Curriculum and Teaching Professional Certification | Curriculum & Teaching

Back to Curriculum & Teaching

Curriculum and Teaching Professional Certification

Department of Curriculum & Teaching

Visit Program Website


Program Description

No Description Exists in the Catalog for this Program

Degrees

  • Master of Arts

    • Points/Credits: 32

      Entry Terms: Spring/Summer/Fall

      Certification:

      • NY State Professional: 1-6

      Degree Requirements

      The MA program in elementary education (CUED) is a 32-point program which can lead to professional certification as a grades 1-6 teacher in New York State. The program supports three shared philosophical stances underlying our long-standing tradition of preparing teachers as education leaders. These stances include teaching as inquiry, teaching as curriculum making, and teaching for social justice. The overarching intention of the program is to assist educators who expect to exert leadership in their school settings and with their colleagues. With careful planning and advisement, the program can be completed in 12 months starting in the fall semester or the summer, or in 17 months if starting in January. The program may also be taken part-time.

      Core Courses (7 points):

      • C&T 4002 Curriculum theory and history (3)
      • C&T 4005 Principles of teaching and learning (4) (includes practicum in a classroom setting)

      Content/Pedagogy Courses (12 points):

      Students are required to take one course in each of the following areas:

      1. .Mathematics
      2. Science or Technology
      3. Literacy
      4. Social Studies (C&T 4052, Designing curriculum and instruction (3)—Social Studies Section)

      Social Context Required Courses (4 points—Only offered in the fall semester and must be taken concurrently):

      • C&T 4130 Critical perspectives in elementary education (3)
      • C&T 4502 Master’s project (1)

      Social Context Selective Courses—Diversity (2-3 points) Students choose one Selective from the following:

      • C&T 4000 Disability in contexts (3)
      • C&T 4001 Differentiating instruction in inclusive classrooms (3)
      • C&T 4010 Immigration and Curriculum (2-3)
      • C&T 4078 Curriculum and teaching in urban areas (2-3)
      • C&T 4114 Multicultural approaches to teaching young children (2-3)
      • C&T 5037 Literacy, culture, and the teaching of reading (2-3)

      NOTE: New York State now requires that CUED students, first enrolled at TC after February 1, 2011, must have a 3-credit stand-alone special education course which develops “the skills necessary to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum.” If you have had such a stand alone 3-credit course in your undergraduate or other graduate studies, you have met this requirement. If you don’t, you should take C&T 4001 for 3 credits. You can use this course to meet your diversity selective requirement or take it as one of your electives.

      Social Context Selective Courses—General (2-3 points) Students choose one Selective from the following:

      • C&T 4004 School change (2-3)
      • C&T 4023 Differentiated curriculum for gifted students (2-3)
      • C&T 4161 The teacher: Sociohistorical, cultural contexts of teaching (2-3)
      • C&T 4615 Young children and social policy: Issues and problems (2-3)
      • C&T 4121 Early childhood teaching strategies within a social context (2-3) Elective Courses (3-5 points)

      Students have to take at least one elective course (minimum 2 points) outside the Department of Curriculum and Teaching.

      New York State Education Department (NYSED) has teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.

    • Points/Credits: 32

      Entry Terms: Spring/Summer

      Certification:

      • NY State Professional: 1-6 (Peace Corps Fellows)

      Degree Requirements

      The MA program in elementary education (CUED) is a 32-point program which can lead to professional certification as a grades 1-6 teacher in New York State. The program supports three shared philosophical stances underlying our long-standing tradition of preparing teachers as education leaders. These stances include teaching as inquiry, teaching as curriculum making, and teaching for social justice. The overarching intention of the program is to assist educators who expect to exert leadership in their school settings and with their colleagues. With careful planning and advisement, the program can be completed in 12 months starting in the fall semester or the summer, or in 17 months if starting in January. The program may also be taken part-time.

