Purpose
The purposes of this policy are to promote and improve the effectiveness of Teachers College computing and communications resources and to support the College community’s norms of scholarly discourse, academic integrity, and fairness. As an academic community, the College places a special value on free expression of ideas. However, unlawful or inappropriate use of these information technologies (IT) resources can infringe upon the rights of others. Accordingly, all members of the College community are expected to use these resources responsibly. Prevention of abuse of the College’s IT resources is important to:
Scope
This policy applies to all students, staff, faculty members, officers, employees, and affiliates of Teachers College, Columbia University, including extended learning sites, guests, tenants, visitors, contractors, consultants, vendors, individuals authorized by affiliated institutions and organizations, and all others granted use of and/or access to Teachers College, Columbia University technology resources and data.
Policy
The information technology resources of the College are part of the Columbia University network; all College users must be familiar with and adhere to the University IT policies found at www.columbia.edu/cu/policy and particularly the Acceptable Use of IT Resources Policy, policylibrary.columbia.edu/acceptable-use-it-resources-network-and-computing-policy.
Use of College information technology resources must also conform with College policies, regardless of whether they make explicit reference to electronic or other media. Relevant policies, including those related to professional conduct and protection from harassment, are available in the College’s Policy Library, tc.columbia.edu/policylibrary/.
Students, faculty, staff and others using College and University electronic resources and services assume personal responsibility for their appropriate use and agree to comply with all relevant policies, as well as applicable laws. College IT resources may not be used for any purpose that violates College or University policies or for any illegal or criminal purposes, including violation of copyright law. Copying, storing, displaying, or distributing copyrighted material using College or University computers or networks without the express permission of the copyright owner, except as otherwise allowed under the copyright law, is prohibited. Under the Digital Millennium Copyright Act of 1998, repeat copyright infringements by a user of the College’s IT resources can result in termination of the user’s access to those resources.
It is illegal and a violation of College and University policies to attempt to gain access to or use another person’s ID, password, or account, or to send an email impersonating another individual, regardless of where the email originates. Sharing of passwords is prohibited and each user is responsible for the proper use of his or her account and any activity conducted with it.
Communication at the College, whether spoken, written, or electronic, should be conducted courteously, and with respect for other people’s ideas, privacy, intellectual property, and right to be free from intimidation, harassment, and unwarranted annoyance, including, but not limited to, obscene and other unwelcome messages and postings.
All email and postings should have the name of a person from or for whom it is sent, even if replies are not permitted. Broadcast messages to large lists should have an educational or work-related significance to many members of the group.
Messages or files that interfere with or impair the computers or activities of other people, including but not limited to viruses, worms and Trojan horses, are forbidden. They violate College and University policies and applicable law.
Failure to abide by these policies will have consequences that may range from warnings to suspension of email and other computing privileges to dismissal or termination of employment. Conduct that violates College and University policies may also violate federal, state, or local law and subject individuals to civil or criminal liability. Violations of Teachers College IT policies, including copyright policies, are also violations of the Student Conduct Code. Individuals who believe that there has been a violation may contact The Office of the CIO or the Vice Provost for Student Affairs.
Responsible Office: Teachers College Information Technology
Effective Date: October 1, 2020
Last Updated: July 13, 2020
Access to Services
During the academic year, many of the services provided by the College are only available to credit students who are registered during the given semester. This includes, but is not limited to, library privileges and email accounts. Degree students who are not taking courses in the fall or spring semester may register for IND 4000, Master’s Candidate or IND 6000, Doctoral Candidate in order to maintain registration. The fee for either IND 4000 or IND 6000 is the current college fee. Registration in IND 4000 is limited to four semesters total, and registration in IND 6000 is limited to six semesters total. During the summer term, email accounts and library access will be granted for students who were registered during the preceding spring term. Access to other services during the summer may vary. Individuals should check with the department providing the service.
