Goldman School of Public Policy
The Richard and Rhoda Goldman School of Public Policy is a public policy school and one of 14 schools and colleges at the University of California, Berkeley. Named the Graduate School of Public Policy, it was founded in 1969 as one of the first public policy institutions in the United States. In 2016, the Goldman School was ranked as the #1 public policy graduate program in the country by U. S. News & World Report; the Graduate School was renamed after the Richard and Rhoda Goldman Fund donated $10 million in 1997. As of August 2016, the dean is Henry E. Brady; the first dean was political scientist Aaron Wildavsky. The building was designed by Ernest Coxhead in 1893 as the Beta Theta Pi fraternity house, it is located on the historic north side of the Berkeley campus. The building underwent seismic strengthening and received a Preservation Award from the Berkeley Architectural Heritage Association; the main component of the school's graduate curriculum is the two-year Master of Public Policy program.
The curriculum includes core courses that provide a foundation in subjects ranging from political elements of the decision-making process and legal analysis to such specific analytic tools and concepts as microeconomic theory and statistical modeling. The curriculum includes five electives, taken either at GSPP or elsewhere at Berkeley. Students work at a summer policy internship between their first and second years and complete an analysis, in groups and individually, during the spring semester of each year. Locally - and nationally-known policy professionals, provide guidance to students. GSPP not only offers the Master of Public Policy degree but a Ph. D. for those interested in furthering research in public policy methods. Though it does not award bachelor's degrees, it offers a minor program for undergraduates; the Goldman School of Public Policy offers a Master of Public Affairs, a degree program for mid-career professionals. Goldman Environmental Prize Cloyne Court Hotel Official website
Tibetan Buddhism is the form of Buddhist doctrine and institutions named after the lands of Tibet, but found in the regions surrounding the Himalayas and much of Central Asia. It derives from the latest stages of Indian Buddhism and preserves "the Tantric status quo of eighth-century India." It has been spread outside of Tibet due to the Mongol power of the Yuan dynasty, founded by Kublai Khan, that ruled China. Tibetan Buddhism applies Tantric practices deity yoga, aspires to Buddhahood or the rainbow body. Tibetan Buddhism in Tibet has four major schools, namely Nyingma, Kagyu and Gelug; the Jonang is a smaller school, the Rimé movement is an eclectic movement involving the Sakya and Nyingma schools. Among the prominent proponents of Tibetan Buddhism are the Dalai Lama and Panchen Lama, the leaders of Gelug school in Tibet. Westerners unfamiliar with Tibetan Buddhism turned to China for an understanding. There the term used; the term was taken up by western scholars including Hegel, as early as 1822.
Insofar as it implies a discontinuity between Indian and Tibetan Buddhism, the term has been discredited. Another term, "Vajrayāna" is used mistakenly for Tibetan Buddhism. More it signifies a certain subset of practices included in, not only Tibetan Buddhism, but other forms of Buddhism as well; the native Tibetan term for all Buddhism is "doctrine of the internalists". In the west, the term "Indo-Tibetan Buddhism" has become current, in acknowledgement of its derivation from the latest stages of Buddhist development in northern India. Buddhism was formally introduced into Tibet during the Tibetan Empire. Sanskrit Buddhist scriptures from India were first translated into Tibetan under the reign of the Tibetan king Songtsän Gampo, In the 8th century King Trisong Detsen established it as the official religion of the state. Trisong Detsen invited Indian Buddhist scholars to his court, including Padmasambhāva and Śāntarakṣita ), who founded the Nyingma, The Ancient Ones, the oldest school of Tibetan Buddhism.
There was influence from the Sarvāstivādins from Kashmir to the southwest and Khotan to the northwest. Trisong Detsen invited the Chan master Moheyan to transmit the Dharma at Samye Monastery. According to Tibetan sources, Moheyan lost the socalled council of Lhasa, a debate sponsored by Trisong Detsen on the nature of emptiness with the Indian master Kamalaśīla, the king declared Kamalaśīlas philosophy should form the basis for Tibetan Buddhism. A reversal in Buddhist influence began under King Langdarma, his death was followed by the socalled Era of Fragmentation, a period of Tibetan history in the 9th and 10th centuries. During this era, the political centralization of the earlier Tibetan Empire collapsed; the late 10th and 11th century saw a revival of Buddhism in Tibet. Coinciding with the early discoveries of "hidden treasures", the 11th century saw a revival of Buddhist influence originating in the far east and far west of Tibet. In the west, Rinchen Zangpo founded temples and monasteries.
