Learning Goals

Master's Programs: 

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• Demonstrate research-based understanding and robust grasp of: English language structures, including its variants; multilingualism; language pedagogy; second language acquisition; language and technology; language assessment; language use; language and society; language teacher education; as well as TESOL and foreign language education for both adults and PK-12 students;

• Demonstrate evidence-based pedagogical skills to teach English as a second or foreign language, or other languages successfully across various educational environments; 

Inquiry and research: 

• Formulate, examine, and resolve pedagogical and research questions related to language, language use, second language pedagogy, second language acquisition, second language assessment, language and technology, and TESOL adult and PK-12 education;

• Demonstrate the ability to engage with a proactive use of inquiry, research, critical thinking, and problem-solving skills to seek out and critically evaluate information;

Access, opportunities, and outcomes: 

• Cultivate diverse perspectives, intercultural communication skills, and critical thinking; 

• Demonstrate and apply insights into how historical,  academic, personal, familial, cultural, social, and sociopolitical issues influence educational experiences and the process of language learning; 

• Advocate for and implement practices that enhance inclusivity and equity in educational settings and beyond; 

• Demonstrate the capacity to advocate for linguistic diversity and language rights in social and educational settings;

Communication, collaboration, and leadership:

• Demonstrate communication, collaboration, and leadership through learning activities both in and out of classrooms at Teachers College and elsewhere;

• Engage in continuous self-assessment and reflection, commit to ongoing professional growth, and refine teaching methodologies through supervised teaching experiences. 

Doctoral Programs:

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• Develop abilities and skills to effectively engage with the literature in the in the areas of Second Language Acquisition, Language Use, Second Language Assessment, or Language & Technology and related fields – being able to sample relevant sources to learn about topics of interest to the student; being able to comprehend and interpret the literature; being able to give a descriptive overview of the research domain; and being able to critically analyze and evaluate extant research, including seminal works, and identify gaps in the field’s knowledge and understanding;

Inquiry and research: 

• Develop  abilities and skills to conduct primary research, beginning with a pilot study. This entails conceptualizing and implementing a study guided by well-motivated research questions. In the process students learn to identify data types and participants relevant to addressing the research questions, collect data, analyze the data, interpret the results, identify limitations and avenues of further research. Students also learn how to disseminate their research orally – through presentations at national and international conferences - and in writing – through submission of manuscripts to scholarly outlets for consideration for publication.

Access, opportunities, and outcomes: 

• Cultivate diverse perspectives, intercultural communication skills, and critical thinking. Demonstrate and apply insights into how historical, academic, personal, familial, cultural, social, and sociopolitical issues influence educational experiences and the process of language learning. Advocate for and implement practices that enhance inclusivity and equity in educational settings and beyond. Demonstrate the capacity to advocate for effective communication, including linguistic diversity and language rights in social and educational settings. 

Communication, collaboration, and leadership: 

• Demonstrate communication, collaboration, and leadership through professional and academic activities,  such as team work on research projects, presentations, and research reports,  both at Teachers College and elsewhere.

• Engage in continuous self-assessment and reflection, commit to ongoing personal and professional growth.

• Engage with professional communication through leading or actively participating in professional organizations within and outside Teachers College, including but not limited to defending one’s own dissertation at a formal oral hearing, presenting research at professional conferences, and giving professional development workshops.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• Demonstrate a sound theoretical foundation of the role of the senses, emotions, and intellect in artistic development and of the layered integrations they form over time--from birth to early adulthood;

• Demonstrate an understanding of curriculum theory as it applies to the practicalities of teaching and learning in different cultural settings;

• Understand the relevance of inquiry into the various possibilities that art materials hold for representational and expressive purposes, and demonstrate an understanding of how such possibilities can be enacted in teaching and learning;

• Demonstrate the breadth of skills necessary to good lesson planning and curriculum design as these address developmental issues, thoughtful practices with materials, setting of clear goals and learning objectives, classroom dialogue, critique and assessment of learning;

Inquiry and research: 

• Engage in disciplined, imaginative, studio inquiry and practice and demonstrate the ability to harness new skills in the development of a personal body of creative work;

• Be able to examine processes and strategies for conducting research in the arts and education and become familiar with theoretical approaches and critical debates;

• Demonstrate an ability to carry out independent, methodologically sound research projects involving collecting, analyzing, and interpreting data;

Access, opportunities, and outcomes:

• Become insightful about and sensitive to different cultures, their histories, educational and artistic practices;

• Recognize and work to fight inequality;

• Be able to engage and support diverse learners effectively as individuals and within the community;

• Interact sensitively and productively with diverse colleagues and communities;

• Enact beliefs and commitments in pedagogical settings local, national and international;

Communication, collaboration, and leadership: 

• Demonstrate the ability to sustain well-reasoned arguments and insights into the purposes and values of arts education both in writing and class discussion;

• Gradually expand engagement with an increasingly wider audience, receiving and providing constructive critique and participating in debate and dialogue;

• Be poised to shape art education initiatives in collaboration with diverse formal and informal learning communities;

• Be able to harness the potential of art for richer, more accessible communication.

Program Objectives

• to provide foundational theoretical and practical preparation for students whose professional objective is a career in arts administration; (1)

• to equip the next generation of leaders in the culture sector with an awareness of the most pressing issues in contemporary arts worlds and how to address them through critical thinking and problem solving; (2)

• to build expertise and literacy in strategic data-driven approaches to arts management; (2)

• to raise the standards of arts administration to a new level of social responsibility that centers social and racial justice; (3)

• to promote collaborations among professionals working across various fields and genres of the arts; (4)

• to strengthen advocacy roles for artists; (4)

• to broaden the managerial capacity of arts educators by providing them administrative tools and experience. (4)

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• to provide foundational theoretical and practical preparation for students whose professional objective is a career in arts administration; 

Inquiry and research: 

• to equip the next generation of leaders in the culture sector with an awareness of the most pressing issues in contemporary arts worlds and how to address them through critical thinking and problem solving;

• to build expertise and literacy in strategic data-driven approaches to arts management;

Access, opportunities, and outcomes:

• to raise the standards of arts administration to a new level of social responsibility that centers social and racial justice; 

Communication, collaboration, and leadership: 

• to promote collaborations among professionals working across various fields and genres of the arts; (4)

• to strengthen advocacy roles for artists; (4)

• to broaden the managerial capacity of arts educators by providing them administrative tools and experience. (4)

Standard 1: Completer Foundational Knowledge and Skills: Program completers have the foundational knowledge and skills appropriate to the credential or degree earned and are able to effectively support student learning and development through their professional practice.

Completers are able to:  

1a. Demonstrate proficiency in the knowledge and skills required for effective practice in their anticipated professional role 

1b.  Apply knowledge of learning science and learning theories to meet individual and group learning needs through developmentally appropriate practices 

1c.  Utilize knowledge of the diverse and intersecting aspects of human identity to support learner growth and development 

1d.  Facilitate and support language development, language acquisition, and literacy development for all learners  1e.  Provide appropriate, evidence-based support to students with exceptionalities, in alignment with federal and state legal requirements  

1f.  Select and employ current educational technology tools and systems to support learning 1g.  Support the cognitive, social, and emotional growth and development of learners 

Standard 2: Completer Professional Growth and Adaptability Program completers grow as professionals and adapt their practices to support student learning and development as appropriate to their role and context.

 Completers are able to:  

2a.  Communicate and foster relationships with families, guardians, and/or caregivers, and engage with the wider school community 

2b.  Enact culturally responsive and sustaining educational practices with diverse learners in diverse cultural and socioeconomic community contexts 

2c.  Create positive and productive learning and work environments in a variety of settings 

2d.  Incorporate international and global perspectives in their professional practice and understand the global implications of education 

2e.  Gather and use trustworthy evidence to support student learning and to inform their own professional practice 

2f.  Exhibit responsible professional conduct and engage in individual and collaborative goal-setting, learning, and professional growth  

2g.  Connect students, colleagues, and self to appropriate supports for mental well-being, including those related to trauma

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• Understand and synthesize theories and practices of embodied learning from sociocultural, philosophical, cognitive, and physiological perspectives and apply these to dance education contexts, creating and analyzing multi-media artifacts related to embodied learning.

• Describe how the relationships between developmental theories and disciplinary practices intersect (reflect, affirm, contradict, alter, extend, etc.) practice in dance education and dance education research.

• Design program-level curricula oriented in adult education situations that are personally meaningful, address issues in the field, target stakeholder needs, and are situated within a particular arts and education context.

• Apply and synthesize embodied practices to generate and examine educational issues, make meaning of scholarly-creative processes, and personally reflect on learning.

• Critically examine existing historiographies to ascertain how foundational beliefs, assumptions, practices, and prejudices can be historically implicit in contemporary dance education and seek methods for transforming the field through humanizing practices.

• Demonstrate breadth of knowledge and in-depth analysis of dance education and interdisciplinary scholarship relevant to developing research interests.

Inquiry and research: 

• Demonstrate reflective and strategic thinking as an artist, educator, researcher, and leader.

• Evaluate the ethical dimensions of scholarship, research, and practice and apply ethical approaches that are participant-centered and student-centered.

• Transform investigations (such as arts-based research, critical arts-based research, and counter-storytelling, etc.) into embodied projects and performances. 

• Critically analyze and compare diverse sources of literature and educational practices from numerous points of view (both theoretical and empirically-based) to identify and address critical gaps in the field where innovations have the potential to rapidly advance knowledge and impact future dance educators, classroom teachers, educational administrators, leaders, and policymakers, etc. 

• Be able to apply findings within written reviews of literature and presentations that support and further research and professional aims as dance artists, teachers, and scholars.

• Plan, conduct, write, and present empirical research in areas of interest within Dance Education, demonstrating ethical, rigorous, and multi-modal research designs connected to research purpose and demonstrating breadth, depth, and currency to contribute new knowledge to the field of dance education. 

Access, opportunities, and outcomes: 

• Evidence growth in terms of understanding personal frames of reference (culture, ethnicity, gender, language, abilities, ways of knowing, etc.) and the impact of this on personal scholarship, practice, and relationships (positionality).

• Respect diverse forms of practice (cultural, artistic, educational, etc.) and engage in self-reflection and community collaboration as modalities for growth.

• Demonstrate a commitment to diversity (cultural, learning, intellectual, linguistic, gender, etc.) throughout the lifespan by actively seeking new knowledge and perspectives, evidencing receptivity for diverse worldviews, examining inequalities, advocating for human rights, and creating culturally sensitive communities of support.

• Critically examine Dance Education discourse and practice and actively seek to bring historically marginalized voices into scholarship and practice, demonstrating a commitment to diversity, inclusion, access, and educational equity through conducting inquiries and engaging in practices that lead to just approaches to contemporary dance education. 

Communication, collaboration, and leadership: 

• Develop a personal philosophy of Dance Education leadership, grounded in contemporary research on teaching, learning, and the learner, derived through an equity lens.

• Demonstrate openness to knowledge and feedback shared by community members and actively co-construct supportive and collaborative communities.