Effective Date: September 2017
Last Updated: September 2017
Accreditaion
Licensure/Certification of Programs
The following is a link to the College's public disclosure indicating whether the College's programs meet state licensure/certification requirements: https://www.tc.columbia.edu/office-of-teacher-education/certification-disclosure/
All Teachers College programs are registered with the New York State Education Department.
Teachers College is accredited by the Middle States Commission on Higher Education.
Teacher preparation, school leadership, and school counseling programs are accredited with the Association for Advancing Quality in Educator Preparation.
A number of academic programs are accredited by specialized accrediting bodies, including:
Contact information for each of the accrediting agencies listed above is available at the Office of Accreditation and Assessment: https://www.tc.columbia.edu/oaa/accreditation/specialty-professional-associations/
Responsible Office: Office of the Provost
Effective Date: May 2021
Last Updated: July 2023
Students are expected to attend all classes for which they are registered and are responsible for absences resulting from late enrollment. Attendance in online courses is defined as regular and substantive participation in the learning activities prescribed by the course instructor. For courses that have face-to-face meetings and online components, both attendance at face-to-face meetings and regular and substantive participation in the online learning activities prescribed by the course instructor are required. Students who never attend a course for which they are registered will receive a grade of WN for that course, assigned by their instructor by the end of the change-of-program period. The WN grade is non-punitive but will remain on a student's transcript. A course with this grade assigned will not count towards a student's time status of Financial Aid Cost of Attendance.
Updated: September 2021
Teachers College students currently enrolled for 15 or more points may audit one or two Teachers College courses during the term. Also, fully certified doctoral candidates may audit Teachers College courses which enhance their professional interests.
Applications for auditing privileges are obtainable from the Office of the Registrar during the change-of-program period. Students must secure the written approval of the course instructor and return the approval form to the Office of the Registrar during the change-of-program period.
Audited courses will not appear on the transcript or fulfill any academic requirement and may not later be applied for credit. Courses with limited enrollment, laboratory courses, seminars, continuing professional studies courses, and non-credit courses are not open to auditors.
Updated: September 2017
College Communication
Owner: Associate Vice President and Chief Student Affairs Officer
Official policy regarding College Communication.
Owner: Associate Vice President and Chief Student Affairs Officer
Official policy regarding College Communication.
Teachers College, recognizing the increasing need for electronic communication with students, has established email as an official means of communication with students. In order to ensure effective communication with students, students are required to activate and use the email address provided by the College.
Teachers College expects that every student will receive email at his or her Teachers College email address and will read email on a frequent and consistent basis. A student’s failure to receive Teachers College and read College communications in a timely manner does not absolve that student from knowing and complying with the content of such communications. Students may elect to redirect (auto-forward) email sent to their Teachers College email address. Students who (auto-forward) redirect email from their official College email address to another address do so at their own risk. If email is lost as a result of forwarding, it does not absolve the student from the responsibilities associated with communications sent to their official University email address. All use of email will be consistent with other Teachers College and Columbia University policies including the Acceptable Use Policy at https://my.tc.columbia.edu.
While most of College communications is handled through the official College email, on occasion the College will need to contact students using postal services. In addition, to be in compliance with various state and federal regulations, the College must have accurate information on the permanent residence and current location of all students. It is the responsibility of students to verify and update their addresses, as necessary, each semester. Students may view and update their addresses through myTC under the TC Services tab – Update Addresses and Phones. Teachers College defines the location and residence of the student as the campus address, if applicable, or the mailing address that is active on the Student Information System. If a student does not have an active campus or mailing address, the permanent address will be considered the official location and residence of a student.
Information concerning emergencies or school closing is published in several ways:
In addition to the communication methods above, emergency notifications are made through public address systems in most campus buildings and through TCAlert. All members of the TC community are strongly encouraged to sign up for TCAlert via the portal at my.tc.edu to receive text or voice messages on their cellphones. Use of this system is limited to urgent messages. The College does not charge for it, although some wireless phone carriers may charge a fee for receiving SMS text messages.