      Core Courses (7 points):

      • C&T 4002 Curriculum theory and history (3)
      • C&T 4005 Principles of teaching and learning (4) (includes practicum in a classroom setting)

      Content/Pedagogy Courses (12 points):

      Students are required to take one course in each of the following areas:

      1. .Mathematics
      2. Science or Technology
      3. Literacy
      4. Social Studies (C&T 4052, Designing curriculum and instruction (3)—Social Studies Section)

      Social Context Required Courses (4 points—Only offered in the fall semester and must be taken concurrently):

      • C&T 4130 Critical perspectives in elementary education (3)
      • C&T 4502 Master’s project (1)

      Social Context Selective Courses—Diversity (2-3 points) Students choose one Selective from the following:

      • C&T 4000 Disability in contexts (3)
      • C&T 4001 Differentiating instruction in inclusive classrooms (3)
      • C&T 4010 Immigration and Curriculum (2-3)
      • C&T 4078 Curriculum and teaching in urban areas (2-3)
      • C&T 4114 Multicultural approaches to teaching young children (2-3)
      • C&T 5037 Literacy, culture, and the teaching of reading (2-3)

      NOTE: New York State now requires that CUED students, first enrolled at TC after February 1, 2011, must have a 3-credit stand-alone special education course which develops “the skills necessary to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum.” If you have had such a stand alone 3-credit course in your undergraduate or other graduate studies, you have met this requirement. If you don’t, you should take C&T 4001 for 3 credits. You can use this course to meet your diversity selective requirement or take it as one of your electives.

      Social Context Selective Courses—General (2-3 points) Students choose one Selective from the following:

      • C&T 4004 School change (2-3)
      • C&T 4023 Differentiated curriculum for gifted students (2-3)
      • C&T 4161 The teacher: Sociohistorical, cultural contexts of teaching (2-3)
      • C&T 4615 Young children and social policy: Issues and problems (2-3)
      • C&T 4121 Early childhood teaching strategies within a social context (2-3) Elective Courses (3-5 points)

      Students have to take at least one elective course (minimum 2 points) outside the Department of Curriculum and Teaching.

      New York State Education Department (NYSED) has teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.

    • Points/Credits: 32

      Entry Terms: Spring/Summer/Fall

      Certification:

      • NY State Professional: 7-12

      Degree Requirements

      The MA program in secondary education (CUSD) is a 32-point program, which can lead to professional certification as a grades 7-12 teacher in New York State in the areas of English, Social Studies, Science or Mathematics. The program supports three shared philosophical stances underlying our long-standing tradition of preparing teachers as education leaders. These stances include teaching as inquiry, teaching as curriculum making, and teaching for social justice. The overarching intention of the program is to assist educators who expect to exert leadership in their school settings and with their colleagues. With careful planning and advisement, the program can be completed in 12 months starting in the fall semester or the summer, or in 17 months if starting in January. The program may also be taken part-time.

      Prerequisite: Initial Certification in Secondary Education in one of these areas: Social Studies, Mathematics, Science, or English.

      Core Courses (10 points) Students are required to take the following courses:

      • C&T 4002 Curriculum theory and history (3)
      • C&T 4005 Principles of teaching and learning (4) (includes practicum in a classroom setting)
      • C&T 4052 Designing curriculum and instruction (2-3) Secondary Content/Pedagogy Courses (12 points)

      Students are required to take 12 points of coursework in content/pedagogy in the department and program appropriate to their area of initial certification. Students will follow the content/pedagogy courses set by the particular program in one of the following areas:

      1. Social Studies
      2. Mathematics
      3. Science and Technology
      4. English

      Social Context Required Courses (4 points— Only offered in the fall semester and must be taken concurrently):

      • C&T 4145 Critical perspectives in secondary education (3)
      • C&T 4502 Master’s project (1)

      Social Context Selective Courses—Diversity (2-3 points) Students choose one Selective course from the following:

      • C&T 4000 Disability in contexts (3)
      • C&T 4001 Differentiated instruction in inclusive classrooms (3)
      • C&T 4010 Immigration and curriculum (2-3)
      • C&T 4078 Curriculum and teaching in urban areas (2-3)
      • C&T 5037 Literacy, culture, and the teaching of reading (2-3)

      Special Education Course Requirement (3 points required depending on previous experience)

      New York State now requires that CUSD students, first enrolled at TC after February 1, 2011, must have a 3-credit stand-alone special education course which develops “the skills necessary to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum.” If you have had such a stand-alone 3-credit course in your undergraduate or other graduate studies, you have met this requirement. If you don’t, you should take C&T 4001 for 3 credits. Also, if you need to take C&T 4001, you will have to take C&T 4052: Designing Curriculum and Instruction for 2 points.