• Demonstrate the ability to communicate, negotiate, and lead ethical and responsible interactions with participants, stakeholders, and pupils through generating collegial relationships.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

Students will demonstrate an understanding of the historical, cultural, and theoretical foundations of language arts, including literature, composition, rhetoric, and multimodal communication.

• Gain a deep understanding of the development of the arts of language through critical engage with key texts, movements, and debates in English language arts education;

• Explore interdisciplinary connections between English education and fields such as history, philosophy, media studies, and linguistics;

• Apply theoretical knowledge to the design of curriculum and research in order to engage with and investigate authentic literacy practices across diverse contexts;

• Create meaningful opportunities that support students in developing as readers, writers, speakers, and listeners. 

Inquiry and research: 

Students will cultivate an inquiry stance by engaging in systematic, reflective, and ethical inquiry into their own practice and learning communities to improve instruction and student outcomes.

• Be keen and responsive readers of their students as learners and of the obstacles that might obstruct learning in classrooms;

• Design and conduct research projects that address relevant questions in English education;

• Identify and address systemic and contextual factors that hinder student engagement and achievement;

• Use research from the field and classroom data to adapt and refine instruction continuously;

• Disseminate findings through writing, presenting, or collaborating within professional communities.

Access, opportunities, and outcomes: 

Students will develop the capacity to integrate culturally sustaining pedagogies and critical perspectives in the teaching of English language arts.

• Develop the cultural knowledge and critical thinking processes that nourish and refine the arts of language;

• Incorporate diverse voices, texts, and epistemologies into instruction;

• Function as exemplary learners in their own classrooms, committed to developing themselves as reflective, flexible, and professionally well-informed practitioners who can accommodate their instruction to serve the needs of a diverse population of students.

Communication, collaboration, leadership: 

Students will contribute to the field of English education as researchers, mentors, and leaders at local, regional, and national levels.

• Use effective strategies for facilitating discussions, giving feedback, and supporting peer learning, integrating digital and multimodal tools for communication and instruction where appropriate;

• Be exemplary instructors and leaders for the profession of English education both regionally and nationally;

• Present at conferences, publish in professional journals, participate in advocacy efforts, and/or the mentorship of novice teachers;

• Collaborate with peers, communities, and institutions to advance equitable literacy instruction.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills:

• Demonstrate knowledge of the context of various musical styles and genres, not limited to music theories, diverse music histories, multi-disciplinary literatures, and student-centered pedagogies of practice.

• Demonstrate a specialized knowledge in a performance area, providing learners with instruction that is rich, broad, and deep. 

• Demonstrate an understanding of critical education and curriculum theories as they apply to the practice of teaching and learning in different cultural settings.

• Understand the relevance of inquiry into the various possibilities for music making and sharing for expressive purposes, and demonstrate an understanding of how such possibilities can be enacted in studios and classrooms;

• Demonstrate the breadth of skills necessary to design music lessons that are culturally-rich, place-based, diverse, and equitable. Demonstrate an understanding of curricular design models as these address student interests and concerns, thoughtful practices with a variety of multimodal materials, the setting of appropriate educational aims, classroom dialogue, critique and assessment of learning.

Inquiry and research: 

• Complete at least one research project during their degree.

• Engage in imaginative inquiry and open-ended practice, and demonstrate the ability to harness new skills in the development of creative work.

• Be able to examine processes and strategies for conducting research in the arts and education and become familiar with theoretical approaches and critical debates.

• Demonstrate an ability to carry out independent research projects, not limited to collecting, analyzing, and interpreting data.

Access, opportunities, and outcomes: 

• Create music education environments that are inclusive of diverse learners with varied backgrounds, cultures and capabilities.

• Become insightful about and sensitive to different cultures, their histories, educational and artistic practices.

• Recognize and work to fight inequality.

• Be able to engage and support diverse learners effectively as individuals and within the community.

• Interact sensitively and productively with diverse colleagues and communities.

• Enact beliefs and commitments in pedagogical settings local, national and international.

Communication, collaboration, and leadership:

• Demonstrate the ability to sustain well-reasoned arguments and insights into the purposes and values of arts education both in writing and class discussion.

• Gradually expand engagement with an increasingly wider audience, receiving and providing constructive critique and participating in debate and dialogue.

• Be poised to shape music education initiatives in collaboration with diverse formal and informal learning communities.

• Be able to harness the potential of music for richer, more accessible communication.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• Broaden and deepen understanding of the processes and aims of education through inquiry into the fields of aesthetics, ethics and moral philosophy, social and political philosophy, and epistemology and the philosophy of science;

• Develop theoretical perspectives on education through study of a variety of historical and conceptual frameworks;

Inquiry and research: 

• Develop and advance humanistic and critical thinking about education;

• Effectively analyze and critique arguments in contemporary educational debates;

Access, opportunities, and outcomes: 

• Develop theoretical perspectives on the nature and causes of injustice through the study of historical and contemporary texts;

• Effectively apply these theoretical perspectives to contemporary educational issues;

Communication, collaboration, and leadership: 

• Practice having difficult conversations and disagreeing with one another across different perspectives;

• Practice speaking and writing about theoretical perspectives and their educational application.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

Students take a social studies core wherein:

• they will study the disciplinary knowledge of social studies;

• they will be exposed to contemporary conversations scholars are having through the study of empirical research;

• they will study theories of citizenship, drawn from disciplines such as political science and sociology, because questions of citizenship are central to our program.

Inquiry and research: 

Students take a set of research courses wherein:

• they will develop the skills to understand and critically evaluate research; 

• they will develop the theoretical and experimental skills needed for the conceptualization, design, and interpretation of social studies education research.

Access, opportunities, and outcomes: 

Students will encounter the nature and causes of injustice as central concepts across their program coursework. Through these courses:

• they will learn to ask questions about where knowledge comes from and how power shapes what knowledges about the social world are valued and made visible for inquiry; 

• they will critically analyze existing power structures, inequities, and injustices;

• they will be equipped with the knowledge and skills to act civically, to counter injustice, and take action towards a more equitable world.

Communication, collaboration, and leadership: 

As a result of their experiences in the program:

• students will be leaders in their selected fields, be it teacher education, educational research, curriculum development or the other paths that our graduates choose;

• students will be exposed to responsible means of disseminating research through journal articles, conference presentations, and professional development and curriculum design;

• students will gain experience communicating their ideas to others in their scholarly community and translating their work across disciplines.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills:

• Demonstrate knowledge of the theories explaining the acute and chronic responses to exercise;

Inquiry and research: 

• Effectively design and conduct tests for exercise and fitness evaluations tailored to the individual;

Access, opportunities, and outcomes: 

• Integrate knowledge from the field of exercise physiology to design and implement safe and effective training programs for diverse individuals;

Communication, collaboration, and leadership: 

• Think critically by applying scientific evidence to practice.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• Students will demonstrate deep and broad knowledge of foundations of speech-language pathology practice, as well as of principles and methods of identification, evaluation, prevention, and treatment of communication and swallowing disorders across the lifespan in their particular area of research emphasis and clinical inquiry. 

Inquiry and research: 

• Students will use foundational and emerging theories to guide their research inquiry and practice. They will critically evaluate sources of information when developing their research projects, use valid current scientific evidence and sound clinical-research judgment, with self-reflection, from development to implementation of scientific studies in areas of clinical need.

Access, opportunities, and outcomes: 

• Students will conduct their research in a culturally-responsive manner, addressing scarcities and disparities in research and health care across diverse populations. Translational research, bilingualism, and cross-language work characterize much of the Program’s research; thus, doctoral students will demonstrate cultural sensitivity and cultural humility, and will be inclusive researchers and instructors who are globally engaged and knowledgeable about multilingual and multicultural issues. As instructors, they will, in turn, educate students on providing evidence-based culturally-responsive and equitable services. 

Communication, collaboration, and leadership: 

• Students will demonstrate effective communication skills and work collaboratively with other researchers and students. Through presentations of their research at conferences and during doctoral assessments, grant writing, as well as article writing, students will develop strong oral communication and interaction skills, as well as written communication with the quality of peer-reviewed publications in the field. Through the apprenticeship model of working with their advisor and then carrying out their own research projects, they will learn to become independent leaders and mentors in their research area, as well as instructors leading the next generation of clinicians and researchers.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills:

Masters:

• Students will gain a broad understanding of the behavioral, biomechanical, and neural bases of movement, and the development, acquisition, and performance of functional movement skills.

• Students will develop knowledge of motor learning and motor control theories, and be able to apply them in educational and clinical practice, as well as other movement-based practices.

• Students will develop the ability to integrate research literature across neuromotor, biomechanical, and behavioral levels of inquiry

Doctoral:

• Doctoral students will achieve a high level of specialized knowledge in their chosen area of motor learning and control, and be prepared to conduct research-intensive work.

• Doctoral students will be able to synthesize knowledge from movement sciences with other disciplines such as neuroscience, physiology, and biomechanics.

• Doctoral students will develop a comprehensive and coherent view of theory and research that can be applied to professional practice.

Inquiry and research:

Masters:

• Students will learn to read and interpret original research in motor learning and control, and use it to inform practice.

• Students will gain experience in research methods, data collection, and analysis, and be able to carry out educational, clinical, or laboratory research.

• Students will develop skills to identify research problems, formulate questions, and design appropriate research projects.

Doctoral:

• Doctoral students will be prepared to conduct independent research, design and execute studies, and disseminate their findings through publications and presentations.

• Doctoral students will learn to formulate research questions, develop a theoretical framework, and design a series of studies that are sufficient in scope and quality to yield several publications.

• Doctoral students will learn to critically evaluate research literature, identify gaps in knowledge, and contribute to the advancement of the field.

Access, opportunities, and outcomes:

Masters:

• Students will recognize and address the diverse needs of individuals across the lifespan and with varying movement abilities.

• Students will be able to apply principles of motor learning and control in a way that is inclusive and equitable to people of all backgrounds and abilities.

• Students will be able to reflect on their own biases and values in order to promote inclusive practices.

Doctoral:

• Doctoral students will demonstrate a commitment to social justice and equity through their research and scholarly activities.

• Doctoral students will be able to address the diverse needs of individuals and communities, and contribute to reducing health disparities.

• Doctoral students will be prepared to create and promote inclusive learning and research environments.

Communication, collaboration, and leadership:

Masters:

• Students will effectively communicate motor learning and control concepts to diverse audiences, including clients, patients, students, and other professionals.

• Students will develop skills in collaboration and teamwork to participate effectively in inter-professional settings.

• Students will demonstrate leadership potential in applying their knowledge and skills in practical settings and to engage in discussions of clinical and educational applications.

Doctoral:

• Doctoral students will be prepared to take leadership roles in research, education, and clinical practice.

• Doctoral students will learn to effectively communicate their research findings to a range of audiences, including academics, practitioners, and the general public.

• Doctoral students will develop the skills necessary to mentor and supervise other students and colleagues in the field.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• Students will be systematically exposed to the fundamentals of neuroscience in developmental and cognitive domains, at several different levels of analysis: cellular and molecular neuroscience, systems neuroscience, and cognitive / psychological neuroscience. They will be trained in the scientific method, and will develop an understanding of the scientific foundations that underpin educational applications of neuroscience research.

