review the Program Plan on the Degree Audit system.  All exceptions must be made by the advisor or the program. (Students can no longer update the audit themselves).Once the Program Plan portion is 100% complete, the advisor approves it by emailing ODS to let them know. 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 (Ed.D. – ITSF 6200 (up to 4 times), ITSF 8900 or 3 credits of coursework) in every semester following registration for ITSF 7500.
• Pass the proposal hearing:
• 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 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 for Continuous Enrollment (which begins in the term after the successful holding of the proposal hearing)  requires registration for ITSF 6200 (up to 4 times), at least 3 points of TC coursework or the Sponsor's dissertation advisement course every Autumn and Spring term until graduation.

• 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. Dissertation Advisement is worth 0 credits and does 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. All four oral defense committee members must be selected at this time.  Upon receipt, ODS will confirm your eligibility to defend. 
• ODS will confirm to you via email that you are cleared to schedule your defense.
• Arrange a room location for the defense.  Ed.D. defenses are also permitted to be held fully remotely.
• 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.
• Once ODS approves the defense application they will email the student and all committee members that the defense has been officially scheduled, and will include the forms required at the defense.
• Hold defense.
• The dissertation is in final form when you make all corrections deemed necessary at the Dissertation Oral Defense. The dissertation advisor will sign the Dissertation Manuscript Approval Form stating that the dissertation is ready to be reviewed by ODS.
• ·       Complete the deposit process by visiting the Ed.D. Deposit Gateway on the ODS website.  This includes:  Survey of Earned Doctorates, $95 deposit fee, completion of the Application for Degree form, and depositing the manuscript in ProQuest.

 

→ 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).
• In consultation with the academic advisor, review the Program Plan on the Degree Audit system.  All exceptions must be made by the advisor or the program. (Students can no longer update the audit themselves).Once the Program Plan portion is 100% complete, the advisor approves it by emailing ODS to let them know. 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 (Ph.D. – ITSF 6200 (up to 4 times), then ITSF 8900) 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 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 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.
• Pass the Language Requirement:
• Submit copies of language proficiency paperwork to ODS and Program Office. If using Statistics to cover the language, be sure to take the correct sequence of courses.

Obligation for Continuous Enrollment - It is required to register for ITSF 6200 (up to 4 times) or the Sponsor's dissertation advisement course every Autumn and Spring term until graduation.

• 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 

• 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.
• Register for TI8900 Ph.D. Defense in order to defend the dissertation (Autumn 2025 CRN is 37479). You will receive ODS approval to register upon receipt of the Intention to Defend form
• ODS will confirm to you via email that you are cleared to schedule your defense.
• Inform Program Office your scheduled defense date.
• Send copies of dissertation to all 5 committee members at least 4 weeks prior to defense.
• Arrange a room location for the defense.
• Once you have confirmed with your defense committee the defense date and time, submit the defense application to ODS (no later than 3 weeks prior to the defense date):
• The defense application must be typed and all information (including committee member contact info) must be included.
• Once ODS approves the defense application they will email the student and all committee members that the defense has been officially scheduled, and will include the forms required at the defense.
• Hold defense.
• The dissertation is in final form when you make all corrections deemed necessary at the Dissertation Oral Defense. The dissertation advisor will sign the Approval Card stating that the dissertation is ready to be reviewed by GSAS.
• Complete the deposit process by visiting the Ph.D. Deposit Gateway on the ODS website.  This includes:  Survey of Earned Doctorates, $85 deposit fee, and depositing the manuscript in ProQuest.

 

→ 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, GSAS will recommend 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 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 allow 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. 

1. • • 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.

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 career support, TC NEXT offers a wide range of resources to help students navigate their professional journeys. Students can access the TC Career Resources Portal to make career advising appointments, register for events, and explore the exclusive job board. TC NEXT also provides a self-paced Canvas course with expert guidance and resources for every stage of career planning. Additional tools include Quinncia, Interstride, and the Career Guide, as well as a library of résumé templates, recordings of past workshops, and other helpful materials. Students are encouraged to check TC NEXT Events and the general TC Events calendar regularly for relevant sessions and opportunities.

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 Department Assistant at beb2131@tc.columbia.edu (Bridget Bartolini).

 

ICEP Career Development Newsletter

ICEP 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.