      Social Context Selective Courses–General (2-3 points) Students choose one Selective course from the following:

      • C&T 4004 School change (2-3)
      • C&T 4023 Differentiated curriculum for gifted students (2-3)
      • C&T 4032 Gender, difference, and curriculum (2-3)
      • C&T 4161 The teacher: Socio-historical cultural contexts of teaching (2-3) Elective Courses (0-3 points)

      Students have already met the College requirement of three courses outside their department, so electives may be taken inside or outside the Department of Curriculum and Teaching.

      New York State Education Department (NYSED) has teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.

    • Points/Credits: 32

      Entry Terms: Spring/Summer

      Certification:

      • NY State Professional: 7-12 (Peace Corps Fellows)

      Degree Requirements

      The MA program in secondary education (CUSD) is a 32-point program, which can lead to professional certification as a grades 7-12 teacher in New York State in the areas of English, Social Studies, Science or Mathematics. The program supports three shared philosophical stances underlying our long-standing tradition of preparing teachers as education leaders. These stances include teaching as inquiry, teaching as curriculum making, and teaching for social justice. The overarching intention of the program is to assist educators who expect to exert leadership in their school settings and with their colleagues. With careful planning and advisement, the program can be completed in 12 months starting in the fall semester or the summer, or in 17 months if starting in January. The program may also be taken part-time.

      Prerequisite: Initial Certification in Secondary Education in one of these areas: Social Studies, Mathematics, Science, or English.

      Core Courses (10 points) Students are required to take the following courses:

      • C&T 4002 Curriculum theory and history (3)
      • C&T 4005 Principles of teaching and learning (4) (includes practicum in a classroom setting)
      • C&T 4052 Designing curriculum and instruction (2-3) Secondary Content/Pedagogy Courses (12 points)

      Students are required to take 12 points of coursework in content/pedagogy in the department and program appropriate to their area of initial certification. Students will follow the content/pedagogy courses set by the particular program in one of the following areas:

      1. Social Studies
      2. Mathematics
      3. Science and Technology
      4. English

      Social Context Required Courses (4 points— Only offered in the fall semester and must be taken concurrently):

      • C&T 4145 Critical perspectives in secondary education (3)
      • C&T 4502 Master’s project (1)

      Social Context Selective Courses—Diversity (2-3 points) Students choose one Selective course from the following:

      • C&T 4000 Disability in contexts (3)
      • C&T 4001 Differentiated instruction in inclusive classrooms (3)
      • C&T 4010 Immigration and curriculum (2-3)
      • C&T 4078 Curriculum and teaching in urban areas (2-3)
      • C&T 5037 Literacy, culture, and the teaching of reading (2-3)

      Special Education Course Requirement (3 points required depending on previous experience)

      New York State now requires that CUSD students, first enrolled at TC after February 1, 2011, must have a 3-credit stand-alone special education course which develops “the skills necessary to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum.” If you have had such a stand-alone 3-credit course in your undergraduate or other graduate studies, you have met this requirement. If you don’t, you should take C&T 4001 for 3 credits. Also, if you need to take C&T 4001, you will have to take C&T 4052: Designing Curriculum and Instruction for 2 points.

      Social Context Selective Courses–General (2-3 points) Students choose one Selective course from the following:

      • C&T 4004 School change (2-3)
      • C&T 4023 Differentiated curriculum for gifted students (2-3)
      • C&T 4032 Gender, difference, and curriculum (2-3)
      • C&T 4161 The teacher: Socio-historical cultural contexts of teaching (2-3) Elective Courses (0-3 points)

      Students have already met the College requirement of three courses outside their department, so electives may be taken inside or outside the Department of Curriculum and Teaching.

      New York State Education Department (NYSED) has teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.

