DIVERSITY
di·ver·si·ty /di’versitē/ noun 1. the quality or state of having many different forms, types, and ideas
Diversity has myriad definitions in modern society, but at Teachers College, it is the foundation of our pedagogy. We see the benefits of learning in an environment comprising academics from varied cultures, perspectives, and beliefs. We are dedicated to advancing excellence through the development of an increasingly diverse community—ensuring that we are educating all our students in a manner that prepares them to effectively participate in a global society. We value diversity among individuals as well as across all disciplines and ideas, and we make a concerted effort to ensure that our community of scholars reflects that commitment.
DIVERSITY AT TEACHERS COLLEGE DIVERSITY MISSION Teachers College strives to establish an institution that actively attracts, supports, and retains diverse students, faculty, and staff, demonstrated through its commitment to social justice, its respectful and vibrant community, and its encouragement and support of each individual in the achievement of his or her full potential.
Teachers College, Columbia University, is the oldest, largest, and most comprehensive graduate school of education in the United States and is consistently ranked among the nation’s best. The students of Teachers College pursue degrees within ten academic departments comprising over 100 different programs. Through its core areas of expertise — health, education, leadership, and psychology — Teachers College prepares its students for the challenges they will face in their careers.
With a multitude of research centers and professional development facilities and the largest education library in the country bolstered by access to Columbia University’s extensive library system, TC students have a large range of resources right at their fingertips. Like the diversity of our students and faculty, research at Teachers College spans many interests, topics, and methodologies. Students are invited to engage in their professors’ research interests or explore research topics of their own.
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THE STUDENT EXPERIENCE TC Students gain knowledge and experience through a wide variety of courses, professional development initiatives and on-campus programs.
DIVERSITY-RELATED STUDENT ORGANIZATIONS •
African Studies Working Group
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Asian and Pacific Islanders in America
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Association of Latin American Scholars
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Association of Multilingual Education Scholars
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Black Student Network
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Development in South Asia
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Coalition of Latino/a Scholars
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Friends of Japan
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Future China Initiative
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International Students’ Psychology Association
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Korean Graduate Student Association
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Peace Education Network
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Queer TC
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Society for Anthropological Study
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Society for International Education
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The Association for the Advancement of Learning Issues in the Middle East
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Teacher-Writers for a Public Voice
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Teachers College Taiwanese Club
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TESOL/AL Roundtable
STUDENT VOICES MARLENE LLEVA
M.A. Candidate International Education Development “Student organizations like the Coalition of Latino Scholars at TC have been extremely instrumental in enhancing my graduate experience. They have allowed me to create a strong on-campus community. We provide one another with personal and academic support and serve as each other’s biggest resources in regard to research, volunteer, and work opportunities on and off campus.”
DUOC NGUYEN
Ph.D. Candidate Social-Organizational Psychology “I chose Teachers College for two reasons: the fit of my program and the legacy associated with TC. Since my enrollment in 2011, I have been inspired by the diverse students and faculty members, and this has kept me engaged and motivated throughout my doctoral studies. I am grateful for my experience at TC so far, and I know that I could not have had this experience at any other school.”
AMANDA WASHINGTON M.A. Candidate Education Policy
“At Teachers College, the students, faculty, and campus visitors provide to our community a wide variety of cultures, experiences, ideologies, and conversations. The breadth that the College offers has played a valuable role in the development of its alumni, some of the most profound education thought leaders within the United States and abroad. The diversity within this instituion, on a daily basis, continues to develop me as an individual, a scholar, and a leader.”
CHRISTINA DOUYON M.A. Candidate Clinical Psychology
“Diversity at Teachers College means that my goals are not only attainable but that there is a support systemavailable to me. When I am not the only voice of color in a classroom, the conversation and the discourse are enhanced for all students in the room.”
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THE LEGACY For over a century, Teachers College has championed social issues, while our students become professionals who lead our society in bold new directions. 1997 1898
James Earl Russell teaches the first course in foreign school systems, launching the field of comparative and international education and allowing students to learn from other cultures and educational models.
1952 1933
Southern states offer out-of-state scholarships for black college graduates, so TC becomes the premier destination for black educators seeking a master’s degree.
Shirley Chisholm graduates from TC and goes on to become the first African American woman elected to Congress and the first to make a major party Presidential nomination.
2005
TC launches the Campaign for Educational Equity that champions the right of all children to attain meaningful educational opportunity and works to define and secure the full range of resources and services necessary. 5
Professor Edmund W. Gordon founds the Institute for Urban and Minority Education.