Prominent scholars and teachers were again invited from India. In 1042 Atiśa arrived in Tibet at the invitation of a west Tibetan king; this renowned exponent of the Pāla form of Buddhism from the Indian university of Vikramashila moved to central Tibet. There his chief disciple, Dromtonpa founded the Kadampa school of Tibetan Buddhism, under whose influence the New Translation schools of today evolved; the Sakya, the Grey Earth school, was founded by Khön Könchok Gyelpo, a disciple of the great Lotsawa, Drogmi Shākya. It is headed by the Sakya Trizin, traces its lineage to the mahasiddha Virūpa, represents the scholarly tradition. A renowned exponent, Sakya Pandita, was the great-grandson of Khön Könchok Gyelpo. Other seminal Indian teachers were his student Naropa; the Kagyu, the Lineage of the Word, is an oral tradition, much concerned with the experiential dimension of meditation. Its most famous exponent was an 11th-century mystic, it contains one major and one minor subsect. The first, the Dagpo Kagyu, encompasses those Kagyu schools that trace back to the Indian master Naropa via Marpa Lotsawa and Gampopa Tibetan Buddhism exerted a strong influence from the 11th century CE among the peoples of Inner Asia the Mongols.
The Mongols invaded Tibet in 1240 and 1244. The Mongols had annexed Kham to the east. Sakya Paṇḍita was appointed Viceroy of Central Tibet by the Mongol court in 1249. Tibet was incorporated into the Mongol Empire, retaining nominal power over religious and regional political affairs, while the Mongols managed a structural and administrative rule over the region, reinforced by the rare military intervention. Tibetan Buddhism was adopted as the de facto state religion by the Mongol Yuan dynasty, founded by Kublai Khan, whose capital is Xanadu. With the decline of the Yuan dynansty and the loose administration of the following Ming dynasty, Central Tibet was ruled by successive local families from the 14th to the 17th century, Tibet would gain de facto a high autonomy after the 14th century. Jangchub Gyaltsän became the strongest political family in the mid 14th century. During this period the reformist scholar Je Tso
UC Berkeley College of Environmental Design
The College of Environmental Design known as the Berkeley CED, or CED, is one of 14 schools and colleges at the University of California, Berkeley. The school is located in Wurster Hall on the southeast corner of the main UC Berkeley campus, it is composed of three departments: Architecture City and Regional Planning Landscape Architecture and Environmental PlanningCED is ranked as one of the most prestigious design schools in the U. S. and the world. The Graduate Program in Architecture is ranked No. 4 in the world through QS World University Rankings subject rankings. The Architecture program has been recognized as the top public program by the journal'DesignIntelligence' and is ranked No. 6 in the United States. The Urban Planning program is ranked No. 2 by Planetizen. In 1894, Bernard Maybeck was appointed instructor in drawing at the Civil Engineering College of the University of California. A school of architecture did not yet exist; the School of Architecture at Berkeley was developed by John Galen Howard in 1903 followed by the School of Landscape Architecture, established by John Gregg, which began instruction in 1913 and City Planning in 1948.
In order to encourage an atmosphere of interdisciplinary study, the three schools, with the Department of Decorative Arts, were brought under one roof and the College of Environmental Design was founded in 1959 by, William Wurster, T. J Kent, Catherine Bauer, Vernon DeMars; the school was located in North Gate Hall. Wurster Hall, the building which houses the college opened in 1964 and was designed by Joseph Esherick, Vernon DeMars, Donald Olsen, members of the CED faculty. One of the CED's early innovations during the 1960s was the development of the "four-plus-two" course of study for architecture students, meaning a four-year non-professional Bachelor of Arts in Architecture degree followed by a two-year professional Master of Architecture degree; the 4+2 program was meant to address the shortfalls of the traditional 5-year professional Bachelor of Architecture program, which many architecture educators felt was too rushed and neglected the undergraduate's intellectual development in favor of a strong emphasis on practical design knowledge.