Faculty

  • Faculty

    • James H Borland Professor of Education
    • Lucy M Calkins Robinson Professor in Children's Literature
    • Daniel Friedrich Associate Professor of Curriculum
    • Maria Paula Ghiso Associate Professor of Literacy Education
    • Anne Lin Goodwin Evenden Professor of Education
    • Thomas Hatch Professor of Education
    • Michelle Georgia Knight-Manuel Professor of Education
    • Nancy Louise Lesko Maxine Greene Professor for Distinguished Contributions to Education
    • Celia Oyler Professor of Education
    • Marjorie Siegel Professor of Education
    • Mariana V. Souto-Manning Professor of Early Childhood Education
    • Haeny S. Yoon Associate Professor of Early Childhood Education
  • Emeriti

    • Celia S. Genishi Professor Emerita of Education
    • Susan Recchia Professor of Education
    • Karen Zumwalt Professor Emerita of Education
  • Lecturers

    • Samuel Shreyar Lecturer
    • Jacqueline Ann Simmons Senior Lecturer

Courses

  • C&T 4002 - Curriculum theory and history
    The nature and design of educational activities: theory, research, and practice of curriculum design.
  • C&T 4005 - Principles of teaching and learning
    Examination of the relationships among teaching, learning, and assessment; teaching as a profession; and schools as complex social organizations.
  • C&T 4021 - Nature and needs of gifted students
    This introductory course in gifted education explores a number of issues related to the psychology and education of gifted students, including conceptions of giftedness, educational provisions for gifted students, creativity, and economically disadvantaged gifted students. Issues of race, class, gender, and disability status as they interact with the construct of giftedness are examined.
  • C&T 4022 - Instructional models in the education of gifted students
    What should gifted students learn? How can we differentiate the curriculum for gifted learners in order to meet their special needs more effectively? These and other questions will be addressed in this course devoted to the discussion, analysis, and evaluation of instructional models designed or adapted for gifted students. Emphasis will be placed on the principles of curricular differentiation and on providing an overview of a range of models designed to modify content, enhance the development of thinking skills, and enhance creativity. Issues of defining giftedness and of defensible differentiated curriculum will also be explored.
  • C&T 4023 - Differentiated curriculum for gifted students
    This course examines the characteristics of appropriate and defensible curriculum for gifted children and youth. Particular emphasis is placed on instructional strategies, curriculum theories, flexible grouping techniques, and meeting the needs of gifted learning in the regular classroom.
  • C&T 4024 - Planning and implementing programs for gifted students
    In this course, we examine factors affecting the planning and implementation of programs for students identified as gifted, components of gifted programs, and a systems approach to program planning. Students develop written program plans for specific settings. Issues of race, class, gender, and disability status as they affect the planning of gifted programs are examined. No prior experience with or knowledge of gifted education is required.
  • C&T 4026 - Giftedness and Intelligence
    In this course, we explore theories of intelligence, which have served as a theoretical basis for the field of gifted education from its beginning. Starting with the work of Francis Galton in the 19th century and following through to the present day, we will critically examine and problematize such constructs as intelligence, creativity, and giftedness as well as such related topics as mental measurements.
  • C&T 4027 - Differentiated instruction of gifted students in the heterogeneous classroom
    Gifted students are present in almost every elementary, middle school, and high school classroom. The educational needs of these students can and must be met within this context. This workshop will provide an overview of curricular and instructional strategies designed to enhance the optimal development of gifted learners (and all learners) in the regular classroom. Topics will include general curricular modifications, management techniques, instructional strategies, individual learning opportunities, and outcomes and assessments. Special consideration will be given to those methods of differentiation that can be integrated readily into the learning environment of mixed-ability classrooms.
  • C&T 4032 - Gender, difference, and curriculum
    This course offers a multifaceted, interdisciplinary introduction to thinking about school curricula, policies, and practices as gendered. Gender will not be considered in isolation but as interwoven and complicated with cultural, racial, religious, class, and sexual identities, among others. The course materials will move beyond the identification of the problems to examine various efforts to create gender-sensitive curricula and programs.
  • C&T 4052 - Designing curriculum and instruction
    Application of models for designing curriculum and instruction. Students design curriculum in collaborative groups.
  • C&T 4121 - Early childhood teaching strategies within a social context
    Exploration of the teaching strategies used in early childhood education through analysis of the social contexts out of which they have arisen. Emphasis on assimilation and application of differing strategies through workshop format.
  • C&T 4130 - Critical perspectives in elementary education