Inquiry and research: 

• Students will become familiar with the critical evaluation of the primary literature in neuroscience and will develop the skills to understand and critically evaluate experimental and relevant clinical research. They will develop the theoretical and experimental skills needed for the conceptualization, design, and interpretation of neuroscientific research.

Access, opportunities, and outcomes: 

• Students will be equipped to explore and understand the neurobiological underpinnings of learning and cognition and how these insights can be applied to diverse learning and educational contexts. They will gain understanding of how neuroscientific research can inform inclusivity, address disparities, and ensure that practices and policies are applicable across diverse populations.

Communication, collaboration, and leadership: 

• Students will be exposed to responsible stewardship of science, receiving instruction and training in the ways in which scientific research is disseminated in different arenas of engagement, from journal articles to conference presentations and outreach activities. They will gain experience in cross-disciplinary communication within neuroscience and from neuroscience to applied domains, so that they are prepared to disseminate and translate research findings for other researchers, practitioners, and stakeholders.

MA Program

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• demonstrate an understanding of theories and methods utilized in clinical psychology.

• demonstrate an understanding of diagnostic definitions and options for treatment.

Inquiry and research: 

• create and apply specific research designs and statistics for a specific study.

• analyze and review journal articles. 

• research and write literature reviews.

• conduct research in the field of clinical psychology.

Access, opportunities, and outcomes: 

• integrate cultural factors into their understanding of individual functioning.

• learn about mental health in underserved populations. 

• identify disadvantaged populations and create appropriate treatment and advocacy options.

Communication, collaboration, and leadership: 

• understand the psychologist’s role and ethical obligations related to advocacy for our populations.

• identify the ways in which psychology leaders can create an impact in the discipline and the communities they serve.

• explore interdisciplinary, collaborative solutions to modern problems in psychology and similar fields of study.

Ph.D. Program (APA Profession-Wide Competencies)

Profession-wide competencies include certain competencies required for all students who graduate from programs accredited in health service psychology.  Students must demonstrate competence in: 

i. Research

ii.  Ethical and legal standards 

iii. Individual and cultural diversity 

iv. Professional values, attitudes, and behaviors 

v. Communication and interpersonal skills 

vi. Assessment 

vii. Intervention 

viii. Supervision 

ix. Consultation and interprofessional/interdisciplinary skills

The goals and objectives of the Program are to train counselors who:

• Provide culturally relevant and psychologically appropriate services in a variety of settings;

• Use research and evidence-based strategies in clinical and professional practice;

• Are socialized into the profession and committed to professional ethics and standards;

• Effectively participate in organizations and communities to promote the cognitive, emotional, social and educational well-being of individuals and groups;

• Understand and respect diversity and work effectively in multicultural social contexts to promote equity and help individuals and groups utilize internal and environmental resources to live more optimally

Profession-wide competencies include certain competencies required for all students who graduate from programs accredited in health service psychology.  Students must demonstrate competence in: 

i. Research

ii.  Ethical and legal standards 

iii. Individual and cultural diversity 

iv. Professional values, attitudes, and behaviors 

v. Communication and interpersonal skills 

vi. Assessment 

vii. Intervention 

viii. Supervision 

ix. Consultation and interprofessional/interdisciplinary skills

Foundational knowledge and/or interdisciplinary knowledge and skills:

• Develop theoretical knowledge, pedagogical knowledge, and content knowledge to undergird teaching and learning decision making; 

• Demonstrate knowledge of the history, theory, and application of key issues in curriculum studies; and understand how teachers, administrators, curriculum developers and educators must seek, create, and use research and scholarship to develop pedagogical skill and as a practice of professional growth and learning for themselves and others;

Research and inquiry:

• Engage in critical inquiry by asking questions about learners and the sociopolitical contexts of communities and learning environments as a regular part of teaching, designing curriculum, and advancing as a professional;

• Develop skills to critically analyze the complexities of education issues and contexts and develop practical actions to enact change in classrooms, schools, and other learning environments within which they work and have influence;

Access, opportunities, and outcomes:

• Understand that educators in all contexts are responsible for critically analyzing the enduring complexities of difference and equity to enact change in education and society

• Develop the skills to incorporate critical analysis into their work as teachers, administrators, curriculum developers and educators. 

Communication, collaboration, and leadership:

• Analyze the assumptions, biases, and consequences that are a part of community cultural knowledge and the sociopolitical factors that impact curricular decision-making, instructional and assessment choices, and teacher identity;

• Design collaborative projects that reflect the sociopolitical contexts of communities and learning environments.

Foundational knowledge and/or interdisciplinary knowledge and skills:

• Develop theoretical knowledge, pedagogical knowledge, and content knowledge in early childhood development and learning

• Demonstrate knowledge of the history, theory, and application of key issues in curriculum studies; and understand how teachers, administrators, curriculum developers and educators must seek, create, and use research and scholarship to develop pedagogical skill and as a practice of professional growth and learning for themselves and others;

Research and inquiry:

• Engage in critical inquiry by asking questions about learners and the sociopolitical contexts of communities and learning environments as a regular part of education: designing curriculum, enacting policy, providing leadership, and advancing as a professional;

• Develop skills to critically analyze the complexities of education issues and contexts and develop practical actions to enact change in classrooms, schools, and other learning environments within which they work and have influence;

Access, opportunities, and outcomes:

• Understand that educators in all contexts are responsible for critically analyzing the enduring complexities of difference and equity to enact change in education and society;

• Develop the skills to incorporate critical analysis into their work as teachers, administrators, curriculum developers and educators; 

• Understand diverse childhoods across contexts, landscapes, geographies, and intersectional identities;

Communication, collaboration, and leadership:

• Analyze the assumptions, biases, and consequences that are a part of community cultural knowledge and the sociopolitical factors that impact curricular decision-making, instructional and assessment choices, policy implementation, and teacher identity;

• Design collaborative projects that reflect the sociopolitical contexts of communities and learning environments;

• Practically apply the tools of early childhood leadership, communication, and collaboration across interdisciplinary fields

Foundational knowledge and/or interdisciplinary knowledge and skills:

• Develop theoretical knowledge, pedagogical knowledge, and content knowledge to undergird teaching and learning decision making; 

• Demonstrate knowledge of the history, theory, and application of key issues in curriculum studies; and understand how teachers, administrators, curriculum developers and educators must seek, create, and use research and scholarship to develop pedagogical skill and as a practice of professional growth and learning for themselves and others;

Research and inquiry:

• Engage in critical inquiry by asking questions about learners and the sociopolitical contexts of communities and learning environments as a regular part of teaching, designing curriculum, and advancing as a professional;

• Develop skills to critically analyze the complexities of education issues and contexts and develop practical actions to enact change in classrooms, schools, and other learning environments within which they work and have influence;

Access, opportunities, and outcomes:

• Understand that educators in all contexts are responsible for critically analyzing the enduring complexities of difference and equity to enact change in education and society

• Develop the skills to incorporate critical analysis into their work as teachers, administrators, curriculum developers and educators. 

Communication, collaboration, and leadership:

• Analyze the assumptions, biases, and consequences that are a part of community cultural knowledge and the sociopolitical factors that impact curricular decision-making, instructional and assessment choices, and teacher identity;

• Design collaborative projects that reflect the sociopolitical contexts of communities and learning environments.

Standard 1: Completer Foundational Knowledge and Skills: Program completers have the foundational knowledge and skills appropriate to the credential or degree earned and are able to effectively support student learning and development through their professional practice.

Completers are able to:  

1a. Demonstrate proficiency in the knowledge and skills required for effective practice in their anticipated professional role 

1b.  Apply knowledge of learning science and learning theories to meet individual and group learning needs through developmentally appropriate practices 

1c.  Utilize knowledge of the diverse and intersecting aspects of human identity to support learner growth and development 

1d.  Facilitate and support language development, language acquisition, and literacy development for all learners  1e.  Provide appropriate, evidence-based support to students with exceptionalities, in alignment with federal and state legal requirements  

1f.  Select and employ current educational technology tools and systems to support learning 1g.  Support the cognitive, social, and emotional growth and development of learners 

Standard 2: Completer Professional Growth and Adaptability Program completers grow as professionals and adapt their practices to support student learning and development as appropriate to their role and context.

 Completers are able to:  

2a.  Communicate and foster relationships with families, guardians, and/or caregivers, and engage with the wider school community 

2b.  Enact culturally responsive and sustaining educational practices with diverse learners in diverse cultural and socioeconomic community contexts 

2c.  Create positive and productive learning and work environments in a variety of settings 

2d.  Incorporate international and global perspectives in their professional practice and understand the global implications of education 

2e.  Gather and use trustworthy evidence to support student learning and to inform their own professional practice 

2f.  Exhibit responsible professional conduct and engage in individual and collaborative goal-setting, learning, and professional growth  

2g.  Connect students, colleagues, and self to appropriate supports for mental well-being, including those related to trauma 

Standard 1: Completer Foundational Knowledge and Skills: Program completers have the foundational knowledge and skills appropriate to the credential or degree earned and are able to effectively support student learning and development through their professional practice.

Completers are able to:  

1a. Demonstrate proficiency in the knowledge and skills required for effective practice in their anticipated professional role 

1b.  Apply knowledge of learning science and learning theories to meet individual and group learning needs through developmentally appropriate practices 

1c.  Utilize knowledge of the diverse and intersecting aspects of human identity to support learner growth and development 

1d.  Facilitate and support language development, language acquisition, and literacy development for all learners  1e.  Provide appropriate, evidence-based support to students with exceptionalities, in alignment with federal and state legal requirements  

1f.  Select and employ current educational technology tools and systems to support learning 1g.  Support the cognitive, social, and emotional growth and development of learners 

Standard 2: Completer Professional Growth and Adaptability Program completers grow as professionals and adapt their practices to support student learning and development as appropriate to their role and context.

 Completers are able to:  

2a.  Communicate and foster relationships with families, guardians, and/or caregivers, and engage with the wider school community 

2b.  Enact culturally responsive and sustaining educational practices with diverse learners in diverse cultural and socioeconomic community contexts 

2c.  Create positive and productive learning and work environments in a variety of settings 

2d.  Incorporate international and global perspectives in their professional practice and understand the global implications of education 

2e.  Gather and use trustworthy evidence to support student learning and to inform their own professional practice 

2f.  Exhibit responsible professional conduct and engage in individual and collaborative goal-setting, learning, and professional growth  

2g.  Connect students, colleagues, and self to appropriate supports for mental well-being, including those related to trauma 

Foundational (disciplinary) and/or interdisciplinary knowledge and skills:

• Understand economic models of education investment and production;

• Use economic frameworks to predict effects of education policies and programs;

• Understand the conceptual underpinnings, strengths, and weaknesses of current methods used for causal evaluation in economics of education;

Inquiry and research:

• Gain exposure to key empirical methods, data, and evidence in the economics of education;

• Apply economic theory/evidence to analyze research/policy questions of students’ choice; 

Access, opportunities, and outcomes:

• Understand the distributional impacts of educational policies, particularly those which stand to affect the most vulnerable and historically marginalized groups;

Communication, collaboration, and leadership:

• Be able to communicate the design of research as well as the results of research to academic and policy audiences;

• Engage in collaborative learning and teaching.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• to engage in the political, economic, social, and legal analysis of education policy issues; 

• to understand the processes by which education policy is created and implemented;

• to analyze the political, social, economic and legal dynamics that affect policy development and implementation;

Inquiry and research: 

• to gather and analyze empirical evidence about policies and their impact, using field research methods for interviews and observations and statistical techniques;

• to understand the logic research and skill in applying advanced research techniques;

Access, opportunities, and outcomes: 

• to understand how laws and policies impact the reform of educational systems, how they support or impede improvements in curriculum, teaching, and student achievement, and how those improvements and benefits influence the equitable distribution of student access, opportunities, and outcomes, 

Communication, collaboration, leadership:

• to communicate research and policy results and methods effectively to both academic and non-academic audiences;

• to work collaboratively with colleagues and other members of the community.