The 4+2 program allowed one to receive a broader education including exposure to the liberal arts as an undergraduate and thus a deeper and more thorough education in architectural design as a graduate student. CED was an early proponent of design for disability and green architecture, is home to the Center for the Built Environment. In 2009-2010, the College of Environmental Design marked its 50th anniversary with a year-long series of events that paid tribute to CED's history and legacy, engaged the college community in a lively discussion about its future. In March 2015, the college unveiled a 9' high 3D printed sculpture, entitled "Bloom", composed of an iron oxide-free Portland cement powder; this was the first printed structure of its type. Architecture Andrew Atwood Mark Anderson R. Gary Black Jean-Paul Bourdier Gail Brager Dana Buntrock Tom J. Buresh Luisa Caldas Chris Calott Greg Castillo Marco Cenzatti Raveevarn Choksombatchai Renee Chow Mary Comerio Margaret Crawford Roddy Creedon Greig Crysler René Davids Nicholas de Monchaux William di Napoli Darell Fields Danelle Guthrie M. Paz Gutierrez Lisa Iwamoto Ajay Manthripragada Rudabeh Pakravan Keith Plymale Ronald Rael Charles Salter Stefano Schiavon Simon Schleicher Andrew Shanken Kyle Steinfeld Neyran Turan Susan UbbelohdeCity and Regional Planning Charisma Acey Teresa Caldeira Karen Chapple Daniel Chatman Stephen Collier Jason Corburn Karen Frick Carol Galante Marta Gonzalez Carolina Reid Daniel Rodríguez Annalee Saxenian Paul Waddell Jennifer WolchLandscape Architecture and Environmental Planning Peter Bosselmann Anna Livia Brand Danika Cooper Iryna Dronova Kristina Hill Richard Hindle Walter Hood G. Kondolf Karl Kullmann Elizabeth Macdonald David Meyer Louise Mozingo John Radke Chip Sullivan Center for the Built Environment UrbanSim Official website
Dale Allender is an African-American educator. Allender is known for his work on Expanding the Canon, a television series on teaching multicultural literature produced in collaboration with Thirteen/WNET and AnnenbergCPB. Allender began his career as a high school English teacher, he earned his PhD at the University of Queensland and teaches coursework in multicultural literature, urban education, linguistics for educators, new literacies. In addition to teaching at UC Berkeley, Allender has taught and lectured at a number of other colleges and universities, including San Francisco State University, New York University, Stanford University, University of California, Los Angeles, Fordham University, Medgar Evers College; the Center for Civic Engagement is the umbrella office for all of the public purpose programs of Lick-Wilmerding High School. Allender was appointed Interim Executive Director in July 2010; the National Council of Teachers of English, a professional development organization for English Language Arts educators at all levels, is one of the oldest non-profit institutions in the United States.
While serving as Associate Executive Director of NCTE for five years Allender served as Interim Executive Director for the Council. In 2003 he launched NCTE West at the University of California Berkeley; as a high-school teacher, Allender taught English by incorporating issues of social justice taught to him by educators who were members of the Black Panther Party and The Young Lords (the Puerto Rican counterpart of the Black Panther Party. This precipitated death threats that garnered national attention because educators and the public wanted to know what he was teaching. After earning a reputation for being progressive and addressing contentious issues in education, Allender was hired by the National Council of Teachers of English. In 2004 Allender moderated a conversation between parents and teachers on the use of Mark Twain in the classroom in the Bloomington-Normal, Illinois school district; the dialogue included the Illinois State University English department, the Mayor's office, the NACCP, school superintendent's office.
Since NCTE is opposed to the censorship of literature, the teachers involved felt that Allender would support their stance on the use of Mark Twain in the classroom. But, at the same time, since Allender is African American parents felt that he would support the book's removal for its use of "the n-word". Allender was asked to help the parents and teachers work through the impasse by leading them through the process of doing an ethnographic study of their experiences. In 2006 NCTE West was the gathering place for the first 21st century Literacies Impact Conference sponsored by the Verizon Foundation, Apple Inc. and The Partnerships for 21st century Schools, E-Luminate Group. Allender's work with the Partnership for 21st century Skills on the English Language Arts Literacy Map was the inspiration for the conference which brought together the leading education content area groups: NCTE, NCTM, NCSS, NSTA. Working with students from Tamalpais High School in Mill Valley, Allender produced a video documenting this conference.
The Bay Area Teachers Center is a single-subject teacher credential program created as a partnership between San Francisco State University and Lick-Wilmerding High School. Allender was appointed Executive Director of BATC in 2007. Under Allender's leadership, BATC expanded partnerships with the Graduate School of Education at UC Berkeley and Teach Tomorrow Oakland, a project of the Mayor's office and the Oakland United School District. Allender revamped the BATC curriculum to incorporate online courses using NCTE "Pathways for 21st Century Literacy" and "Pathways for Adolescent Literacy" in the Instructional Technology and content area courses. Allender is a founding member of the Cable in the Classroom Educational Advisory Board and serves on several other boards for a variety of organizations including Media Rights, the Center for Black Literature at Medgar Evers College, Art21, Scenarios USA, he has acted in an advisory capacity with many other institutions including The Independent Film Channel/Film School project, the Anti Defamation League’s Echoes and Reflections, A World of Difference Online.