    Critical examination of issues bearing on lived experiences, practices, and purposes of elementary teachers and students in the US today. Includes child study with focus on two questions of educational justice: What does this child have a right to, in her/his education, today, here, now? Where does or can, this child contribute to and be recognized in this classroom? Readings include classroom studies, critical interventions in current events, and foundational texts for democratic, public education. Open to all; required for CUED students. Preferably students have opportunity concurrent with course to observe children at least one hour/week.
  • C&T 4138 - Teaching literacy in the early years
    Examination of theory, research, and practice of literacy learning and teaching in the early years, including children who are English language learners and children experiencing difficulty with school literacy. Emphasis on alternative models of designing literacy curricula, selection and use of materials (including technologies), and methods of assessing and teaching decoding, spelling, fluency, text use, and comprehension.
  • C&T 4140 - Literature for younger children
    Critical study of literary trends and materials for children in prekindergarten, kindergarten, and early grades. Consideration of developmental issues and reader response theory relating to young children.
  • C&T 4141 - Literature for older children
    The course integrates theory and practice for teachers. Topics include writing development, research on writing, models for responding to and evaluating student writing, and classroom methods for teaching the writing process in elementary classrooms.
  • C&T 4145 - Critical perspectives in secondary education
    A comprehensive examination of adolescent development and learning as they relate to issues of curriculum, teaching, and learning.
  • C&T 4151 - Teaching of writing
    The course integrates theory and practice for teachers. Topics include writing development, research on writing, curriculum development, methods of teaching writing, models for responding to and evaluating student writing, and classroom methods for teaching the writing process in elementary classrooms.
  • C&T 4501 - Teaching and learning in the multicultural, multilingual classroom
    Student diversity (characterized by gender, race, ethnicity, language, special needs, and sexual orientation) is examined in relation to decisions about methodology, curriculum, instructional materials, student grouping, home-school-community relationships, and teachers' professional growth and development.
  • C&T 4502 - Master's project
    Permission required. Required for M.A. students in the Literacy Specialist Program. Students work to develop proposals to initiate required Master's action research project.
  • C&T 4615 - Young children and social policy: Issues and problems
    Overview of social policy towards young children as it affects classroom practice and professional goals. Situations such as child abuse, divorce and custody, student classification, and foster care are examined.
  • C&T 5004 - School change
    Major themes include state of the field regarding school change, schools as social organizations, the individual in the organization, theories of change, and implementation strategies and processes.
  • C&T 5024 - Planning and Implementing Gifted Programs
    In this course, we examine factors affecting the planning and implementation of programs for students identified as gifted, components of gifted programs, and a systems approach to program planning. Students develop written program plans for specific settings. Issues of race, class, gender, and disability status as they affect the planning of gifted programs are examined. No prior experience with or knowledge of gifted education is required.
  • C&T 5037 - Literacy, Culture and the Teaching of Reading
    This 2-3 variable point course is a collaborative investigation into literacy as a social, cultural, and political practice. It provides opportunities for participants to unpack and re-imagine literacy learning and teaching for all students, but especially for those labeled “at risk” due to race/ethnicity, social class, nationality/language, gender, dis/ability, and sexuality. Rooted in the assumption that power circulates in culture, literacy, and education, this course looks closely at the role of power in reading texts, whether print-based, multimodal, digital, filmic, or embodied.
  • C&T 5042 - Special topics in children's literature
    Study of specific genres or curriculum issues in children's literature. Topics are announced in course schedules distributed each semester. Registration not limited to one term.
  • C&T 5074 - Curriculum and teaching policy
    Prerequisite: C&T 4004. Examination of the theoretical and political bases of curriculum and teaching policies and their influences on school organizations and teaching practices. Explores the policy-making process from policy design through implemen-tation.
  • C&T 5095 - Memory, History and Curriculum
    This seminar will explore the role that readings of the past have in contemporary life, by historicizing history itself. We will examine issues of collective memory as it relates to the assumption of a collective in the processes of constituting identities, and we will look at schooling as a central location in the production of those identities and the dissemination of particular notions linked to the past and our ability to draw lessons from it.
  • C&T 5506 - Seminar in gifted education