The Program addresses important educational questions 

• first, by examining the ideas, individuals, and institutions of the past to determine their influence on their own times and 

• second, by bringing historical knowledge and perspective to bear on current educational issues. 

Topics of interest for faculty and student research include the historical roots of educational inequality by race and other social categories, the history of educational practices and education policy (e.g., racial segregation, curriculum, standards and testing, vocational education, education for immigrant children), the history of institutions of higher education, the experiences of diverse communities in the process of schooling, and the interactions between educational institutions and practices with the broader social, political, and economic landscape.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills:

• Graduates will have knowledge of the facts and interpretations of the history of education, including but not limited to the historical experiences of students and teachers, learning and teaching, as well as the contents and contexts of educative experience, formal and informal.

Research and inquiry:

• Graduates will have the skills for the intersection of history and the education, including abilities to read and interpret required texts, identify problems in bodies of literature, interpret, criticize, develop, and compose historical arguments, collect, verify and document historical source material, conduct archival research, employ digital methodologies, and  analyze historical sources and data.

Access, opportunities, and outcomes:

• Graduates will employ critical lenses including but not limited to gender, class, race, and identity in order to historicize the content and contexts of diversity, injustice and inequality, and the reciprocal relationship between educational inequality/injustice and social and/or legal inequality/injustice.

Communication, collaboration, and leadership:

•  Graduates will have had numerous and rigorous opportunities to engage in the discourse of both the history and teaching professions, including but not limited to individual and group course presentations, substantial independent research presented in classes, lectures and/or conferences on campus, as well as professional conferences and societies.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

On governance institutions and political processes 

• Understand, participate in, and ultimately manage and lead complex initiatives involving policy and practice; 

• Identify the role of institutions, interest groups, and political ideas that influence the range of policies being considered, enacted, implemented and sustained;

• Demonstrate knowledge of the ways in which governance institutions, political ideologies and completing interests influence the content, form and functioning of schools; 

• At the doctoral level, understand the central theories, concepts, and methodologies that characterize the discipline of Political Science.

On substantive challenges in education policy 

• Demonstrate knowledge of policy content, including federal policy and regulation;

• Apply techniques for developing policy options and evaluating their social and educational consequences;

• Develop strategies for the successful implementation of public policies once they have been adopted.

Inquiry and research:

• Demonstrate understanding of basic concepts of research design (qualitative and quantitative) and statistical analysis;

• Critically review research and literature in the field of politics and education and apply research findings to practice.

Access, opportunities, and outcomes:

• Recognize how historic and contemporary patterns of inequality and exclusion, including by categories of race, gender, class, sexuality, and more, shape and interact with politics, policy, and practice in education;

• Critically review research and literature in the field of politics and education for strengths and weaknesses in recognizing , examining, and theorizing these historic and contemporary patterns of inequality and exclusion. 

Communication, collaboration, and leadership:

• Demonstrate strong communication and collaboration skills;

• Understand and have insights into how to bridge ideological and philosophical divides;

• Understand strategies to convert goals and commitments into action;

• Reflect on own learning and identify areas for growth.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills:

• Graduates will understand the distinctive features of a sociological perspective on education, and be able to situate it in relation to the orientations and tools of cognate social science fields of study;

• Graduates will grasp the basics of social theory, and the application of sociological perspectives to the understanding of (a) education and social inequality, (b) education and social organization, and (c) education and social change;

• Graduates will cultivate an appreciation for how a sociological perspective informs the study of the formulation, implementation, and evaluation of education policy;

Inquiry and research:

• Graduates will understand the history and traditions of theoretical and empirical research in sociology of education and begin to identify pathways towards future knowledge building in the field;

• Graduates will understand the history and traditions of theoretical and empirical research in building knowledge in sociology of education;

• Graduates will understand the basic principles and strategies of empirical research, including formulating research questions; developing an overall empirical research design; identifying and using a theoretical or conceptual framework; selecting research sites and samples; developing measurement models for concepts and variables and data collection instruments such as surveys or interview protocols; conducting data collection; analyzing data using appropriate statistical tests, qualitative analysis techniques, and/or mixed methods approaches; monitoring the validity of the research; and presenting findings and conclusions;

• Graduates will be able to understand, describe, and critique the ideas, methods, and findings of individual theoretical and empirical research reports;

• Graduates can synthesize bodies of work on selected topics by describing and analyzing the substantive content, providing critical appraisal of the methodological quality, and assessing its overall theoretical and empirical contributions;

• Graduates can design and conduct simple forms of original empirical inquiry that demonstrate understanding of the basic principles and strategies of empirical research;

• Graduates can identify major issues and problematics in research ethics, and apply ethical principles in assessing research quality and in designing and conducting research;

Access, opportunities, and outcomes:

• Graduates will demonstrate a deep understanding of the history of injustice and social inequality in the U.S. and other countries, and its relevance for educational inequalities;

• Graduates will demonstrate knowledge of the educational benefits of teaching and learning in racially, ethnically and culturally diverse universities, schools and classrooms;

• Graduates can demonstrate the capacity to design, implement, and evaluate policies and practices to support diverse schools and classrooms, and equitable learning environments;

Communication, collaboration, leadership:

• Graduates are able to customize communications for different purposes and varying academic and non-academic audiences;

• Graduates will have had numerous opportunities to engage in individual and group course presentations; to present independent research in classes, lectures and/or conferences on campus; and to participate in professional conferences and societies.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• Students will learn the core competencies essential to promote health, prevents disease, and advance health equity. 

• Students will acquire a firm foundation rooted in knowledge of the behavioral and social sciences that guide health education.

Inquiry and research: 

• Students will draw on traditional forms of scientific inquiry and practice-based evidence to advance the behavioral and social sciences underlying health education practice. 

• Students will engage in health equity research aimed at reducing and eliminating health disparities and addressing the most vulnerable populations.

Access, opportunities, and outcomes: 

• Students will learn to engage with diverse populations in regional, national, and international communities. 

Communication, collaboration, and leadership: 

• Students will learn to function in diverse regional, national, and international communities advancing health equity.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• Students will develop a strong foundation in the determinants of health behaviors (biological, personal, social, and environmental) related to nutrition and to physical activity.
• Students will have a strong foundation of macro- and micronutrient metabolism and be able to apply this knowledge to controversial issues related to the effects of diet and exercise on human health and disease. 
• Students will understand the evidence-based literature on the association of eating patterns with health outcomes, as well as the strengths and limitations of diet measures that are used to examine these relationships.

• Students will obtain skills and experience in designing, implementing, and evaluating theory-based behavioral nutrition and physical activity interventions.

• Students will develop critical thinking skills about how food impacts climate, social justice, and public health.

Research and inquiry:

• Students will develop the skills to critically evaluate the scientific, policy and lay literature about food, food systems and nutrition-related issues.

• Students will  develop research methods and statistical skills,  through internships and the dissertation process, to implement all aspects of a research project,  from conceptualization through interpretation of research findings.

 Access, opportunities, and outcomes:

• Students will develop a deeper understanding of issues of  food justice, equity  and inclusion to engage with diverse populations to work towards  eliminating  health disparities in diet-related diseases. 

Communication, collaboration, and leadership: 

• Students will develop oral and written communication skills for presenting scientific literature to both professional and lay audiences. 

• Students will appreciate the value of interdisciplinary collaborations and how to become effective leaders to positively impact the world through the field of nutrition. 

1. Data-Based Decision Making

2. Consultation and Collaboration

3. Academic Interventions and Instructional Supports

4. Mental and Behavioral Health Services and Interventions

5. School-Wide Practices to Promote Learning

6. Services to Promote Safe and Supportive Schools

7. Family, School, and Community Collaboration

8. Equitable Practices for Diverse Student Populations

9. Research and Evidence-Based Practice

10. Legal, Ethical, and Professional Practice

Profession-wide competencies include certain competencies required for all students who graduate from programs accredited in health service psychology.  Students must demonstrate competence in: 

i. Research

ii.  Ethical and legal standards 

iii. Individual and cultural diversity 

iv. Professional values, attitudes, and behaviors 

v. Communication and interpersonal skills 

vi. Assessment 

vii. Intervention 

viii. Supervision 

ix. Consultation and interprofessional/interdisciplinary skills

Foundational knowledge and/or interdisciplinary knowledge and skills:

• Students will examine how language and literacy skills develop across neurodiverse populations (including both neurotypical and neurodivergent groups of individuals) by drawing on a wide range of different developmental theories and perspectives.

•  Students will identify how cognitive, linguistic, behavioral, and socio-contextual differences may impact developing spoken language, literacy (reading and writing), and related skills, with specific attention to learners with language and learning disabilities, with developmental disabilities, who are multilingual or English language learners, and who are deaf and hard of hearing.

• Students will become familiar with best research and instructional practices (and their limitations) as well as common research designs relevant to both descriptive and intervention research on supporting language and literacy skill development in neurodiverse school-age children.

Inquiry and research:

• Students will survey the research to identify evidence-based practices that meet the needs of children they work with.

• Students will conduct an empirical evaluation of the effects of relevant interventions that target socially significant needs of children students work with. The focus is on evaluations of individual student progress via single-subject research designs.

Access, opportunities, and outcomes:

• Students will critically analyze major theoretical orientations toward special education research, including the social and ethical issues that influence the education and quality of life of individuals with disabilities, in the context of contemporary empirical research.

• Students will synthesize multiple perspectives on disability and context in critically appraising extant literature and designing and implementing inclusive literature reviews.

Communication, collaboration, and leadership:

• Students will engage in a process of identifying larger literature bases to connect to their own work, including cross-disciplinary perspectives. 

• Students will directly engage with other researchers who study different topics to find synergies between research areas.

Standard 1: Completer Foundational Knowledge and Skills: Program completers have the foundational knowledge and skills appropriate to the credential or degree earned and are able to effectively support student learning and development through their professional practice.