In addition, Allender served as lead advisor or advisory board member for seven Annenberg/CPB professional development television series for English language arts educators. Allender's awards include the Summer Institute for Echoes and Reflections Scholars in Jerusalem Fellowship. Allender received a National Endowment for the Humanities award for the study of American Indian literature. Allender was awarded an honorary chair at the D. C. area Writers Project 2005 Annual Forum. Allender's publications include From San Francisco to Senegal. Standing on
A public university is a university, publicly owned or receives significant public funds through a national or subnational government, as opposed to a private university. Whether a national university is considered public varies from one country to another depending on the specific education landscape. In Egypt, Al-Azhar University was founded in 970 AD as a madrassa, making it one of the oldest institutions of higher education in the world, formally becoming a university in 1961, it was followed by a lot of universities opened as public universities in the 20th century such as Cairo University, Alexandria University, Assiut University, Ain Shams University, Helwan University, Beni-Suef University, Benha University, Zagazig University, Suez Canal University, where tuition fees are subsidized by the government. In Kenya, the Ministry of Education controls all of the public universities. Students are enrolled after completing the 8-4-4 system of education and attaining a mark of C+ or above. Students who meet the criteria determined annually by the Kenya Universities and Colleges Central Placement Service receive government sponsorship, as part of their university or college fee is catered for by the government.
They are eligible for a low interest loan from the Higher Education Loan Board. They are expected to pay back the loan after completing higher education. In Nigeria public universities can be established by both the federal government and by state governments. Examples include the University of Lagos, Obafemi Awolowo University, University of Ibadan, University of Benin, University of Nigeria, Ahmadu Bello University, Abia State University, Abubakar Tafawa Balewa University, Gombe State University, Nnamdi Azikiwe University, Federal University of Technology Yola, University of Maiduguri, Usmanu Danfodiyo University, University of Jos, Ladoke Akintola University of Technology, University of Ilorin, Chukwuemeka Odumegwu Ojukwu University South Africa has 23 public tertiary educational institutions, either categorised as a traditional university or a comprehensive university. Prominent public South African universities include the University of Johannesburg, University of Cape Town, Nelson Mandela University, North-west University, University of KwaZulu-Natal, University of Pretoria, University of Stellenbosch, University of Witwatersrand, Rhodes University and the University of South Africa.
In Tunisia, the Ministry of Higher Education and Scientific Research controls all of the public universities. For some universities, the ministry of higher education coordinates with other ministries like: the Ministry of Public health or the Ministry of Information and Communication Technologies. Admission in a public university in Tunisia is assured after succeeding in the Tunisian Baccalaureate: Students are classified according to a Formula score based on their results in the Baccalaureate; the students make a wishlist with the universities they want to attend on a state website dedicated for orientation. Thus, the high-ranking-students get priority to choose. Examples of Tunisian public universities: Carthage University, Carthage Ez-Zitouna University, Tunis Manouba University, Manouba Tunis El Manar University, Tunis Tunis University, Tunis Université Tunis Carthage University of Gabès, Gabès University of Gafsa, Gafsa University of Jendouba, Jendouba University of Kairouan, Kairouan University of Monastir, Monastir University of Sfax, Sfax University of Sousse, Sousse There are 40 public universities in Bangladesh.
The universities do not deal directly with the government, but with the University Grants Commission, which in turn deals with the government. Many private universities are established under the Private University Act of 1992. All universities in Brunei are public universities; these are major universities in Brunei: University of Brunei Darussalam Brunei Technological University Sultan Sharif Ali Islamic University In mainland China, nearly all universities and research institutions are public and all important and significant centers for higher education in the country are publicly administered. The public universities are run by the provincial governments; some public universities are national. Private undergraduate colleges do exist, which are vocational colleges sponsored by private enterprises; the majority of such universities are not entitled to award bachelor's degrees. Public universities enjoy higher reputation domestically. Eight institutions are funded by the University Grants Committee.