2014
2007
TC helps Jordan improve its public schools and host Jordanian teachers in its summer certificate program in the Teaching of English to Speakers of Other Languages (TESOL).
1973
The Heritage School, founded by TC Art and Art Education Professor Judith Burton, opens in East Harlem with support from TC Trustee Joyce Berger Cowin. The Heritage School is a communitybased institution committed to celebrating the culture of its students and incorporating those cultures into instruction.
2012
The Sexuality, Women, and Gender Project is created to implement the next wave of theories and practices for these research areas, working both on campus and with external partners.
TC partners with the Tyler Clementi Foundation to offer a scholarship to a TC student pursuing a career that supports LGBTQ populations in the fields of health, education, or psychology.
2014
Teachers College offers three full scholarships to graduates of Historically Black Colleges and Universities who will pursue a master’s degree.
NOTABLE TC ALUMNI KEVIN JENNINGS ’94
VIVIAN OTA WANG ’95
DANIELLE MOSS-LEE ’95, ’00, ’06
DAVID JOHNS ’06
M.A. International Studies in Education Founder of the Gay, Lesbian, Straight Education Network (GLSEN)
M.A., M.Ed., Ed.D, Educational Administration Chief Executive Officer, YWCA of New York City
IAN SMITH, M.D. ’93
M.A. Science Education Physician and Author TV personality on VH1’s Celebrity Fit Club
Ph.D. Counseling Psychology Program Director, Data Access and Sharing National Human Genome Research Institute
M.A. Sociology & Education Policy Executive Director of the White House Initiative on Educational Excellence for African Americans
CHARO UCEDA ’08
M.A. Applied Linguistics Founder and Academic Director, Uceda English Institute
AMANDA AIKEN ’08
MAJ. GEN. IRENE TROWELL-HARRIS, R.N ’83
Founder/Principal of the Lawrence D. Crocker
Former Director for the Center for Women Veterans at
M.A. Curriculum and Teaching
Ed.D. Health Education
College Prep Charter School, New Orleans, LA
the Department of Veteran Affairs, U.S. Air Force Retired
A graduate of Spelman College with a degree in Child Development, Amanda decided to come to Teachers College because her mentor at Spelman, Professor Christine King Farris, had attended TC at a time when other graduate schools of education did not seem as accepting of students of color. Amanda reflects on her time at TC and recalls that diversity was not just about race and ethnicity but also represented by age, background, professional experience, areas of research, and geographic region. The growth Amanda experienced because of TC’s dedication to diversity drives her professional practice today as the founding principal of Lawrence D. Crocker
Major-General-Trowell Harris’s aspirations of being a nurse and flying seemed to merge when she joined the Air National Guard. She became a flight nurse and traveled abroad steadily moving up the ranks in the Air National Guard. The Major-General earned a master’s degree in public health from Yale University in addition to her doctorate from TC. She is the first African American female in the history of the National Guard to be promoted to a general officer and the first female to have a Tuskegee Airmen Chapter named in her honor. Now retired, Dr. Trowell-Harris frequently meets with the President and First Lady Obama to discuss various issues that relate to women in the armed forces. 6
THE ADVANTAGE Teachers College’s faculty and administration create opportunity for students to change the world.
VICE PRESIDENT’S OFFICE FOR DIVERSITY AND COMMUNITY AFFAIRS Established in 2001, the Vice President’s Office for Diversity and Community Affairs leads the President’s and College’s initiatives concerning community, diversity, civility, equity, and discrimination. The primary objective is to enhance the culture of academic, scholarly, and professional life while building relationships for faculty, staff, and students. The purpose is to bring the institution together and create opportunities that encourage the College community to build healthy relationships, and to enhance and improve academic and work life and culture. The range of the Office’s responsibilities includes community-building activities, programs, and events; academic lectures, panels and book talks; initiatives supporting the College’s commitment to social justice; collaborative programming that supports organizations, recruitment and retention for the diverse student body; and orientations and trainings that support the College’s mission to reinforce a respectful and vibrant community. The Office for Diversity and Community Affairs is a comfortable, open, and trusting place where students can find support for any circumstances or concerns that arise. 7
THE INSTITUTE FOR URBAN AND MINORITY EDUCATION The mission of The Institute for Urban and Minority Education is to use research and demonstration to show the most promising practices in schools and out-of-school settings where youth are learning powerfully and feeling good about themselves while doing so. It also rethinks the way research is performed and the way that populations being researched in urban education are often perceived. Through work with university-based researchers, classroom teachers, students, parents, community advocates, and elected officials, the institute strives to create networks committed to the relentless pursuit of educational excellence.