Completers are able to:  

1a. Demonstrate proficiency in the knowledge and skills required for effective practice in their anticipated professional role 

1b.  Apply knowledge of learning science and learning theories to meet individual and group learning needs through developmentally appropriate practices 

1c.  Utilize knowledge of the diverse and intersecting aspects of human identity to support learner growth and development 

1d.  Facilitate and support language development, language acquisition, and literacy development for all learners  1e.  Provide appropriate, evidence-based support to students with exceptionalities, in alignment with federal and state legal requirements  

1f.  Select and employ current educational technology tools and systems to support learning 1g.  Support the cognitive, social, and emotional growth and development of learners

Standard 2: Completer Professional Growth and Adaptability Program completers grow as professionals and adapt their practices to support student learning and development as appropriate to their role and context.

 Completers are able to:  

2a.  Communicate and foster relationships with families, guardians, and/or caregivers, and engage with the wider school community 

2b.  Enact culturally responsive and sustaining educational practices with diverse learners in diverse cultural and socioeconomic community contexts 

2c.  Create positive and productive learning and work environments in a variety of settings 

2d.  Incorporate international and global perspectives in their professional practice and understand the global implications of education 

2e.  Gather and use trustworthy evidence to support student learning and to inform their own professional practice 

2f.  Exhibit responsible professional conduct and engage in individual and collaborative goal-setting, learning, and professional growth  

2g.  Connect students, colleagues, and self to appropriate supports for mental well-being, including those related to trauma

Standard 1: Completer Foundational Knowledge and Skills: Program completers have the foundational knowledge and skills appropriate to the credential or degree earned and are able to effectively support student learning and development through their professional practice.

Completers are able to:

1a. Demonstrate proficiency in the knowledge and skills required for effective practice in their anticipated professional role

1b.  Apply knowledge of learning science and learning theories to meet individual and group learning needs through developmentally appropriate practices

1c.  Utilize knowledge of the diverse and intersecting aspects of human identity to support learner growth and development

1d.  Facilitate and support language development, language acquisition, and literacy development for all learners 

1e.  Provide appropriate, evidence-based support to students with exceptionalities, in alignment with federal and state legal requirements

1f.  Select and employ current educational technology tools and systems to support learning

1g.  Support the cognitive, social, and emotional growth and development of learners

Standard 2: Completer Professional Growth and Adaptability Program completers grow as professionals and adapt their practices to support student learning and development as appropriate to their role and context.

 Completers are able to:

2a.  Communicate and foster relationships with families, guardians, and/or caregivers, and engage with the wider school community

2b.  Enact culturally responsive and sustaining educational practices with diverse learners in diverse cultural and socioeconomic community contexts

2c.  Create positive and productive learning and work environments in a variety of settings

2d.  Incorporate international and global perspectives in their professional practice and understand the global implications of education

2e.  Gather and use trustworthy evidence to support student learning and to inform their own professional practice

2f.  Exhibit responsible professional conduct and engage in individual and collaborative goal-setting, learning, and professional growth

2g.  Connect students, colleagues, and self to appropriate supports for mental well-being, including those related to trauma

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• Students will acquire broad-based foundational knowledge needed to provide positive educational opportunities for all learners. 

• Students will engage in interdisciplinary study focused on developing skills needed to provide effective instruction for individuals with disabilities.

Inquiry and research:

• Students will engage in inquiry-focused academic discourse on individual learner differences, learning environments, and instructional strategies to create pathways toward success for all learners. 

• Students will collaboratively develop data-driven instructional plans for the purpose of implementing research-validated practices in real settings.

Access, opportunities, and outcomes:

• Students will study and critically analyze major human social and ethical issues that influence the education and quality of life of individuals with disabilities by integrating theoretical and empirical research.

• Students will knowledgeably incorporate multiple perspectives on disability and context to meet the needs of diverse learners in school, home, and community.

Communication, collaboration, and leadership:

• Students will collaborate and communicate with individuals with disabilities, families, other educators, related service providers, personnel from community agencies in culturally responsive ways to address the needs of individuals with disabilities and their families across a range of learning experiences.  

• Students will advocate in collaboration with all stakeholders to promote fair and equitable opportunities for individuals with disabilities and their families.

Standard 1: Completer Foundational Knowledge and Skills: Program completers have the foundational knowledge and skills appropriate to the credential or degree earned and are able to effectively support student learning and development through their professional practice.

Completers are able to:  

1a. Demonstrate proficiency in the knowledge and skills required for effective practice in their anticipated professional role 

1b.  Apply knowledge of learning science and learning theories to meet individual and group learning needs through developmentally appropriate practices 

1c.  Utilize knowledge of the diverse and intersecting aspects of human identity to support learner growth and development 

1d.  Facilitate and support language development, language acquisition, and literacy development for all learners  1e.  Provide appropriate, evidence-based support to students with exceptionalities, in alignment with federal and state legal requirements  

1f.  Select and employ current educational technology tools and systems to support learning 1g.  Support the cognitive, social, and emotional growth and development of learners 

Standard 2: Completer Professional Growth and Adaptability Program completers grow as professionals and adapt their practices to support student learning and development as appropriate to their role and context.

Completers are able to:  

2a.  Communicate and foster relationships with families, guardians, and/or caregivers, and engage with the wider school community 

2b.  Enact culturally responsive and sustaining educational practices with diverse learners in diverse cultural and socioeconomic community contexts 

2c.  Create positive and productive learning and work environments in a variety of settings 

2d.  Incorporate international and global perspectives in their professional practice and understand the global implications of education 

2e.  Gather and use trustworthy evidence to support student learning and to inform their own professional practice 

2f.  Exhibit responsible professional conduct and engage in individual and collaborative goal-setting, learning, and professional growth  

2g.  Connect students, colleagues, and self to appropriate supports for mental well-being, including those related to trauma

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• Learn basic theories of human cognition, the practice and interpretation of empirical cognitive and developmental research.

Inquiry and research: 

• Understand  research as a basis for improving educational practices and apply innovative research methods built around new technologies. 

Access, opportunities, and outcomes:

• Understand the conduct and impact of learning research on diverse populations.

Communication, collaboration, and leadership:

• Practice skills of communication, collaboration, and leadership in learning contexts.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• Acquire an understanding of statistical and data science fundamentals as they are used in the study of learning in its various forms. 

Inquiry and research: 

• Apply statistics and data science methods  (coding, statistical model building, visualization) as well as relevant policy, legal, and ethical issues involved in conducting research on  learning.

Access, opportunities, and outcomes: 

• Consider both the possibilities and the problems related to the growing use of learning data as they impact diverse populations.

Communication, collaboration, and leadership: 

• Practice skills of communication, collaboration and leadership in various settings for the gathering, analysis, and sharing of data.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• Acquire familiarity with basic theoretical and research orientations as well as exposure to substantive knowledge in the areas of cognitive, language, personality, and social functioning and development;

Inquiry and research: 

• Conduct empirical (e.g., experimental, observational, and interview) research;

Access, opportunities, and outcomes: 

• Understand the developmental underpinnings of learning and cognition and how these insights can be applied to diverse learning and educational contexts;

• Gain understanding of how developmental research can inform inclusivity, address disparities, and ensure that practices and policies are applicable across diverse populations;

Communication, collaboration, and leadership: 

•  Be exposed to responsible stewardship of science, receiving instruction and training in the ways in which scientific research is disseminated in different arenas of engagement, from journal articles to conference presentations and outreach activities; 
• Gain experience in cross-disciplinary communication within developmental psychology and from human development to applied domains; be prepared to disseminate and translate research findings for other researchers, practitioners, and stakeholders. 

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• Understand the "big data" generated by online and digital learning environments and develop new insights that benefit students, teachers, administrators, and policy makers. 

Inquiry and research:

• Apply learning analytic methods  (coding, statistical model building, visualization) as well as relevant policy, legal, and ethical issues involved in conducting analysis on education data. 

Access, opportunities, and outcomes:

• Understand the impact of learning analytic methods on a range of student populations.

Communication, collaboration, leadership:

• Practice skills of communication, collaboration and leadership in various settings for the gathering, analysis, and sharing of data.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• Statistical theory and modeling: Students will understand and apply probability and inference, linear and generalized linear models, mixed-effects models, machine learning.

•  Psychometrics: Students will understand and apply classical test theory, factor analysis, scale development and validation, item response theory, cognitive diagnostic models.

•  Causal inference and program evaluation: Students will understand causal frameworks and use them to design and analyze experiments, quasi-experiments, and observational studies.

Inquiry and research: 

• Research questions: Students will formulate meaningful research questions based on critical reviews of relevant literature.

•  Research designs: Students will design studies that use appropriate methods including theoretical work, simulation studies, and applied data analyses.

Access, opportunities, and outcomes: 

• Addressing bias: Develop skills to identify and mitigate biases, including algorithmic and methodological biases, in data collection, analysis, and interpretation.

•  Fairness: Students will learn and apply fairness-focused analytic techniques, such as detecting differential item functioning in assessments and examining effect heterogeneity in evaluations, to ensure research tools account for group differences and illuminate what works for whom under what conditions.

Communication, collaboration, leadership:

• Communication: Students will communicate finding clearly to technical and non-technical audiences.

• Ethics: Students will understand and uphold ethical standards in quantitative research and practice.

1. Foundational (disciplinary) and/or interdisciplinary knowledge and skills:

Master's:

• • Students will be systematically exposed to anthropological theories and methods for the study of education as it involves small to large scale sociocultural groups including face-to-face participation; classrooms and educational institutions; ethnic, racialized, and linguistic groups; and the effects of policy at institutional, local, regional and national scales. They will be taught ethnographic and textual analytical research methods in order to understand the social and cultural implications of educational activities, policies, and their effects on specific populations of students, teachers, administrators, and community members in and beyond schooling.

Doctoral:

• • Students will systematically master anthropological theories and methods for the study of education and applied settings in small to large scale groups including face-to-face participation; classrooms, educational institutions, and applied settings; ethnic, racialized, and linguistic groups; and the effects of policy at institutional, local, regional and national scales. They will learn to contribute to the discipline’s global and comparative corpus; its theoretical and methodological engagements with language, politics, economy, technology, and other focal concerns.

2. Inquiry and research:

Master's:

• • Students will become familiar with the critical evaluation of the disciplinary literature of anthropology regarding human communication, interpersonal and intra- and extra-group dynamics, and the emergent constitution of sociocultural groups. They will develop the skills to understand and critically evaluate qualitative research on schooling and educational policies. They will develop the theoretical and ethnographic skills needed for the conceptualization, design, and interpretation of anthropological research in an Integrative Project.

Doctoral:

• • Students will engage critically with the literature of anthropology regarding human communication, interpersonal and intra- and extra-group dynamics, and the emergent constitution of culture and society in relation to education. They will develop the theoretical, linguistic, and ethnographic skills needed for the conceptualization, design, and conduct of anthropological research on a topic of their choosing involving education or applied settings. Students will be evaluated through peer review, Columbia University language examination (for the Ph.D.), the doctoral certification examination, dissertation proposal defense, and dissertation defense.

