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Arthur Mark Langer

Professional Background

Educational Background

  • B.A., Queens College, New York
  • M.B.A., Iona College
  • Ed.D., Teachers College, Columbia University

Scholarly Interests

Technology leadership, distance education, adult education, mentoring, faculty development, intellectual development and learning transformation theory, higher education and the design of technology-based curricula.

Selected Publications

Information Technology and Organizational Learning: Managing Change through Technology and Education (2nd Ed). New York: CRC Press

"Forms of workplace literacy using reflection-with-action methods: A scheme for inner-city adults." Reflective Practice (4), 3, 317-333

 "Adult education theory and family literacy practice." Family Literacy Forum (2), 1, 12-18

"Reflecting on practice: Using learning journals in higher and continuing education." International Journal of Teaching in Higher Education (7), 3, 337-351

"Fixing bad habits: Integrating technology personnel in the workplace." (International Journal of Reflective Practice)

"Confronting theory: The practice of mentoring non-traditional students at Empire State College." (International Journal of Mentoring and Tutoring)

Analysis & Design of Information Systems. (Springer-Verlag)

"Faculty assessment of mentoring roles." (All About Mentoring)

The Art of Analysis. (Springer-Verlag)

office hours

Mondays 4-5 PM

curriculum vitae

Academic Director & Sr Lecturer,
Executive Masters of Science in Technology Management, Columbia University School of Continuing Education

Faculty & Lecturer,
Dept of Decision, Risk, and Operations Management, Colubia University School of Business
Sr Director, Center of Technology, Innovation, and Community Engagement, Fu Foundation School of Engineering & Applied Science, Columbia University
Adjunct Associate Professor and Lecturer, Department of Organization and Leadership, Teachers College

ORLD 4051: How adults learn

Role and perspective changes in adulthood, concepts of maturity, learning theories, personality development, cognitive learning and thinking, creativity, interests and attitudes, motivation, self-concept, and achieving styles. Implications for the education of adults in a wide variety of workplace, community, and educational settings.

ORLD 7900: Directed Dissertation Research

Permission required. All doctoral students eligible for this course must register each semester until a proposal hearing has occurred and a proposal has been approved.