Announcements

Announcements


HIRING: Assistant Professor, Education Policy & Social Analysis (Tenure-Track)

Posting Summary:
The Department of Education Policy & Social Analysis at Teachers College, Columbia University (EPSA) is seeking a scholar for a tenure-track position with expertise in multimethod and mixed methods research on education policies and programs. Disciplinary focus is open. We are interested in promising early-career scholars who wish to work in an engaging academic, professional, and social environment, with world-class students in a world-class city. We are particularly interested in scholars whose research examines higher education policies and practices, broadly construed. We also seek candidates who can contribute to the growth and development of an increasingly diverse community of students, staff and faculty committed to educational equity.
This position is designed to enhance the training of doctoral students supported by the Postsecondary Education Applied Research (PEAR) Fellowship program, a predoctoral research training program funded by the U.S. Department of Education’s Institute of Education Sciences, and administered jointly by EPSA and the Community College Research Center at Teachers College (CCRC).

Job Summary/Basic Function:
The Department of Education Policy & Social Analysis at Teachers College, Columbia University (EPSA) is seeking a scholar with expertise in multimethod and mixed methods research on education policies and programs. Disciplinary focus is open. We are interested in promising early-career scholars who wish to work in an engaging academic, professional, and social environment, with world-class students in a world-class city. We are particularly interested in scholars whose research examines higher education policies and practices, broadly construed. We also seek candidates who can contribute to the growth and development of an increasingly diverse community of students, staff and faculty committed to educational equity.
EPSA includes programs in Economics and Education, Politics and Education, Sociology and Education, and Education Policy. For more information on EPSA, see https://www.tc.columbia.edu/education-policy-and-social-analysis. Faculty and students work closely and collaboratively across programs. The Department's 13 tenure-track faculty, four research professors and two professors of practice draw upon multiple disciplinary perspectives, including law, sociology, economics, and political science, to explore education policies and practices across the pre-K to higher education spectrum. Outside of the institution, our faculty and students also benefit from the rich cultural, policy, and intellectual environment of New York City.
This position is designed to enhance the training of doctoral students supported by the Postsecondary Education Applied Research (PEAR) Fellowship program, a predoctoral research training program funded by the U.S. Department of Education’s Institute of Education Sciences, and administered jointly by EPSA and the Community College Research Center at Teachers College (CCRC). For 25 years, CCRC has conducted high-quality research designed to improve student success in community colleges and other institutions of higher education. For more information on the PEAR Fellowship, see https://www.tc.columbia.edu/pear-fellowship, and for more information on CCRC, see https://ccrc.tc.columbia.edu.
Responsibilities: Teach graduate courses in multimethod and mixed methods research, along with other research methods courses and substantive courses in the candidate’s areas of expertise. Maintain an active research and publications profile. Advise masters and doctoral students, and participate in department and program administration and development activities. Work collegially with students and faculty within EPSA and find and build upon common research and intellectual interests. This tenure-track Assistant Professor position begins September 1, 2022. Faculty teach four courses per academic year.

To apply: Send a cover letter, curriculum vitae, a copy of two relevant writing samples (e.g., journal articles, book chapters, conference papers), and contact information for three professional references to the application portal. Applicants from diverse backgrounds are encouraged to apply.

Apply at: https://employment.tc.columbia.edu/cw/en-us/job/509054?lApplicationSubSourceID=

Teachers College is committed to fostering a diverse and inclusive academic community and to providing equal opportunity in employment. All qualified applicants will receive consideration regardless of race, color, sex (including pregnancy, gender identity or gender expression), religion, creed, national origin, age, citizenship, disability, marital status, sexual orientation, veteran status, or any other legally protected status.

Review of applications will begin November 1, 2021 and will continue until the search is completed.

Minimum Qualifications:
Earned doctorate in education or a social science field with a demonstrated focus on multimethod and mixed methods research; evidence of scholarly accomplishments and likelihood of future productivity; promise or history of external research support.

Preferred Qualifications:
Experience and/or expertise working with underserved and/or underrepresented populations preferred. Candidates who are able to teach courses on aspects of higher education policy are particularly desirable.

Advertised: Eastern Daylight Time
Applications close: Eastern Daylight Time

 

EPSA Education Policy Dissertation Research Fellowships

Winners of the 2021 – 2022

 

Leana Cabral, Ph.D Candidate

Sociology & Education

Department of Education Policy & Social Analysis

Black Education Amid COVID & Historical Narratives on Antiblackness

 

Corrine Kentor, Ph.D Candidate

Anthropology & Education

Department of International & Transcultural Studies

Immigration and Higher Education: Examining the High-School-to-College Transition for Mixed-Status Families in Los Angeles, CA

 

Erika Kessler, Ph.D Candidate

International & Comparative Education

Department of International & Transcultural Studies

The School Strikes for Climate Change: Why are youth protesting schools?