The Academy for Performing Arts receives funding from the government. The Open University of Hong Kong is a public university, but it is self-financed; the Shue Yan University is the only private institution with the status of a university, but it receives some financial support from the government since it was granted university status. In India, most universities and nearly all research institutions are public. There are some private undergraduate colleges engineering schools, but a majority of these are affiliated to public universities; some of these private schools are partially aided by the national or state governments. India has an "open" public university, the Indira Gandhi National Open University, which offers distance education, in terms of the number of enrolled students is now the largest university in the world with over 4 million students. There are private educational institutes in Indonesia; the government (Ministry of Re
Egypt the Arab Republic of Egypt, is a country spanning the northeast corner of Africa and southwest corner of Asia by a land bridge formed by the Sinai Peninsula. Egypt is a Mediterranean country bordered by the Gaza Strip and Israel to the northeast, the Gulf of Aqaba and the Red Sea to the east, Sudan to the south, Libya to the west. Across the Gulf of Aqaba lies Jordan, across the Red Sea lies Saudi Arabia, across the Mediterranean lie Greece and Cyprus, although none share a land border with Egypt. Egypt has one of the longest histories of any country, tracing its heritage back to the 6th–4th millennia BCE. Considered a cradle of civilisation, Ancient Egypt saw some of the earliest developments of writing, urbanisation, organised religion and central government. Iconic monuments such as the Giza Necropolis and its Great Sphinx, as well the ruins of Memphis, Thebes and the Valley of the Kings, reflect this legacy and remain a significant focus of scientific and popular interest. Egypt's long and rich cultural heritage is an integral part of its national identity, which has endured, assimilated, various foreign influences, including Greek, Roman, Ottoman Turkish, Nubian.
Egypt was an early and important centre of Christianity, but was Islamised in the seventh century and remains a predominantly Muslim country, albeit with a significant Christian minority. From the 16th to the beginning of the 20th century, Egypt was ruled by foreign imperial powers: The Ottoman Empire and the British Empire. Modern Egypt dates back to 1922, when it gained nominal independence from the British Empire as a monarchy. However, British military occupation of Egypt continued, many Egyptians believed that the monarchy was an instrument of British colonialism. Following the 1952 revolution, Egypt expelled British soldiers and bureaucrats and ended British occupation, nationalized the British-held Suez Canal, exiled King Farouk and his family, declared itself a republic. In 1958 it merged with Syria to form the United Arab Republic, which dissolved in 1961. Throughout the second half of the 20th century, Egypt endured social and religious strife and political instability, fighting several armed conflicts with Israel in 1948, 1956, 1967 and 1973, occupying the Gaza Strip intermittently until 1967.
In 1978, Egypt signed the Camp David Accords withdrawing from the Gaza Strip and recognising Israel. The country continues to face challenges, from political unrest, including the recent 2011 revolution and its aftermath, to terrorism and economic underdevelopment. Egypt's current government is a presidential republic headed by President Abdel Fattah el-Sisi, described by a number of watchdogs as authoritarian. Islam is the official religion of Egypt and Arabic is its official language. With over 95 million inhabitants, Egypt is the most populous country in North Africa, the Middle East, the Arab world, the third-most populous in Africa, the fifteenth-most populous in the world; the great majority of its people live near the banks of the Nile River, an area of about 40,000 square kilometres, where the only arable land is found. The large regions of the Sahara desert, which constitute most of Egypt's territory, are sparsely inhabited. About half of Egypt's residents live in urban areas, with most spread across the densely populated centres of greater Cairo and other major cities in the Nile Delta.
The sovereign state of Egypt is a transcontinental country considered to be a regional power in North Africa, the Middle East and the Muslim world, a middle power worldwide. Egypt's economy is one of the largest and most diversified in the Middle East, is projected to become one of the largest in the world in the 21st century. In 2016, Egypt became Africa's second largest economy. Egypt is a founding member of the United Nations, Non-Aligned Movement, Arab League, African Union, Organisation of Islamic Cooperation. "Miṣr" is the Classical Quranic Arabic and modern official name of Egypt, while "Maṣr" is the local pronunciation in Egyptian Arabic. The name is of Semitic origin, directly cognate with other Semitic words for Egypt such as the Hebrew "מִצְרַיִם"; the oldest attestation of this name for Egypt is the Akkadian "mi-iṣ-ru" related to miṣru/miṣirru/miṣaru, meaning "border" or "frontier". There is evidence of rock carvings in desert oases. In the 10th millennium BCE, a culture of hunter-gatherers and fishers was replaced by a grain-grinding culture.