Responsible Office: Associate Vice President & Chief Student Affairs Officer
Last Update: November 30, 2023
Beginning in the Fall 2018 term, all students who enroll in a degree program must register for courses beginning with their initial term of entry and continuing each fall/spring term until their degree requirements have been met. To meet the continuous enrollment requirement students must:
Summer registration is not required unless it is part of the program’s curriculum. Students who are in summer-only programs are not required to maintain continuous enrollment in fall and spring terms, but they must maintain summer enrollment each term.
Students must maintain an active enrollment status by selecting from option A, B, C, or D as outlined above. Students who are unable to register in a fall or spring term must inform the College of their enrollment plan by the end of the term drop/add period or else they will be placed on an administrative leave of absence. After being placed on administrative leave, students who do not communicate with the Office of the Registrar by the end of the term will be withdrawn from the College and will need to reapply for admission if they wish to resume their studies. Students who communicate with the Office of the Registrar before the end of the term may be eligible to request a change from administrative leave to personal leave, when applicable.
Students are permitted a total of two (2) terms of personal leave while matriculated at Teachers College. An administrative leave will not convert to a personal leave if the student has already reached the personal leave limit of two (2) terms.
Students should refer to the leave of absence policy for detailed information about the following areas while on leave: academic policies, financial aid, housing, health insurance, and re-enrollment.
This continuous enrollment policy does not apply to students who have been suspended under the Student Conduct Code during the term of their suspension.
Original Effective Date: February 21, 2018
Modified December 18, 2020
Some credit-bearing courses are offered also on a noncredit basis, as indicated in the course description.
Students registering for noncredit offerings do not earn academic credit.
A student who registers for a course on a noncredit basis may not change enrollment to credit once the course begins. A student who registers for a course for credit may not change enrollment to noncredit once the course begins.
No Teachers College fee is charged if the noncredit course registration is the only course registration for the term; however, any laboratory fees or special fees for the course are additional.
Fees for noncredit offerings such as non-credit courses, workshops, institutes, and conferences vary. See the official announcement for these offerings for the tuition and fees charges.
Teachers College reserves the right to cancel or modify the courses listed in this catalog and other official publications and to change the instructors.
Effective Date: March 16, 2016
Last Updated: March 16, 2016
A "point" (equivalent to a semester hour) is the College's unit of credit. The New York State Education Department1 and the U.S. Department of Education2 regulate the mininum standards for a credit hour. To meet these regulations, the following standards apply to all Teachers College credit courses. These are minimum requirements; individual courses may have greater requirements as determined by the course instructor. Time spent out-of-class represent averages, and some students might find it necessary to devote more time than these stated expectations. For this policy, a contact hour is defined as 50 minutes.
Lecture, Seminar and Other Courses that Meet In-Person
1. A one-point course meets for 15 contact hours plus a minimum of 30 hours in student preparation and out-of-class assignments.
2. A two-point course meets for 30 contact hours plus a minimum of 60 hours of student preparation and out-of-class assignments.
3. A three-point course normally meets for 30 contact hours plus a minimum of 60 hours of student preparation and out-of-class assignments and an additional 45 hours spent on a supervised out-of-class project.
4. For classes of more credit hours, the class contact hours and student preparation and out-of-class assignments are increased proportionately. A minimum of 45 hours for each additional point of credit is required in additional meeting times and/or other academic activities.
5. For a course with a variable point option, the course syllabus must clearly differentiate the additional out-of-class work required for the additional point(s) of credit. Each additional point must involve a minimum of 45 additional hours of out-of-class work and may take the form of additional reading, preparing a term paper, engaging in a project related to the course or out-of-class group activities.