    This is a topical seminar that examines such issues as identification of gifted students in New York City schools, equity in gifted education, the effects of No Child Left Behind and Race to the Top, and whether gifted students are necessary for gifted education. Discussions by Skype with leading scholars in the field of gifted education will expose students to contemporary concerns in this field. No prior experience with or knowledge of gifted education is required.
  • C&T 5800 - Institute: Teaching of writing
    The focus of the institute will be on the teaching of writing with the participants also working on their own writing. There will be a combination of large group presentations, small interactive sessions, and writing workshops. Separate sections will be offered for advanced participants. A partial list of topics to be covered includes: the central role of planning and curriculum development in the teaching of writing, methods for holding our students accountable for doing their best work, classroom structures that support inquiry and collaboration, and using literature to help students craft their writing. The Institute is appropriate for elementary and secondary teachers.
  • C&T 6100 - Theory and Inquiry in Curriculum and Teaching I
    Required of and limited to first-year Ed.D students in the Department of Curriculum and Teaching; must be taken in the fall semester in conjunction with C&T 6101; C&T 6102 is required for all first-year Ed.D students in the following spring semester. Introduction to and exploration of important problems and issues in curriculum and teaching, methods of formulating questions, and modes of inquiry appropriate to doctoral-level research.
  • C&T 6532 - Seminar in reading/language arts and related research
    Permission required. Open only to advanced master's and doctoral students with a specialization in literacy or a related area who have completed recent methods courses in literacy. In-depth study and discussion of trends and issues in literacy development and instruction.
  • C&T 7500 - Dissertation seminar in curriculum and teaching
    Two semesters required of all doctoral candidates in the department unless proposal is defended in the first semester. Development of doctoral dissertations and presentation of proposals for approval.
  • HBSK 4072 - Theory and Techniques of Assessment and Intervention in Reading
    Provides an overview of theories and research pertaining to reading acquisition and assessment and intervention techniques for reading across the lifespan. Content is organized according to four major themes: the psychology of reading development, language structures, assessment, and intervention. Materials fee: $35.
  • HBSK 4074 - Development of Reading Comprehension
    Reading and study skills: Practical procedures based on research findings appropriate for teachers, counselors, and others. Discussion focuses on students in the middle elementary grades through young adulthood.
  • HBSK 5373 - Practicum in literacy assessment and intervention I
    Prerequisite or corequisite: HBSK 4072, grade of B or better. This course is the first of three practica that prepare students to assess, analyze, and remediate literacy difficulties using research and theory. In class sessions, students learn to understand assessment and instruction across a broad spectrum of skill areas reflecting the most common areas of difficulty for struggling readers and writers. Students apply those skills in their work in the Dean-Hope Center for Educational and Psychological Services (CEPS) with an individual who has literacy difficulties. Each practicum counts for 50 clock hours weekly of field experience. Materials fee: $100.
  • HBSK 5376 - Practicum in literacy assessment and intervention II
    Prerequisites: HBSK 4072, HBSK 5373 with grade of B+ or better. This course is the second of three practica that prepare students to assess and remediate literacy difficulties. HBSK 5376 utilizes a more advanced learning model in which a student works to assess and tutor a client at the Dean-Hope Center for Educational and Psychological Services (CEPS). In class sessions, students continue to learn techniques, skills, and materials for assessment and intervention for use with those who struggle with reading and writing. Students are expected to apply class content in clinical sessions with an individual with literacy difficulties. Each practicum counts for 50 clock hours weekly of field experience. Attendance at supervision sessions is also mandatory.
  • HUDK 5024 - Language development
    Survey of research and theory in the development of language, beginning with communication and the origins of language in infancy and emphasizing acquisition of the forms of language in relation to their content and use.
  • HUDM 4122 - Probability and statistical inference
    An introduction to statistical theory, including elementary probability theory; random variables and probability distributions; sampling distributions; estimation theory and hypothesis testing using binomial, normal, T, chi square, and F distributions. Calculus not required.
  • HUDM 5122 - Applied regression analysis
    Least squares estimation theory. Traditional simple and multiple regression models and polynomial regression models, including use of categorical predictors. Logistic regression for dichotomous outcome variables is also covered. Lab meetings devoted to applications of SPSS regression program. Prerequisite: HUDM 4120 or HUDM 4122. Students may also contact Amina Abdelaziz (aa3915@tc.columbia.edu) to request a prerequisite override. Class time includes time for lab.
Back to skip to quick links