 

Matthew Kautz, Ph.D Candidate

History & Education

Department of Arts & Humanities

Punishing Promise: School Discipline and Carceral Expansion 

during the Era of Desegregation

 

Abbey Keener, Ph.D Candidate

Sociology & Education

Department of Education Policy & Social Analysis

Sociospatial Boundaries in the Suburbs: How housing policy works to make and remake educational segregation across the suburban landscape

 

Tiana Moore, Ph.D Candidate

Developmental Psychology

Department of Human Development

Residential Mobility and Historical  Discriminatory Housing Policy’s Influence on Contemporary Child Health and Cognition

EPSA's Statement in support of AAPI Communities

In the aftermath of the shooting that took place last Tuesday evening in and around Atlanta, GA, the Department of Education Policy and Social Analysis at Teachers College (EPSA) stands in solidarity with the Asian, Asian-American, and Pacific Islander community, at Teachers College and across the country. Our hearts go out to the families and friends of the eight victims. The rise over the past year in racially motivated violence, especially violence against the Asian community, has been deeply disturbing. We’d like to amplify Teachers College President Tom Bailey’s message from last week, and also reaffirm our commitment, as a department, to the work of anti-racism.  

In a year where we have seen so much loss, so much violence, and so much upheaval, it is important to acknowledge that the diversity of our community, our Asian and Asian-American members, our Black members, our Latinx members, and so many more, makes us better people and more engaged scholars. We are richer for having a community that reflects the many different stories of the human experience.  We hope we can be a part of creating and educating a world in which marginalized communities can move about safely, without fear, and with the comfort of knowing we support and value them.


We invite the EPSA community to review the resources below to join the fight against AAPI hate, and to support AAPI communities and their members during this time.

 

Justice and Care for the AAPI community:

Stop AAPI Hate https://stopaapihate.org/  

The center tracks and responds to incidents of hate, violence, harassment, discrimination, shunning, and child bullying against Asian Americans and Pacific Islanders in the United States.


Asian Americans for Equality https://www.aafe.org/donate 

Through community development, Asian Americans for Equality (AAFE) advances racial, social and economic justice for Asian Americans and other systematically disadvantaged communities, guided by our experiences as Asian Americans and our commitment to civil rights.


Womankind https://www.iamwomankind.org/

Womankind works with survivors of gender-based violence to rise above trauma and build a path to healing. We bring critical resources and deep cultural competency to help Asian communities find refuge, recovery, and renewal.


Student Health and Wellness Resources:

EPSA Virtual Cafe https://spatial.chat/s/epsacafe The EPSA Student Advisory Council has created a virtual space for us to work, study, and chat with one another while we are virtual, and to connect over other social justice topics.

TC Student Support & Counseling: https://www.tc.columbia.edu/studentwellness/about/student-support--counseling/

Columbia Virtual Support Groups https://health.columbia.edu/content/support-groups

 

Aaron M. Pallas, Chair, Department of Education Policy and Social Analysis (EPSA)

On behalf of the faculty, staff and students of EPSA

Teachers College, Columbia University

A Statement from the Faculty and Staff of EPSA

To members of the EPSA community:

The events of the past week have been a shocking reminder of the prevalence of racism, discrimination, and violence towards Black people in the US. The murder of George Floyd by police officers in Minneapolis last week is just the latest instance of lethal violence directed at Black people. Many other acts of violence towards Black people, some publicized and others not, have preceded it. It is sickening, and we are outraged at the continuing toll on the Black community.

As a community, EPSA acknowledges the history of white privilege that allows white people to move, speak, and live their lives without fear of violence, while simultaneously abridging the freedoms of people of color to do so. As scholars of education policy and social analysis, we are keenly aware of the deep roots of systemic racism that has led to educational inequalities, unequal health outcomes, and disparate experiences with the criminal justice system. Our platform as researchers, scholars, and engaged citizens gives us the opportunity to educate ourselves and others about anti-Black racism, its sources, and strategies for limiting its pernicious reach. We resolve to work together with our students to explore ways that EPSA can better support this critical work.

To our Black students, alumni, and friends, we see you, we hear you, and we want to support and be with you in your studies, your work, and your lives. To all our friends and colleagues, we are counting on you to join us in an interracial fight for a more just society free of racial bias and unequal treatment. This fight can and will take many forms, and we must press it at every turn.

Aaron M. Pallas, Chair, Department of Education Policy and Social Analysis (EPSA)
On behalf of the faculty and staff of EPSA
Teachers College, Columbia University

Education Policy Dissertation Research Fellowships

Winners of the 2020 – 2021
EPSA Education Policy Dissertation Research Fellowships

 Jill Bloomberg, Ph.D. Candidate
Program in Politics and Education
Department of Education Policy & Social Analysis
Principals and the Path to Equity in Diverse Schools: Sensemaking of Policy, Reputation and Race

Maya Escueta, Ph.D. Candidate
Program in Economics and Education
Department of Education Policy & Social Analysis
The Intergenerational Transmission of Trauma: The Effect of a Mother's Childhood Exposure to Armed Conflict 