3. Access, opportunities and outcomes:

Master's:

• • Students will be equipped to explore and understand human diversity as foundational to anthropology, investigate and communicate the ways in which diversity is produced and maintained, and relate these insights to diverse educational contexts. They will explore multiple ways in which anthropological research can inform inclusivity, address disparities, and ensure that practices and policies are applicable across diverse populations.

Doctoral: 

• • Students will explore and understand human diversity as foundational to anthropology, investigate and communicate the ways in which diversity is produced and maintained, and relate these insights to diverse educational contexts and their own research. They will explore multiple ways in which anthropological research can inform inclusivity, address disparities, and ensure that practices and policies are appropriate for diverse populations.

4. Communication, collaboration, and leadership:

Master's:

• • Students will be exposed to responsible and ethical practice in anthropology, receiving instruction in the ways in which anthropological research is disseminated in different arenas of engagement, from journal articles to conference presentations and outreach activities. They will gain experience in producing communications about anthropological research within the discipline and in varied educational domains, so that they are prepared to disseminate and translate research findings for other researchers, practitioners, and the public.

Doctoral:    

• • Students will participate in responsible and ethical practice in anthropology, disseminate anthropological research in various arenas of engagement including peer groups, consultation and advisement in educational contexts, journal articles, conference presentations and outreach activities. They will produce communications about anthropological research within the discipline and in varied educational domains, and disseminate and translate research findings for other researchers, practitioners, and members of the public in the U.S. and countries where they conduct research.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills:

• Build comprehensive knowledge of education systems worldwide through international and comparative perspectives;

• Prepare evidence-based reports and develop education sector plans and strategies to support improvement efforts;

• Develop/craft monitor and evaluation programs;

• Understand the different approaches for comparing and analyzing educational systems.

Inquiry and research: 

• Build knowledge of quantitative, qualitative, mixed research methods, and participatory and decolonial methods;

• Apply these skills to research and other projects.

Access, opportunities and outcomes: 

• Build knowledge about diverse social identities, minoritized groups (i.e. racial, ethnic, sexual and gender, and ability-based), and human rights;

• Inquire into language policies, multilingualism, and literacies; gender inequalities; interculturality; and the role of families and communities as they relate to policy and practice;

• Critically examine the role of education (including its limitations) in fostering social justice, social cohesion, sustainable peace, and human rights across the humanitarian-development nexus.

Communication, collaboration, leadership:

• Build communication, collaboration, and leadership skills across different modalities;

• Demonstrate effective communication skills through presenting Integrative Projects (IPs) at the IP Showcase and other venues; presenting at academic conferences such as Comparative and International Education Conference (CIES), American Educational Research Association (AERA), Latin American Studies Association (LASA), etc.

• Demonstrate writing, editing, leadership, and collaboration skills through participation in student-led journal Current Issues in Comparative Education (CICE).

Foundational (disciplinary) and/or interdisciplinary knowledge and skills:

Master's

• Understand fundamental issues, results and developments in mathematics;

• Understand the major issues, challenges and controversies in the history of mathematics education;

• Understand the major social issues in education and current challenges and controversies.

• Solve the typical mathematical problems offered in the school or college courses of mathematics;

• Construct and analyze lessons and curricula for secondary and higher educational institutions;

• Use technology both for the practice of teaching and for research.

 Doctoral 

• Understand fundamental issues, results and developments in mathematics;

• Understand the major issues, challenges and controversies in the history of mathematics education;

• Understand the major social and political issues in education and current social and political challenges and controversies;

• Understand the major directions of the current research in mathematics education and its basic inquiry/scientific principles, and relationship with other disciplines;

• Know and understand the major research works in mathematics education and be familiar with the existing literature in the selected direction of study and relevant fields;

• Solve the typical mathematical problems offered in the college courses of mathematics;

• Construct and analyze lessons and curricula for secondary and higher educational institutions;

• Use technology both for the practice of teaching and for research.

Inquiry and research

Master's

• Know basic research on problem solving and be able to apply it independently in different situations;

• Critically analyze existing literature;

• Identify problems and formulate a research question;

• Understand he major principles and techniques of the research methodology in mathematics education and demonstrate knowledge of measurement, data analysis, and statistics;

• Use appropriate research methodologies, statistics, and data analysis techniques.

Doctoral:

• Know basic research on problem solving and be able to apply it independently in different situations

• Critically analyze existing literature and identify gaps there;

• Identify a problem and formulate a research question;

• Understand the major principles and techniques of the research methodology in mathematics education and demonstrate knowledge of measurement,  data analysis, and statistics;

• Use appropriate research methodologies, statistics, and data analysis techniques;

• Interpret research results using qualitative and quantitative techniques; 

• Prepare scientific reports in appropriate formats.

Access, opportunities and outcomes

• Know and understand the history of education in the U.S. and the world and how racism and disrespect for different groups has been manifested;

• Know the major milestones in the struggle for educational equity and the difficulties and challenges that remain;

• Know and understand the specificity of mathematics education in the struggle for diversity equity and inclusion;

• Know the literature on the subject;

• Become familiar with the basic programs aimed at overcoming existing gaps in performance;

• Analyze the strong and weak sides of approaches proposed thus far; 

• Learn techniques of sociological analysis, as applied to mathematics education. 

Communication, collaboration, leadership

• Work in groups and organize group work of school and college and students;

• Work together with colleagues on long-term projects and studies;

• Briefly summarize the main results of the readings and own writings;

• Present the results of their own and others' research to different audiences;

• Work with students from different countries in a culturally and linguistically appropriate way;

• Organize research and pedagogical work by defining tasks and assigning responsibilities.

Foundational knowledge and/or interdisciplinary knowledge and skills:

The Science Education program equips students with both foundational knowledge and interdisciplinary skills to excel in their roles as science educators and scholars. These include:

1. Foundational Knowledge:

   • Demonstrate comprehensive understanding of scientific principles across various disciplines, including biology, chemistry, physics, and earth sciences.

   • Demonstrate In-depth knowledge of pedagogical theories and instructional strategies relevant to science education.

   • Be familiar with educational psychology and theories of learning to effectively facilitate student understanding and engagement.

   • Demonstrate understanding of curriculum development and assessment practices tailored to science education standards and objectives.

   • Be aware of educational policies and regulations impacting science education at local, national, and international levels.

2. Interdisciplinary Knowledge and Skills:

   • Integrate diverse perspectives and methodologies from fields such as neuroscience, multicultural education, and educational technology into science teaching and research.

   • Utilize advanced research methods and analytical techniques to investigate complex issues in science education.

   • Engage in interdisciplinary collaboration and communication to work effectively with educators, researchers, policymakers, and community stakeholders.

   • Critically evaluate and apply emerging technologies and digital resources to enhance science teaching and learning experiences.

   • Demonstrate understanding of cultural diversity and social justice principles to promote equity and inclusivity in science education environments.

By providing students with a strong foundation in both disciplinary and interdisciplinary knowledge and skills, the Program prepares them to address the multifaceted challenges and opportunities in contemporary science education and contribute meaningfully to the advancement of the field.

Inquiry and research:

The Science Education program cultivates students' research and inquiry skills to enable them to engage in rigorous scholarly inquiry and contribute to the advancement of science education. These skills include:

1. Research Design:

   • Formulate research questions and hypotheses relevant to science education theory, practice, and policy.

   • Design research studies using appropriate methodologies, such as qualitative, quantitative, mixed-methods, or action research approaches.

   • Understand ethical considerations and research protocols governing human subjects research in educational settings.

2. Data Collection and Analysis:

   • Select and implement data collection methods, including surveys, interviews, observations, and experimental procedures.

   • Collect, organize, and analyze qualitative and quantitative data using appropriate statistical and analytical techniques.

   • Interpret research findings and draw valid conclusions supported by evidence.

3. Literature Review:

   • Conduct comprehensive literature reviews to identify gaps, trends, and debates in science education research.

   • Synthesize and critically evaluate existing research literature to inform the development of research questions and theoretical frameworks.

4. Scholarly Writing and Communication:

   • Write scholarly research proposals, reports, and academic papers following disciplinary conventions and standards.

   • Communicate research findings effectively through oral presentations, posters, and multimedia formats to diverse audiences.

   • Engage in scholarly discourse and contributing to academic journals, conferences, and professional networks in the field of science education.

5. Critical Thinking and Problem-Solving:

   • Critically evaluate research methodologies, theoretical frameworks, and empirical evidence to generate innovative research ideas and approaches.

   • Identify and address complex problems and challenges in science education through systematic inquiry and evidence-based decision-making.

By fostering these research and inquiry skills, the Program empowers students to conduct high-quality research that advances knowledge, informs educational practice, and contributes to ongoing conversations within the field of science education.

Access, opportunities and outcomes:

The Science Education program prioritizes the development of Diversity, Equity, and Inclusion among its students to promote equitable access to quality science education for all learners. These skills include:

1. Cultural Competence:

   • Demonstrate understanding of diverse cultural perspectives, backgrounds, and identities among students and communities served by science education programs.

   • Recognize and address implicit biases, stereotypes, and systemic barriers that impact educational opportunities and outcomes for marginalized groups.

   • Adapt instructional strategies and learning materials to be culturally responsive and inclusive of diverse cultural, linguistic, and experiential backgrounds.

2. Equity Pedagogy:

   • Demonstrate knowledge of instructional practices and strategies that promote equity and social justice in science education, such as differentiated instruction, universal design for learning, and asset-based pedagogies.

   • Create inclusive and affirming learning environments where all students feel valued, respected, and supported in their academic pursuits.

   • Advocate for equitable resources, opportunities, and support services to address disparities in science education outcomes based on race, ethnicity, socioeconomic status, gender, ability, and other intersecting identities.

3. Critical Consciousness:

   • Develop a critical consciousness that examines power dynamics, privilege, and oppression within educational systems and institutions.

   • Engage in critical reflection and dialogue about issues of diversity, equity, and inclusion in science education, both individually and collaboratively.

   • Foster critical thinking and social awareness among students to empower them as agents of change in creating more equitable and just learning communities.

4. Community Engagement:

   • Engage with diverse communities and stakeholders to co-create culturally relevant and responsive science education initiatives that reflect local values, needs, and aspirations.

   • Collaborate with community organizations, advocacy groups, and educational partners to address systemic inequities and promote access to high-quality science education for underserved populations.

   • Build trusting relationships and partnerships with families, caregivers, and community members to support student success and holistic development.

5. Reflective Practice:

   • Demonstrate commitment to ongoing self-reflection and professional development to deepen understanding of DEI issues and enhance cultural humility and responsiveness.

   • Demonstrate willingness to engage in difficult conversations, receive feedback, and continually refine teaching practices and programmatic initiatives to better serve diverse learners and promote equity and inclusion in science education.

By integrating these skills into the curriculum and learning experiences, the Program prepares students to be culturally competent, equity-minded science educators who can effectively address the diverse needs and assets of all learners.

Communication, collaboration, and leadership:

The Science Education program emphasizes communication, collaboration, and leadership skills among its students to prepare them for effective engagement and leadership roles within the field of science education. These skills include:

1. Communication Skills:

   • Be proficient in verbal and written communication to effectively convey ideas, instructions, and feedback to diverse audiences, including students, colleagues, parents, and community stakeholders.