Climate changes or overgrazing around 8000 BCE began to desiccate the pastoral lands of Egypt, forming the Sahara. Early tribal peoples migrated to the Nile River where they developed a settled agricultural economy and more centralised society. By about 6000 BCE, a Neolithic culture rooted in the Nile Valley. During the Neolithic era, several predynastic cultures developed independently in Upper and Lower Egypt; the Badarian culture and the successor Naqada series are regarded as precursors to dynastic Egypt. The earliest known Lower Egyptian site, predates the Badarian by about seven hundred years. Contemporaneous Lower Egyptian communities coexisted with their southern counterparts for more than two thousand years, remaining culturally distinct, but maintaining frequent contact through trade; the earliest known evidence of Egyptian hieroglyphic inscriptions appeared during the predynastic period on Naqada III pottery vessels, dated to about 3200 BCE. A unified kingdom was founded c. 3150 BCE
Teachers College, Columbia University
Teachers College, Columbia University is a graduate school of education and psychology in New York City. Founded in 1887, it has served as the Faculty and Department of Education of Columbia University since its affiliation in 1898. Teachers College is the largest graduate school of education in the United States. For 2020, U. S. News & World Report ranked Teachers College #7 among all graduate schools of education in the United States. In 2008, 2002, 1998, 1997, 1996 Teachers College was ranked #1 by the publication. Teachers College alumni and faculty have held prominent positions in academia, music, non-profit and social science research. In general, Teachers College has over 90,000 alumni in more than 30 countries. Notable alumni and former faculty include John Dewey, Carl Rogers, Margaret Mead, Georgia O'Keeffe, Edward Thorndike, Maxine Greene, William Heard Kilpatrick, Donna Shalala, William Schuman, Lee Huan, Shirley Chisholm, Mary Adelaide Nutting, Zhang Boling, Hamden L. Forkner, E. Gordon Gee, Chester Earl Merrow.
In the 1880s, the Kitchen Education Association was founded by philanthropist Grace Hoadley Dodge, the daughter of a wealthy businessman William Dodge. The association's focus was to replace miniature kitchen utensils for other toys that were age appropriate for kindergarten-aged girls. In 1884, the KEA was rebranded to the Industrial Education Association, in the spirit of widening its mission to boys and parents as well. In 1887 William Vanderbilt Jr. offered a substantial financial sum and with the support of Dodge appointed, future longest-serving president of Columbia University and Nobel Peace Prize recipient, Nicholas Murray Butler as new president of the IEA. The IEA decided to provide schooling for the teachers of the poor children of New York City. Thus, in 1887-88, it employed six instructors and enrolled thirty-six juniors in its inaugural class as well as eighty-six special students. In order to reflect the broadening mission of education beyond the original philanthropic intent set forth by Dodge, the IEA changed its name to the New York School for the Training of Teachers.
In 1892, the school's name was again changed to Teachers College. The curriculum combined a humanitarian concern to help others with a scientific approach to human development. Beginning as a school to prepare teachers for the children of the poor, the College affiliated with Columbia University in 1898 as the University's Graduate School of Education; the founders early recognized that professional teachers need reliable knowledge about the conditions under which children learn most effectively. As a result, the College's program from the start included such fundamental subjects as educational psychology and educational sociology; the founders insisted that education must be combined with clear ideas about ethics and the nature of a good society. As the number of school children increased during the twentieth century, the problems of managing the schools became more complex; the college took on the challenge and instituted programs of study in areas of administration and politics. Other programs developed in such emerging fields as clinical and counseling psychology, organizational psychology, developmental psychology, cognitive psychology, curriculum development, instructional technology, media studies and school health care.
Teachers College was associated with philosopher and public intellectual John Dewey, who served as president of the American Psychological Association and the American Philosophical Association, was a professor at the facility from 1904 until his retirement in 1930. The school offers Master of Arts, Master of Education, Master of Science, Doctor of Education, Doctor of Philosophy degrees in over sixty programs of study. Despite the College's name, less than one-third of students are preparing to become teachers. Graduates go on to pursue careers in psychology and behavioral sciences and health promotion, educational policy, technology and comparative education, as well as educational leadership. According to former president Susan Fuhrman, Teachers College, Columbia University provides solutions to the difficult problems of urban education, reaffirming its original mission in providing a new kind of education for those left most in need by society or circumstance; the college continues its collaborative research with urban and suburban school systems that strengthen teaching in such fundamental areas as reading, science and the arts.
Teachers College houses a wide range of applied psychology degrees, including one of the nation's leading programs in Organizational Psychology. Every year 24 Captains from the United States Military Academy at West Point are selected for the Eisenhower Leader Development Program and complete the Organizational Psychology M. A. Program to become Tactical Officers at West Point. To date, Columbia is the only school in the Ivy League to offe