Skip to navigation menu

Skip to main content

Clinical Psychology
Teachers College, Columbia University
teachers college logo columbia univertsity logo

Clinical Psychology
In the Counseling and Clinical Psychology Department

M.A. Program Team > M.A. Advisors

M.A. Advisors

Academic Advisors

David Lynch
Assistant Program Coordinator
Academic Program Advisor

Office Hours:  Tuesdays 1-3pm, Wednesdays 3-5pm
Office Location: Horace Mann 330A
Office Number: 212-678-4185

Matthew Blanchard
Adjunct Faculty Liaison
Academic Program Advisor

Office Hours: Tuesdays 10am-12noon, Thursdays 9-11am
Office Location: Horace Mann 330A
Office Number: 212-678-4185

Adam Rossi
Academic Program Advisor

Office Hours: Thursdays 10am-12noon, Fridays 11am-1pm
Office Location: Horace Mann 330A
Office Number: 212-678-4185

Jessi Suzuki
Academic Program Advisor

Office Hours: Mondays 11am-12noon and 1-3pm, Thursdays 4-5pm
Office Location: Horace Mann 330A
Office Number: 212-678-4185

Yakov Barton
Integrative Project Advisor

Office Hours: TBA
Office Location: Thorndike 950C
Office Number: 212-678-4185

Sarah Sherman
Summer Intensive Director
Spirituality Mind Body Institute

The educational mission of Academic Advisement is to assist students through their academic journey in all possible ways. Thus, it is an on-going educational partnership between an advisor and his/her assigned student.  Our Academic Program Advisors truly care about student’s success. Some have even completed the MA Program themselves. By the end of the first semester students should know the name and contact information of their advisor and have met with them at least once during their office hours.

Important things to keep in mind regarding Academic Advisement:

  • Inform yourself of program expectations, graduation requirements, and TC policies.
  • Make sure to discuss your concerns, don’t keep it to yourself.
  • Ask right away for clarification if you don’t understand something in the handbook.
  • Make contact regularly each semester (especially before registration!).
  • Be an active learner: use campus resources.
  • Keep a record of your progress, outline goals (e.g., classes to take, when to start Special Project, whether to apply to doctoral programs etc.)
  • Use advisement to learn how to develop a relationship with faculty members.

Background & Philosophy

David Lynch graduated summa cum laude with a Bachelor of Science degree in Psychology and Behavioral Criminal Justice from Northeastern University.  He also earned a Master of Arts degree in Psychology in Education at Teachers College.  As a doctoral candidate, David continues to work on projects related to suicide risk assessment that he began during his time in the M.A. program in Dr. Randall Richardson’s lab.

The Role of the Academic Program Advisor as I See It:
The role of the academic adviser in this program is to help each student explore his/her own interests and strengths. The students in our program come from very different backgrounds in psychology and beyond. I try to guide these students in the right direction appreciating each student's needs and professional goals. It is important to cater one's approach to the individual, taking into account their past experiences and the connection between what they enjoyed in the work they have done and what they can get out of the program today.

Matt Blanchard is a second-year doctoral student in the clinical psychology program and an MA program advisor. He is a magna cum laude, Phi Beta Kappa graduate of the University of Pennsylvania and a former newspaper reporter. He did his psychology MA coursework at New York University and is now working in Dr. Barry Farber's lab at TC, studying aspects of disclosure in psychotherapy.

The Role of the Academic Program Advisor as I See It:
My job is to connect students with the people, courses, and ideas that will make their time at Teachers College as effective as it can be.Taken together, TC, Columbia University and New York City offer opportunities to match almost any ambition in the mental health field. It takes patience and confidence to map out one's own path. It's hard work with no shortage of anxiety. But as an MA program advisor I'm always eager to help students stay calm and on target.

Adam Rossi is a second-year doctoral student and graduate of the M.A. in Psychology in Education.  Adam also holds a Bachelor’s degree with Honours from the University of Winnipeg, where he majored in Psychology.  At Teachers College, Adam is a member Dr. Randall Richardson’s lab, and conducts research with the Manitoba Population Mental Health Research Group. Adam has served as an intern at the New York State Psychiatric Institute’s Child Psychiatric Epidemiology Group, and has had his work published in the Bulletin of the Association of Psychoanalytic Medicine.

The Role of the Academic Program Advisor as I See It:
As a graduate of the M.A. program, I have first-hand knowledge of the challenges faced and opportunities afforded students in the program.  Given that no two students enter the program with the same experiences or goals, I hope to offer guidance with the technical aspects of the graduate student experience at TC, as well as a space to discuss and reflect upon one’s own personal goals and professional development.  Students in the program ought to graduate with foundational knowledge of the field and a clear idea of what their next professional or academic step will be.  I see my role as helping students achieve both of these goals while facilitating as positive of an educational experience as possible.

Jessi Suzuki is a first year doctoral student in the clinical psychology program. She graduated magna cum laude with a B.A. in American Studies and East Asian Languages and Literatures from Yale University. She formerly taught English, history and music in New York City public and private schools. More recently, she worked in Dr. Douglas Mennin’s lab at Hunter College, supporting research on emotion regulation in anxiety and depression. Jessi is a member of Dr. Barry Farber’s lab at TC.

The Role of the Academic Program Advisor as I See It:
The MA program offers students an opportunity to develop a broad foundation of knowledge as well as to identify areas of specific interest within the field of psychology. As an academic advisor, my job is to help students design an academic experience that is aligned with their personal and professional goals. Whether they decide to seek employment or further schooling after leaving the program, I aim to connect students with the best resources Teachers College and New York City have to offer.

Yakov Barton is a third-year doctoral student, instructor of research development and integrative projects, and research project coordinator in the clinical psychology program at Teachers College, Columbia University. Originally from Santa Cruz, CA, Yakov completed his undergraduate studies in psychology and film at UCLA, and a M.A. and M.S. in clinical psychology at Teachers College. His research examines the intersection of developmental and neurological components of spirituality and mental health, focusing specifically on factors of risk and resilience among emerging adults. Yakov has contributed to Dr. Lisa Miller’s research since 2009, and is currently project coordinator for an empirical study examining the association of spirituality, positive psychology, neurological development, and mental health in adolescence and emerging adulthood.

The Role of the Academic Program Advisor as I See It:
As instructor of research development and integrative projects in the clinical psychology program at Teachers College, Columbia University, I can offer guidance on research design, development, and statistical analysis. I am committed to helping students conceptualize and develop integrative research projects, with special focus on both theoretical and empirical research methodology as well as data analysis using SPSS.

Sarah Sherman is Summer Intensive Director for TC's Spirituality Mind Body Institute. She is also co-president of the Mindfulness and Education Working Group (MEWG) at Columbia University’s Teachers College, a first of its kind faculty, student, and staff initiative that explores and promotes the role of mindfulness and contemplative practices in education through innovative interdisciplinary research, theory, and practice. Her research interests are in service of deepening mind and body awareness to empower individuals to lead more fulfilling, meaningful and healthy lives. She works with groups that cross both academic disciplines and administrative departments at TC, including adults with Aphasia, the Summer Principals Academy, Peace Corps, and the Office of Facilities Management. She co-facilitates annual mindfulness retreats for professionals working in the Education Sector and leads a weekly meditation series at Teachers College.

Sarah received a B.F.A. with honors recognition from Rhode Island School of Design and an M.A. from Columbia University’s Teachers College.