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Publications: Annual Report

The Teachers College Annual Report

2003 ♦ 8/2004

  • Mellon Grant Attracts Top Minority Scholars

    Attracting top minority scholars to our campus is one of TC's top priorities, and a grant from the Andrew W. Mellon Foundation is helping us achieve that objective. The Mellon Visiting Minority Scholars Program at Teachers College was founded in 2003 through a $300,000 grant to the Institute for Urban and Minority Education (IUME) at TC.
    Published: 8/31/2004

  • New Rules, Old Responses

    Each year, my annual report takes the form of an essay. This year, I am writing about a revolution that has occurred in America's expectations for its schools—how they should function and what they need to accomplish. Revolution is a sensational and much overused word. In our hyperbole-prone culture, social problems are regularly termed crises and trivial changes are called revolutionary. I want to make clear that I mean exactly what I have written. Our nation's education system has been wracked by profound and disruptive changes brought on by shifts in the demography and economy of the country.
    Published: 8/31/2004

  • Working to Make Equity in Education a Reality

    The research pursued and published by members of Teachers College faculty continues to be the heart of our work.
    Published: 10/1/2002

  • 2003 at Teachers College

    It was a year of growth and change at TC, even as we reaffirmed our most deeply rooted values and traditions.
    Published: 8/31/2004

  • Dean Darlyne Bailey: Her Tenure as Acting President

    When people use the term "groundbreaking" to describe Darlyne Bailey's recent service as Teachers College's Acting President, they're not just referring to the fact that Bailey was the first African-American woman to hold that position. They are also talking about the many innovative changes set in motion by Bailey, who has now returned to her regular position as Vice President of Academic Affairs and Dean.
    Published: 8/31/2004

  • Diversity Fellows Study the Points where Ethnicity, Education, and Perception Meet

    In an extremely competitive year—with twice the usual number of grant proposals submitted—TC’s Committee for Community and Diversity (CCD) selected five students to receive The President’s Grant for Student Research in Diversity. The grant provides support for outstanding student research projects related to diversity.
    Published: 8/31/2004

  • 2003 Convocations Honor Supporters of Social Justice

    “The gifts of our medalists are numerous and well-known. In fact, one gift that they all have in common is a selfless commitment to social justice,” stated then-Acting President Darlyne Bailey, summing up the theme of the 2003 Master’s Convocation ceremonies at the Cathedral of St. John the Divine.
    Published: 8/31/2004

  • Bringing Science to Life in a Harlem Middle School

    Why don’t more young students get turned on by science? Angela Calabrese Barton, Director of TC’s Urban Science Center, says that the Center’s goals are aimed at opening new opportunities for students to enjoy this important subject. “We want kids to think critically about science in their lives, and to move into science careers if they want,” Barton says, “and we want them to become excited about it, with opportunities to interact with scientists and role models who are from their community.”
    Published: 8/31/2004

  • Financial Statements

    The accompanying financial statements have been prepared on the accrual basis of accounting in accordance with standards established by the Financial Accounting Standards Board (FASB) for external financial reporting by not-for-profit organizations.
    Published: 8/31/2004

  • Keeping the American Dream Alive in Urban Public Schools

    The promise of the American Dream for many children lies with the public schools, says Pedro A. Noguera, Sussman Visiting Professor of Education. Public schools are the last safety net for children in need of adult supervision, access to a nurse, food, shelter and heat—even if they may not get those things at home. Because of this, public schools are vital to the health and welfare of all our nation's children.
    Published: 8/31/2004

  • Marx Lecturer Addresses Bullying, Emotional Violence, and Alienation at School

    Advance copies of James Garbarino’s book, Lost Boys: Why Sons Turn Violent, arrived on the desks of journalists on the same day as the school shootings at Columbine High School. Consequently, Garbarino and his book received a great deal of attention.
    Published: 8/31/2004

  • One for the Books: Teachers College's Capital Campaign Surpasses All Expectations

    When Teachers College launched its Capital Campaign in 1997, the goal of $140 million was the largest ever set by a school of education. Yet the college proceeded to not only meet but surpass its target, ultimately raising $154.6 million despite the challenges of an unforeseen recession.
    Published: 8/31/2004

  • Rallying at the Supreme Court for Affirmative Action

    On April 1, 2003, nearly 40 TC students, staff and faculty members took a bus to Washington, D.C., for a rally before the U.S. Supreme Court to support affirmative action in higher education admissions. The rally attracted tens of thousands of people from across the country, with contingents from many universities, including Columbia (which had six buses), Harvard, Howard, Rutgers, Boston College and the University of Michigan, various civil rights organizations, numerous churches, and several high school groups.
    Published: 8/31/2004

  • Rebuilding Education in a Troubled Nation

    In the fall of 2003 several faculty members traveled to Afghanistan to lay the groundwork for a National Academy of Education, an endeavor designed to train teachers and develop curriculum. For Teachers College, the trip was really a journey back. Until 1978 the College had worked closely with the Afghan government, assisting with teacher training and curriculum development.
    Published: 8/31/2004

  • Teaching and Learning: TC's Minority Postdoctoral Fellows

    A sociologist and Ph.D. graduate from the Graduate Center of the City University of New York, Belkis Suazo-Garcia grew up in the Bronx and attended a boarding school in Wellesley, Massachusetts. She focused her dissertation on black and white young adults transitioning from high school to postsecondary education. She became interested in the fact that more women and fewer men were reportedly attending college, and also found that black males are at a greater disadvantage in their academic preparation for four-year colleges. While working on her dissertation, Suazo-Garcia received a Minority Access and Graduate Network (MAGNET) dissertation fellowship.
    Published: 8/31/2004

  • The Popular BookTalk Lecture Series Tackles Teachers Who Stay, The National Writing Project, and 50 Years of Conversations

    What is the antidote to "teacher burnout"? When nearly half of all public school teachers leave the profession within their first five years of teaching, what motivates other teachers to stay in teaching? Sonia Nieto, Professor of Language, Literacy and Culture at Barnard College, studied this question closely. Her findings inspired her recently-published book, What Keeps Teachers Going (In Spite of Everything)?, the subject of her BookTalk in Spring 2003.
    Published: 1/1/2004

  • Trustees, Officers and Councils

    Trustees, Officers and Councils
    Published: 8/31/2004