   • Articulate complex scientific concepts in clear, accessible language that is appropriate for different age groups and levels of scientific understanding.

   • Demonstrate active listening and empathetic communication skills to establish rapport, build trust, and address the needs and concerns of students and stakeholders.

2. Collaboration Skills:

   • Collaborate with interdisciplinary teams of educators, researchers, administrators, and community partners to design and implement innovative science education initiatives.

   • Work cooperatively and respectfully with diverse colleagues and stakeholders, valuing different perspectives, expertise, and contributions to achieve common goals.

   • Facilitate group discussions, problem-solving activities, and decision-making processes to foster collaboration and consensus-building around shared priorities and initiatives.

3. Leadership Skills:

   • Demonstrate visionary leadership to inspire and mobilize others toward a shared vision of excellence and equity in science education.

   • Demonstrate strategic thinking and planning to set goals, prioritize actions, and allocate resources effectively to advance science education initiatives and address systemic challenges.

   • Demonstrate ability to mentor and empower colleagues, students, and emerging leaders in the field, nurturing their professional growth and leadership potential.

   • Engage in ethical and inclusive leadership practices that promote transparency, accountability, and integrity in decision-making and interactions with stakeholders.

4. Interpersonal Skills:

   • Demonstrate emotional intelligence and interpersonal sensitivity to navigate interpersonal dynamics, resolve conflicts, and foster positive relationships within educational communities.

   • Demonstrate empathy and cultural competence to understand and respond to the diverse backgrounds, experiences, and needs of students, families, and colleagues.

   • Demonstrate skills in building inclusive and supportive learning environments that honor the dignity and worth of all individuals and foster a sense of belonging and community.

5. Adaptability and Resilience:

   • Demonstrate flexibility and adaptability to navigate change, uncertainty, and complexity within educational contexts, including evolving technologies, policies, and societal dynamics.

   • Demonstrate resilience and perseverance in overcoming challenges and setbacks, maintaining a growth mindset, and learning from experiences to continuously improve as an educator and leader.

   • Innovate and take initiative in response to emerging opportunities and challenges, leveraging creativity, resourcefulness, and collaboration to drive positive change in science education.

By fostering these communication, collaboration, and leadership skills, the Program equips students with the competencies needed to lead with impact, foster collaboration, and effectively communicate with diverse stakeholders to advance science education goals and promote equitable access to quality learning experiences.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• Students will develop a strong grounding in core theories of cognition, learning, and design, and will be able to apply these frameworks in both research and practice. 

• Students will engage with the historical, cultural, and social foundations of emerging technologies and media, gaining the ability to critically assess their implications for learning, communication, and society.

Inquiry and research:

• Students will gain proficiency in a range of qualitative and quantitative research methodologies and will apply these methods to investigate learning, design, and communication in diverse educational settings.

Access, opportunities and outcomes: 

• Students will examine how power, culture, and context shape the design and use of technologies in learning environments. 

• Students will consider the ethical and equity-related implications of media and technology across different communities, and develop strategies for creating inclusive, just, and socially responsive educational practices and tools.

Communication, collaboration, and leadership: 

• Students will develop the ability to communicate effectively across diverse audiences and contexts, collaborate productively in interdisciplinary teams, and lead initiatives that harness technology and media to support learning, equity, and social change.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills:

• Master theory and applied frameworks (theory to practice) related to academic discipline and/or professional field, and demonstrate leadership of people, organizations, society, or profession

• Engage in professional discourse and take responsibility for one’s personal and professional growth

Inquiry and research: 

• Develop critical thinking, creativity, and problem solving skills to pursue and evaluate knowledge, gain academic research scholarship skills for rigorous masters and doctoral research

Access, opportunities and outcomes: 

• Appreciate diversity, understand nature and causes of injustice, and take actions to promote a better world, articulate the impact of research on society

Communication, collaboration, and leadership: 

• Demonstrate effective communication, collaboration, innovation, and leadership skills to convert goals and commitments into action

Standard 1: Completer Foundational Knowledge and Skills: Program completers have the foundational knowledge and skills appropriate to the credential or degree earned and are able to effectively support student learning and development through their professional practice.

Completers are able to:  

1a. Demonstrate proficiency in the knowledge and skills required for effective practice in their anticipated professional role 

1b.  Apply knowledge of learning science and learning theories to meet individual and group learning needs through developmentally appropriate practices 

1c.  Utilize knowledge of the diverse and intersecting aspects of human identity to support learner growth and development 

1d.  Facilitate and support language development, language acquisition, and literacy development for all learners  1e.  Provide appropriate, evidence-based support to students with exceptionalities, in alignment with federal and state legal requirements  

1f.  Select and employ current educational technology tools and systems to support learning 1g.  Support the cognitive, social, and emotional growth and development of learners 

Standard 2: Completer Professional Growth and Adaptability Program completers grow as professionals and adapt their practices to support student learning and development as appropriate to their role and context.

 Completers are able to:  

2a.  Communicate and foster relationships with families, guardians, and/or caregivers, and engage with the wider school community 

2b.  Enact culturally responsive and sustaining educational practices with diverse learners in diverse cultural and socioeconomic community contexts 

2c.  Create positive and productive learning and work environments in a variety of settings 

2d.  Incorporate international and global perspectives in their professional practice and understand the global implications of education 

2e.  Gather and use trustworthy evidence to support student learning and to inform their own professional practice 

2f.  Exhibit responsible professional conduct and engage in individual and collaborative goal-setting, learning, and professional growth  

2g.  Connect students, colleagues, and self to appropriate supports for mental well-being, including those related to trauma 

• Equip district-level education leaders with the research-based knowledge and real world experiences essential to transforming and sustaining complex urban school systems. (TC Goal: Foundational (disciplinary) and/or interdisciplinary knowledge and skills)

  • Students learn multiple ways of exercising leadership in schools, districts, organizations, and communities, with special emphasis on involving stakeholders in decision-making, utilizing political savvy in an ethical manner, strengthening district and community culture, and managing the day-to-day operations of districts (including working with people, data and processes) in an effective and efficient manner. Through case studies, simulations, class discussions and clinical practice (including a 450-hour site-based internship), the program strengthens students’ ability to lead educational organizations and systems that are purposeful, successful and humane contexts for learning in a global, technological and culturally diverse society. Students are assessed in relation to ELCC standards by program faculty and field-based supervisors.

• Deepen and extend students' knowledge and understanding of enduring policies and advocacy issues that inform their capacity to strengthen schools and improve student learning, growth, and development. (TC Goal: Access, opportunities and outcomes)

  • Students examine critical and timely education policy issues and learn how history, the law, and current concerns in society play out on the stage of the school; they also learn how to advocate for new and stronger policies that have the potential to improve the quality of education. By focusing on issues of educational equity, students will understand the kinds of changes that are needed in systems that serve all students and families. Through coursework drawn from multiple domains, students broaden and deepen their reflections about values, trends and issues that affect the educational enterprise and stimulate inquiry around the most persistent challenges in professional practice. Written assessments, group projects, and action research provide concrete opportunities for instructors to assess students’ progress in these areas.

• Engage students as contributors to the knowledge base in the study and practice of urban education leadership. (TC Goal: Inquiry and research)

  • Students engage in research inquiry throughout their coursework and are required to complete both a comprehensive research portfolio and dissertation research study (traditional or action research) to successfully complete the program. Although UELP is a practitioner-centered program—designed for experienced education leaders who intend to continue their work as key influentials leading urban school systems—scholarly research and academic inquiry are critical components of the UELP experience. As such, our students contribute to the urban school leadership knowledge base, not only through their reflective practice, but also as “leading learners” within their educational organizations and institutions. This commitment to lifelong learning and inquiry is emphasized through all aspects of UELP, which requires students demonstrate their ability to conduct independent research, collect and analyze data in ways that inform decision-making at the school system level, and interpret and translate research findings and their implications for their respective school communities, constituencies, and stakeholders.

• Enhance students’ capacity to understand and exercise research-based practices to effectively engage, partner with and lead diverse constituencies. (TC Goal: Communication, collaboration and leadership)

  • Throughout the course of the program students will benefit from research, exemplary practitioners, supervised experiences, and opportunities for application both in and out of the classroom to enable them to develop and sustain positive relationships with students and their families, school and district staff, and members as well as leaders  of the local, state and national communities. Students will hone their interpersonal and communication skills, demonstrating self-awareness, cultural competence, compassion and a deep appreciation and understanding of the strengths, complexities, needs and aspirations of urban communities. Successful students are results driven, vocal advocates, and committed collaborators, positively influencing the direction of urban education. 

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• Equip independent and international school and education non-profit leaders with research-based and data-informed knowledge and real-world practice and experiences essential to transforming, sustaining, and renewing private school education

• Students learn multiple ways of understanding and exercising leadership in schools, organizations, and communities, with special emphasis on governance, involving stakeholders in decision-making, ethical leadership, evolving and sustaining school culture, and creating and sustaining professional communities of learning that positively impact the thriving of each student. They study and develop an understanding of education as an ecosystem and then focus their study on independent and international schools as vital players in that ecosystem. Through case studies, simulations, class discussions, site visits, and Action Research, the program strengthens students’ ability to lead educational organizations and systems that are purposeful, successful, and dignified contexts for learning in a global, technological, culturally diverse and ever-changing society. 

Inquiry and research: 

• Equip independent and international school and education non-profit leaders with the skills and mindsets to think critically as they lead and make decisions, leaning on inquiry, data, and critical thinking. Their coursework is designed to offer students the opportunity to understand: how to be critical consumers of data and information; the theoretical foundation of the basic issues involved in conducting research; how to apply research methodology to school improvement initiatives; and the complexities of conducting research in their own organization.

Access, opportunities and outcomes: 

• Embedded throughout this program and grounded in research is the idea that leaders at all levels of independent and international schools work to create schools where all students and educators can thrive. Core to this idea is learning how to thread practices of inclusion, belonging, the value of diversity of community, experience, and thought, and the role education can play in making a better future. In our courses, we interrogate privilege and power dynamics, engage in building capacity around political leadership.  Students grow more aware of the ethical dimensions of education and understand more clearly their own ethical commitments and what they entail.

Communication, collaboration, and leadership: 

• Throughout the program, students deepen their understanding of the power, responsibility, and dynamics of communications. They understand any communication from a leader as ethical and strategic. Students understand that words matter. And with every opportunity they have to explore and express their ideas in any format or media, they potentially discover more of what they believe, deem valuable, and carry with them into every communication with a community and its constituents.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills: 

• Graduates will develop a comprehensive understanding of core theories, research, and contemporary issues in PK-12 education leadership, drawing from disciplines such as organizational management, adult learning, policy, politics, law, ethics, and data science. They will gain knowledge of diverse epistemological perspectives informing social science research and will be equipped to analyze the shifting landscape of American education and the influence of policy decisions. The program emphasizes understanding the social and political contexts of education leadership.