Ashley Macquarrie-Tomey, Ph.D. Candidate
Program in Politics and Education
Department of Education Policy & Social Analysis
Reform by Another Name: Analyzing & Understanding Multisector Educational Public-Private Partnerships as a Vehicle for Reform

Soumya Mishra, Ph.D. Candidate
Program in Education Policy
Department of Education Policy & Social Analysis
Promise versus Practice:
Formulation and Implementation of a Higher Education Policy in India

Atsuko Muroga, Ph.D. Candidate
Program in Economics and Education
Department of Education Policy & Social Analysis
Evaluating the Costs, Benefits, and Returns on Education of A City-Led Preschool Initiative 

Carolina Snaider, Ed.D. Candidate
Program in Curriculum and Teaching
Department of Curriculum and Teaching
The Appropriateness of Gender Policies in Early Childhood Education: How Kindergarten Teachers Understand and Put in Practice Gender-Inclusive Policies 

CONGRATULATIONS TO ALL THE WINNERS!

The Education Policy Dissertation Research Fellowship is open to TC students, regardless of their department or program, whose dissertation research has the potential to inform societal efforts to improve educational opportunity, achievement, or equity. This research should be focused on an important policy issue at any level of government, reflect potential for policy utility, and show a strong likelihood of being accepted in the most well-respected journals. Our view of policy relevance is a broad one, encompassing research that affects policy indirectly by shifting public understanding of societal challenges and opportunities for effective intervention.

2021-2022 Education Policy Dissertation Research Fellowships

THE DEPARTMENT OF EDUCATION POLICY & SOCIAL ANALYSIS

is pleased to announce the

2021-2022 Education Policy Dissertation Research Fellowships

for current TC Students.

The Education Policy Dissertation Research Fellowship is open to TC students, regardless of their department or program, whose dissertation research has the potential to inform societal efforts to improve educational opportunity, achievement, or equity. This research should be focused on an important policy issue at any level of government, reflect potential for policy utility, and show a strong likelihood of being accepted in the most well‐respected journals. Our view of policy relevance is a broad one, encompassing research that affects policy indirectly by shifting public understanding of societal challenges and opportunities for effective intervention. 

 

♦ Fellowship recipients are awarded $6,000 to supplement academically related living, tuition, research, or travel expenses.   Six winners are selected each year.

♦ Fellowships are available to matriculating TC doctoral students who will have an approved dissertation proposal by May 31, 2021.   

♦ The candidate must be registered for the entire upcoming academic year to receive a disbursement after the Fall/Spring add-drop period in the amount of $3,000.  At this time, partial awards are not considered.

♦ Students in all departments of the College are eligible as long as their proposal meet the criteria specified below.

♦ Recipients of the fellowships may be asked to present their research work at an EPSA-sponsored event such as a colloquium, seminar or Policy Student Network activity, where appropriate.

 

INSTRUCTIONS TO APPLY 

1. One letter of support from a faculty member familiar with the policy-related work and able to comment on the quality of the research design and prospects for completion and significance. This letter should have the faculty member's signature, be emailed as an Adobe PDF, and sent from the faculty member's TC/CU email account directly to: epsa@tc.columbia.edu

2. One copy of an e-Transcript (Electronic, official TC transcript)
        Ordering e-Transcripts using the MyTC Portal:

To submit an online request, log into MyTC, then click on the TC Services tab. Locate the box entitled Enrollment & Student Services, then click on the Student Records link. On the next page, click on Request Electronic Transcript, then follow the prompts to submit your request. If you are unable to locate either the Enrollment & Student Services box or the Student Records link in MyTC, please contact the Registrar’s Office at (212) 678-4071 during normal business hours.   

3. One copy of your curriculum vitae (CV)

4. Completed application cover sheet
Policy Dissertation Fellowship COVER LETTER

5. One copy of an essay providing an overview of the proposed work, including:  

  • The social, intellectual, and policy significance of the work;
  • Explicit statement of a policy-research study that gives evidence of a significant social problem, clear conceptualization, a grounding in theory, and a rigorous research design;
  • An integrated analytic framework that drives the purpose and the questions being asked;
  • Documentation of feasibility of completing the policy relevant research in a timely fashion;
  • Evidence of research and policy skills, including policy coursework taken at TC or elsewhere, as well as any relevant policy experience, likely to lead to the successful completion of the proposed policy work; and
  • A plan to disseminate the research finding so that they can inform policy.

The essay must begin with a cover page that includes your name, address, phone number, email address, TCID number, title of project and academic program.  The essay must be no more than 8 pages (excluding cover page), double‐spaced, in 12‐point Times New Roman font.  References may go to a separate page. Please head each page with last name and page number.    

DEADLINE: COMPLETED APPLICATIONS MUST BE RECEIVED BY THE DEPT. OF EDUCATION POLICY & SOCIAL ANALYSIS, BY 5:00PM ON FEBRUARY 5, 2021.

For additional information, please contact Liz Farley in the EPSA Department at (212) 678‐3188 or e‐mail: LMF2174@tc.columbia.edu 

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