FEATURED FACULTY ERNEST MORRELL, Ph.D. Professor of English Education Director, Institute for Urban and Minority Education For nearly twenty years, Dr. Morrell’s research has focused on drawing upon young people’s interest in popular culture and participatory media technologies to increase motivation and to promote academic literacy development, civic engagement, and college access. He is also nationally recognized for developing powerful models of teaching and learning in classrooms and outof-school environments and for engaging youth and communities in the project of educational reform. An acclaimed author, Dr. Morrell has also received several commendations for his teaching, including being recognized five times by Who’s Who Among America’s High School Teachers and receiving UCLA’s Department of Education’s Distinguished Teaching Award.
LUIS HUERTA, Ph.D. Associate Professor of Education and Public Policy Dr. Huerta teaches courses in policy analysis and implementation, school finance, and organizational sociology. His research on school choice reforms examines policies that advance both decentralized and market models of schooling, with a specific focus on legal battles over finance equity in schools. His research has analyzed the effects of resources on student achievement as well as the uses of resources within schools.
RIDDHI SANDIL, Ph.D. Lecturer, ED.M Program Coordinator, Clinical Psychology Dr. Sandil, a licensed psychologist, believes human adaptation is impacted by multiple factors, including biological predisposition, social context, psychological health, availability of choices and freedom, and the ability to exercise personal privilege influence an individual’s life path and overall well-being. As a researcher whose professional and personal identities are strongly influenced by multiculturalism and social advocacy, Dr. Sandil is interested in understanding how these factors interact and predict psychological health. Her clinical interests include complex trauma, working with marginalized/minority populations, women’s concerns, identity development, individuation, and family of origin concerns. She is also the co-founder of the Teachers College Sexuality, Women, and Gender Project.
YOLANDA SEALEY-RUIZ, Ph.D. Assistant Professor of English Education
Dr. Sealey-Ruiz brings to the students in her classroom experiences from her research on issues concerning the racial literacy of urban teachers and the educational experiences of black and latino students. Reflecting on her work, Dr. SealeyRuiz explains, “I am passionate about teaching educators ways to tap into the rich culture, language and worldviews their students bring with them to the classroom.”
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THE APPLICATION THE DIVERSITY IN TEACHER EDUCATION FELLOWSHIP AWARD Teachers College provides students of underrepresented populations the opportunity to study at our nationally top-ranked institution.
SCHOLARSHIPS AND FELLOWSHIPS CITY YEAR SCHOLARSHIP
This scholarship is offered in partnership with City Year, an educationfocused nonprofit organization operating in more than 20 U.S. cities. The partnership highlights the visions and values of both organizations, integrating the power of knowledge and service in addressing social problems. Each participant is eligible to apply. Up to three City Year corps, alumni, or staff members will receive 25% of tuition per year.
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This award provides full tuition scholarships for three graduates of Historically Black Colleges and Universities who best demonstrate an outstanding commitment to teacher education in urban areas.
TELEVISA GRADUATE RESEARCH FELLOWSHIP
This fellowship provides research grants to students with demonstrated financial need and interest in improving K-12 education for latinos/as and the professional development of teachers focused on improving outcomes for latino/a students.
LGBTQ DIVERSITY SCHOLARSHIP
This scholarship awards $18,000 in tuition assistance to selected recipients who demonstrate a commitment to research and practice surrounding LGBTQ populations in the fields of health, education, and psychology.
DIVERSITY PROFILE ENROLLMENT 5205 Total Enrollment
DEGREE LEVEL 69% Masters 26% Doctoral 5% Non-Degree
GENDER 76% Women 24% Men
RACE/ETHNICITY 11.6% African American 14.2% Asian American 58.5% Caucasian 11.7% Hispanic Latino/a 0.15% Native American 4.0% Two or More
GEOGRAPHICS 17.4% International Students from 81 different countries 83% Domestic students
Follow your future. At Teachers College, we review your application holistically, reviewing not only your academics but also your unique talents, interests, professional experience and accomplishments, and the desire to make a difference in society. This comprehensive process makes for a fascinating and productive student community. The Office of Admission is your greatest resource for more information on Teachers College and the application process.
Apply to Teachers College for your graduate-level degree.
WWW.TC.COLUMBIA.EDU/APPLY 10
Office of Admission, Box 302 525 West 120th Street New York, NY 10027 Tel: (212) 678 3170
Email: tcinfo@tc.columbia.edu www.tc.columbia.edu/admissions