Fieldwork, Laboratory, Internship, Externship, Practicum, and Student Teaching Courses
1. Hours for field-based courses must follow the same time standards as defined for in-person courses. For each credit point, a student must complete a minimum of 45 hours including actual time spent in the field experience, class meetings, and student preparation and out-of-class assignments.
2. Hours listed for Certificates of Equivalency must be over and above the minimum number of hours required for the point value of the student's course registration.
Independent Study Courses
1. Independent study is a self-directed course of study under the guidance of an instructor.
2. Academic credit awarded for independent study must be comparable in level, scope, academic rigor and student study as for the lecture courses.
3. 45 hours of supervised independent research work for each credit earned.
Distance Learning Courses
1. A distance learning course is defined as a course offered in a completely online environment with the possibility of in-person activities (e.g., examinations or group meetings).
2. Distance learning courses may be synchronous or asynchronous. A synchronous course is when students are expected to participate at designated time (e.g., for weekly online lecture or seminar sessions). Asynchronous courses may be completed at any time within the study period in a timeframe established by the course instructor.
3. Distance learning courses must be comparable in level, scope, academic rigor and student study as for lecture courses.
4. Distance learning courses must have student-instructor interaction and be instructor-supervised.
5. The same credit hour requirements are required for distance learning courses. Meeting time is satisfied through several means which can include but is not limited to regular instruction or interaction with the course instructor; academic engagement through interactive tutorials and training; group discussions moderated by the course instructor; virtual study/group projects; engagement with class peers; and other activities graded and reviewed by the course instructor.
6. The course instructor must document on the course syllabus the expectations for completing the minimum credit hour requirements for the credit awarded.
Hybrid Courses
1. A hybrid course is a course offered in a combination of environments (online, on-campus) and/or via different delivery modes (e.g., synchronous, asynchronous).
2. Course must be comparable in level, scope, academic rigor and student study as for lecture courses.
3. The same credi hour requirements are required and may be achieved through meeting in-person or online following the standards established for distance learning courses.
4. The course instructor must document on the course syllabus the expectations for completing the minimum credit hour requirements for the credit awarded.
Blended Courses
1. A blended course is a course in which the instruction is about evenly split between online and on-campus.
2. Course must be comparable in level, scope, academic rigor and student study as for lecture courses.
3. The same credit hour requirements are required and may be achieved through meeting in-person or online following the standards established for distance learning courses.
4. The course instructor must document on the course syllabus the expectations for completing the mininum credit hour requirements for the credit awarded.
Short Courses
For a course lasting one or two weeks, credit value may not exceed the number of weeks of the course.
1. For a course of three weeks but less than six weeks, the credit value may not exceed the number of weeks of the course plus one.
2. The same credit hour requirements must be met as outlined in the preceding sections. There must be sufficient time within the timeframe of the courses offering to satisfy the credit hour requirements.
[1] NYSED: “Semester hour means a credit, point or other unit granted for the satisfactory completion of course which requires at least 15 hours (of 50 minutes each) of instruction and at least 30 hours of supplementary assignments. This basic measure shall be adjusted proportionately to translate the value of other academic calendars and formats of study in relation to the credit granted for study during the two semesters that comprise an academic year.”
[2] Title IV: ”one hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class work each work for approximately 15 weeks for one semester hour of credit, or at least an equivalent amount of work as required in this definition for other academic activities as established by the institution including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.”
Approved by FEC-APS, March 23, 2016
Effective Date: March 2016
Last Updated: March 2016
Course instructors are responsible for setting the requirements for courses and evaluating students' work. The grading symbols approved by the Faculty, appear below:
A+ Rare performance. Reserved for highly exceptional, rare achievement.
A Excellent. Outstanding achievement.
A- Excellent work but not quite outstanding.
B+ Very good. Solid achievement expected of most graduate students.
B Good. Acceptable achievement.
B- Acceptable achievement but below what is generally expected of graduate students.
C+ Fair achievement, above minimally acceptable level.