Inquiry and research: 

•  Graduates will be prepared to conduct rigorous, independent, and ethical research that advances scholarship in the field of education leadership. This includes developing strong foundations in qualitative, quantitative, and the emerging methodological domain of data science, as well as understanding legal research. They will be able to formulate research questions, design studies, analyze data, and contribute new knowledge through their dissertation, which can be in traditional or three-paper format. The program integrates research and writing from the first semester, with dedicated seminars to support the dissertation process.

Access, opportunities and outcomes: 

• Graduates will center social justice and equity as core aspects of their research and practice in education leadership. They will develop a systems perspective that includes politics, law, and ethics to address systemic social injustice within the K-12 schooling system. The program aims to develop leaders who can investigate and respond in socially just and equitable ways to critical issues in education leadership from diverse perspectives. The integration of data science methods will also consider issues of equity, social justice, and data ethics.

Communication, collaboration, and leadership:

• Graduates will develop skills to effectively communicate research findings and engage with various stakeholders in the field of education leadership. The program fosters a supportive and mentoring environment to develop critical thinkers and thought leaders. Students are encouraged to build bridges between research and practice and to prepare aspiring and practicing school leaders. The pro-seminar format includes guest speakers and focuses on developing personal self-awareness and professional effectiveness in working with others. Students also engage in peer learning and feedback, particularly within the dissertation seminar.

Foundational knowledge and/or interdisciplinary knowledge and skills:  

• Demonstrate understanding of higher education (key concepts and theories, applications to policy and practice) in the Program’s three key knowledge domains:

  • Domain #1 Academic and Developmental Analysis:  Students will be systematically exposed to concepts/theories pertaining to: (a) academic learning, and teaching defined as subject-matter experts’ efforts to advance such learning, and (b) college student development, along with aligned student support strategies and services.  Students will learn to use key theories of learning to design course syllabi, curricular units, and lessons; for this, they will develop and become practiced in judiciously selecting/devising instructional resources and methods to maximize opportunities to learn.  They will gain expertise in deploying a range of student development theories and will learn how to rely on current research in the field of student affairs to design practices for supporting college students’ growth.

  • Domain #2 Organizational and Institutional Analysis:  Students will be systematically exposed to core concepts/theories pertaining to college and university organization, organizational cultures, administration, governance, and leadership. They will become familiar with a range of problems, questions, and conundrums that administrative leaders face in in current times.  They will gain skill in diagnosing current organizational problems and opportunities, and will learn how to identify and draw judiciously from a range of organizational theories applicable at various organizational levels, from micro to macro.  Students will learn to use varied organizational theories in planning, leading, and administering campuses and parts thereof, and in developing institutional policy. 

  • Domain #3 Social/Cultural and Civic Analysis:  Students will be systematically exposed to fundamental features of societal, cultural, civic, governmental, and civic environments that situate higher education as a social institution, and/or as a formal organization (or set of organizations), that regularly interacts with other prominent social institutions and organizations (e.g., healthcare, the economy, a society’s system of K-12 schooling, the state).  Drawing on relevant theory, students will learn how to analyze social, cultural, and civic representations of higher and postsecondary education in modern times. Students will learn to use social institutional and related theories to analyze higher education strategies and practices historically and currently in use, and when appropriate, to design alternatives fit to present-day policy problems and conundrums.

  • Additional:  Ph.D. students will be systematically exposed to conceptual/theoretical frameworks, research designs and methods, and analytic strategies fit to the knowledge domain/s  (per the preceding: #1, #2, and/or #3) aligned with their research interests, and in support of their dissertation research.

Inquiry and research:  

• Demonstrate understanding of inquiry into the research-anchored knowledge base on higher education (e.g., via conduct of comprehensive literature reviews), along with resources for supporting it. Demonstrate understanding of research as a systematic, disciplined process for deriving new knowledge, and/or for examining/testing extant knowledge of higher and postsecondary education. Develop skill in differentiating between supported claims (e.g., data-based, logically argued) and unsupported claims. Demonstrate understanding of the powers and limitations of research in higher and postsecondary education. Demonstrate competence in study formulation and in the conduct of research, including analysis and reporting, appropriate to the degree (MA, Ed.M., or PhD.) being pursued, discussed further below.

  • M.A. students will be exposed to high-quality research reports exemplifying foundational research practices: (1) formulation of research questions as bolstered by a well-focused literature review; (2) identification of theory, concepts, and frames or perspectives aligned with a study’s aim; and (3) assembling of a research design (especially sampling strategy, selecting method) also fit to the study’s aim. Students will demonstrate baseline understanding of how these three key elements of a study interact, and how researchers find ways to connect them through early stages of study conceptualization. They will be introduced to ethics as part and parcel of the full research process. They will gain practice in formulating research proposals that feature research questions and related literature reviews, theories/conceptual frameworks, and research design.  

• • Ed.M. and Ph.D. students will be systematically exposed to high-quality research reports with identifiable (and thus discussable) features of the education research process:  research questions and their origins (including broadly-spanning literature reviews); conceptual/theoretical framework/s; research design (sample construction, selection of methods, site and participant recruitment strategies, projecting implications of design for later data analysis); data collection; data analysis; interpretation; write-up/reporting.  Students will be further exposed to how decision-making around each feature of the research process can proceed, acknowledging the principled yet unscripted nature of many such decisions. They will come to understand research ethics and the role of IRBs.

• • Ph.D. students will add depth and breadth to their understanding of the above listed research phases with attention to their interconnected and iterative nature (needs for repeated monitoring of individual phases and adjustment relative to changes in other phases).  They will demonstrate understanding of how their study fits – substantively, conceptually, and methodologically – within the larger arc of their field (higher and postsecondary education) and will be able to project, however tentatively, the likely contribution of their research to the field. They will activate the full range of this understanding in designing an original research project aimed at responding to well-crafted research questions that -- via disciplined theorization, well-honed research design, and thoughtfully selected analytic methods -- make a substantial knowledge contribution to the field.  They will carry out the project, produce a dissertation, and defend the dissertation before their Ph.D. committee.

 Access, opportunities and outcomes:  

• Demonstrate broad and deep understanding of human diversity as a complex and multi-faceted concept. Demonstrate understanding of diversity as represented within and across higher education institutions and units while deploying a multi-level view (understand diversity as manifest at individual, group, institutional, state, and societal levels).  Understand diversity in any one part or at any level of a higher education system in relation to diversity in others.  Demonstrate broad and deep understanding of equity, along with design principles for its incorporation via multi-level strategies for enhancing and strengthening inclusion – thus in classrooms, work groups, institutional units, campuses, and state and federal systems.  

• Demonstrate understanding of justice and belonging as central to understanding of diversity, equity, and inclusion.  Such understanding requires knowledge and skills in:  designing and implementing equitable strategies for addressing systemic disparities and ensuring fairness for all members of the community; promoting sense of belonging and shared responsibility; adhering to and promoting a vision of belonging that acknowledges and embraces diverse identities in institutions and society.  This view of justice further emphasizes attention to inclusion at individual, group, and institutional levels. In these ways, pursuits of justice and belonging, as part of an institution’s diversity, equity, and inclusion agenda, supports pursuits of improved learning outcomes, retention rates, and completion rates.  Discussed below:

• • Students will be systematically exposed to a rich array of theories of diversity, and representations of equity, applicable at individual, group, institutional, state, federal, and societal levels. Students also will be exposed to varied diversity, equity, inclusion, justice, and belonging perspectives and mechanisms currently in use at each of these levels and within salient institutional processes and activities including:  faculty, staff, and administrator hiring; faculty tenure and promotion processes; leadership selection; evaluation processes; curriculum design; content and processes of professional development for all institutional personnel, etc. 

 Communication, collaboration, leadership:  

• Demonstrate broad and deep understanding of principles and practices of effective communication among parts and levels of a higher education organization, and between an institution and its varied external publics. Demonstrate understanding of the nature of communication and interactive work, including collaboration, fit to a campus’s cultural norms.  Demonstrate understanding of and abilities to deploy principles of collaboration, consensual decision-making, and strategies of democratic leadership.  Understand leadership as shared and exercised in varied ways (instrumentally, communally, politically, symbolically) and at varied levels of a higher education system.  Discussed further below:

  • Students will be systematically exposed to communication strategies and practices for effectively reaching diverse academic and non-academic audiences in ways that will advance listeners’, readers’, and/or viewers’ understanding of the content being presented. In this view, communication entails delivery of content through varied means, for example: as papers and published articles, chapters, or books; as podcasts and videos; as verbal presentations delivered in-person or on-line to a group or one-to-one; as slides, posters, and the like (to be viewed “live” or online).  Students will learn to balance content and form (i.e., structure of a presentation) for listeners’, readers’, and/or viewers’ maximal understanding. In addition to learning how to communicate, students will also learn how receive and respond, critically and supportively, to communication received from others.

• • Students will be exposed to guidelines for collaboration – principles for working together effectively, in-person and online, through all phases of a process – from design to completion. They will come to understand that because higher education is human at its core (it is for human beings and is comprised of human beings, it relies on knowledge produced and maintained by human beings) that virtually every higher education process is collaborative because it bears implications for what others do, for what and how they learn, and for how they experience shared settings.  This human and interactive feature of higher education calls for collaborative consideration in all parts and at all levels of a higher education system. In coming to understand this broad reach of collaboration, students will also learn about principles of leadership for supporting others’ efforts to communicate and collaborate.

Foundational (disciplinary) and/or interdisciplinary knowledge and skills:

• Understand key concepts and theories in organizational behavior and apply them to real world situations

• Evaluate real world situations involving people in organizations

• Develop effective solutions to management problems by integrating theories and techniques

• Examine the impact of organizational systems on behavior at the organization-wide, work-group and individual levels

• Gain knowledge of specific types of organizations including manufacturing and service organizations

• Analyze case studies to demonstrate integrated knowledge of theory and practice

Inquiry and research:

• Engage in research intended to benefit individuals, organizations, and society by providing a deeper understanding of social dynamics that influence performance effectiveness or human well-being

Access, opportunities and outcomes:

• Develop a vocabulary for advanced practice in diversity and inclusion field

• Explain the latest research on diversity in organization and its relationship to performance

• Specify various perspectives on why EDI  is critical in today’s world of work

• Discuss the relationship among bias, power, privilege, opportunity and performance in work teams and in organizational life

• Evaluate how their own identities shape their behavior, relationships, and interactions in diverse workplaces

• Demonstrate increased knowledge about varied identity groups and their particular strengths and challenges in relation to EDI work in organizations

• Develop increased skill sets to navigate across differences in work teams and in organizations more broadly

Communication, collaboration, and leadership:

• Develop an understanding of the historical context for the study of leadership and current leadership theories, exploring their advantages and disadvantages

• Build self-awareness by examining their leadership values/strengths/style and articulating a leadership philosophy that can support their evolving leadership practice in the workplace and the world

• Foster strong, respectful, and effective relationships with others in a way that values differences, centers conscious communication, and creates a sense of belonging in groups

• Learn and apply leadership practices and techniques that strengthen their ability to influence others, engage in collaborative decision-making, navigate multiple perspectives, adapt behavior, and solve complex problems in organizations and systems.