 

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

Twitter/X: @TC_ICeducation 

Instagram: tc_ic_education 

Facebook: ‘International & Comparative Education TC, CU.’

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 excerpts below​ from the TC Student Code of Conduct on Academic Integrity (also available here), which explain the full spectrum of what plagiarism entails as well as the disciplinary actions that can be taken. 

 

When a faculty member identifies an act of plagiarism, they will share the name(s) of the students with the Program Director and their plans for responding to the situation. Faculty are kept apprised of plagiarism incidents so that we can monitor the situation across all of our courses and intervene appropriately.

 

​We strongly encourage all students to take advantage of workshops and resources on what plagiarism is and follow the APA guidelines closely. Please visit the TC Graduate Writing Center for more information about upcoming events. If you have any questions ​about​ your understanding of academic integrity, please ​do not hesitate to contact your faculty advisor, our Program Director, or ​Program ​Assistant. 

 

STUDENT CONDUCT CODE: ACADEMIC INTEGRITY

2.1 Professional and Ethical Standards: TC is an academic community whose most fundamental purpose is the pursuit of knowledge. High principles of academic integrity are essential to the functioning and continued growth of this community. Students, as well as faculty, are responsible for adhering to these principles, and TC will not tolerate any abuse of academic integrity. Students who intentionally or recklessly submit work either not their own or without clear attribution to the original source, fabricate data or other information, engage in cheating, or misrepresentation of academic records may be subject to charges. Those who violate academic and professional ethics should expect sanctions up to and including dismissal from TC.

2.2 Responsibilities of Community Members: Every member of the TC academic community is responsible for upholding the standards of professionalism and ethics declared in this policy.

2.2.1 If a student is unsure whether actions might constitute a violation of academic integrity, he or she has the responsibility to consult with the instructor in advance about any ambiguities.

2.3 Violations of academic integrity include but are not limited to:

2.3.1 Cheating: using or attempting to use unauthorized assistance, material, or study aids in examinations or other academic work;

2.3.2 Plagiarism: using the ideas, data, or language of another without specific or proper acknowledgement;

2.3.3 Fabrication: submitting contrived or altered information in any academic exercise, such as making up data, citing nonexistent articles, contriving events and sources of information;

2.3.4 Duplicate submissions: submitting any work submitted to fulfill another assignment without appropriate revision to meet the instructional goals of the current course. In cases of uncertainty or ambiguity, a student should check with his/her instructor;

2.3.5 Misrepresentation of academic records, or attempting to tamper with transcripts or any portion of a student’s academic record;

2.3.6 Facilitating academic dishonesty by knowingly helping another student to violate academic integrity;

2.3.7 Unfair advantage through attempting to gain unauthorized access to examination materials, or obstructing another student’s efforts.

Excerpted from the Student Conduct Code: Academic Integrity and General Misconduct.  For the entire text, please visit: http://www.tc.columbia.edu/policylibrary/student-conduct-code

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 a 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

3. 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.

4. 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 2026

The 2026 CIES Annual Conference will be held between March 28 to April 1, 2026 in San Francisco, California. 

To become members of CIES and/or subscribe to Comparative Education Review (CER), visit CIES website at http://www.cies.us. 

Participant Funding Opportunities:

• UREAG Travel Grant (CIES) – Grants of $250–$400 USD are awarded to UREAG and CIES members (in good standing) whose proposals are accepted for presentation. Recipients must attend the UREAG business meeting during the conference and submit a brief follow-up report afterward. More information is available on the UREAG Travel Grant page. 
• Teachers College (TC) Student Travel Reimbursement – The ITS Department offers travel reimbursements of up to $125 USD for students who present (virtually or in person) at professional conferences. Submissions must be made via Chrome River (Emburse Enterprise) within 90 days of presentation, with receipts and proof of presentation sent to bartolini@tc.columbia.edu. For details, visit the ITS Department Resources page.
• Provost’s Grant for Conference Presentation and Professional Travel – Provides up to $500 for presenters and $250 for attendees to help cover conference-related costs (e.g., travel, lodging, registration). Applications require proof of acceptance and a brief budget. For details and application instructions, visit the Provost’s Grant Award page.

 

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 Los Angeles, California between April 8-12, 2026. 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