2011 TC Research
Teachers College, Columbia University
Teachers College Columbia University

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L. Lee Knefelkamp

Professional Background

Educational Background

  • Ph.D., University of Minnesota
  • M.A., University of Minnesota
  • B.A., Macalester College
  • Scholarly Interests

  • Theories and concepts of intercultural communications.
  • The multi-cultural self in organizations.
  • Teaching to cognitive and cultural complexities in social-organizational psychology.
  • The design of effective learning communities.
  • Feminist pedagogy, theory, and research.
  • Intellectual and ethical development.
  • Diversity in the organizational context.
  • Selected Publications

    Beck, E. T., Goldberg, J. L., Knefelkamp, L. L. (2003). Integrating Jewish issues into the teaching of psychology. In P. Bronstein & K. Quina (Eds.), Teaching gender and multicultural awareness: Resources for the psychology classroom (pp. 237-252). Washington, D.C.: American Psychological Association.

    Knefelkamp, L. L. (2000). Encountering diversity on campus and in the classroom: Advancing intellectual and ethical development. Diversity Digest, Spring/Summer).

    Knefelkamp, L. L. (1999). Introduction and theory update. In W. G. Perry, Form of intellectual and ethical development in the college years (pp. xi-xxxviii). San Francisco: Jossey-Bass.

    Gaff, J., Schneider, C.G., Ekman, R., Ellison, C., Guardo, C.J., Hess, R., Johnston, J.S., Knefelkamp, L., Miller, G., Johnson, R., Levyreiner, S., Spalding, J.R. (1998).  Taking stock:  A roundtable discussion on general education.  Liberal Education, 74, 11-23.

    Knefelkamp, L. L., & Schneider, C. (1997). Education for a world lived in common with others. In R. Orrill (Ed.), Education and democracy: Re-imagining liberal learning in America (pp. 327-344). New York: The College Board.

    Knefelkamp, L.L. (1993).  Higher education and the consumer society.  Liberal Education, 79, 8-13

    Knefelkamp, L.L. (1993).  The multicultural curriculum and communities of peace. Liberal Education, 78, 26-35.

    Knefelkamp, L.L. (1991).  The seamless curriculum.  CIC Deans Institute:  Is this good for our students?  Washington, DC:  Council for Independent Colleges.

     

    biographical information

    Professor Knefelkamp is professor of psychology and education. She holds a PhD in counseling psychology from the University of Minnesota. Prior to arriving to Columbia's Teachers College, she previously taught at the University of Maryland, American University - where she also served as professor and dean of the school of education, Macalester College - where she served as Dean of the Faculty and professor of psychology. And most recently, she has been on the faculty at Columbia's Teachers College in the programs of social-organizational psychology and higher education. At TC, she has also held administrative posts as program coordinator and department chair. Professor Knefelkamp has received many national honors and awards. To give you a brief sampling of them, she has three honorary degrees and has always been awarded the highest teaching awards at each of the institutions who have been privileged to have her. She is frequently keynoting major national and international conferences, and she serves or has served on at least 7 national boards. Professor Knefelkamp has published several books and countless articles. Her latest publication is with Beck and Goldberger on Jewish issues in counseling which was published by the APA. She is also co-creator of the Practice-to-Theory-to-Practice Model which is used widely in psychology and higher education.
     

    Lee Knefelkamp's Workgroup

    There is an increasing emphasis in studying and understanding the individual's intellectual complexity and its relationship to how one conceptualizes issues of the multi-cultural self in the context of social and professional situations. Similarly, there is a growing concern to study and understand how one conceptualizes issues of complexity of a group within an organization and the use of critical thinking capacities in organizational learning.

    In exploring the developmental theories of the multi-cultural self from the context of multiple organizational settings, this workgroup integrates four major theoretical strands: identity development, intellectual development, intercultural sensitivity, and the organizational role. To apply these models, the workgroup is creating the qualitative research protocols and coding manual for the theories.

    Representatives:

    LaToya Ingram       (tclatoya@yahoo.com)
    Yaron Prywes         (mrprywes@yahoo.com)
    Sandy Uyekubo      (smu2101@columbia.edu)

    Documents & Papers

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