C Fair achievement but only minimally acceptable.
C- Very low performance. The records of students receiving such grades are subject to review. This review may result in the denial of permission to register for further study at Teachers College. No more than 3 points of C- may be credited toward any degree, certificate or diploma. Students completing requirements for more than one degree or diploma may count 3 points of C- toward only one such award. Students who accumulate 8 points or more with grades of C- or lower may not continue study at the College and will not receive a degree or diploma.
F Failure. The records of students receiving such grades are subject to review. This review may result in the denial of permission to register for further study at Teachers College. Students who accumulate 8 points or more with grades of C- or lower may not continue study at the College and will not receive a degree or diploma. Students usually may not repeat a failed course unless it is required. When the course is required, the students may re-register and obtain a satisfactory grade. The previous F grade remains on the transcript.
P Passed. The “P” grade indicates passing performance in certain courses that only provide for dichotomous evaluation. Alternatively, by arrangement with the instructor as outlined in the Grading Options section below, students can request pass/fail grading in courses that normally lead to letter grades. Once an instructor submits a final pass/fail grade for a course, the transcripts of students in that course will not carry any other type of grade. The College does not issue supplementary statements on student performance in the course.
DP Doctoral pass credit. The grade of DP may be assigned only to certified doctoral candidates who have successfully completed all requirements prescribed by the instructor. Students may receive DP credit only for courses taken in the semesters after they are certified. DP credit may not apply toward M.A. or M.S. degree requirements. A maximum of 6 points of DP credit may apply toward Ed.M. degree requirements. See section below on Grading Options for further information.
WD Withdrawn. The WD grade indicates course withdrawal after the close of the change-of-program period during the term.
WU Unofficially withdrawn -- failure. The WU grade indicates that a student attended a course at least once but stopped attending that course without officially withdrawing.
WN Never attended. A non-punitive grade assigned by faculty at the end of the change-of-program period to indicate non-attendance. This will be equivalent to a course dropped during the change-of-program period for the purposes of Financial Aid Cost of Attendance and student time status. This course and grade will remain on a student’s transcript.
YC Year Course. The symbol “YC’’ is assigned for the first half of a year course (courses that appear with a “z’’ suffix on the transcript). At the end of the second half of the course, the final grade, denoting the instructor’s evaluation, will appear on the transcript.
R Attendance Credit. R grades indicate that students attended a course. Instructors who agree to grant R credit may stipulate requirements in addition to regular attendance. Courses taken through the Interuniversity Doctoral Consortium may not be taken for an R grade. No R credit may apply toward M.A. or M.S. degrees. A maximum of 6 R credits may apply toward Ed.M. programs but not to satisfy the three-course out-of-program requirement. Finally, a maximum of 9 R credits may apply toward doctoral programs but not toward minimum distribution requirements. See section below on Grading Options for further information.
T Transfer credit awarded. The T grade is applied to transfer courses that meet minimum eligibility requirements for transfer work and that a faculty advisor has approved for credit.
The above grades are final and may not be changed.
IN Incomplete. The grade of Incomplete is to be assigned only when the course attendance requirement has been met but, for reasons satisfactory to the instructor, the granting of a final grade has been postponed because certain course assignments are outstanding. If the outstanding assignments are completed within one calendar year from the date of the close of term in which the grade of Incomplete was received and a final grade submitted, the final grade will be recorded on the permanent transcript, replacing the grade of Incomplete, with a transcript notation indicating the date that the grade of Incomplete was replaced by a final grade. If the outstanding work is not completed within one calendar year from the date of the close of term in which the grade of Incomplete was received, the grade will convert to a grade of F on the transcript. As with any grades earned by a student, these become a part of the student's record and are evaluated for the purposes of determining potential academic probation and/or dismissal. In such instances, if the course is a required course or part of an approved program of study, students will be required to re-enroll in the course including payment of all tuition and fee charges for the new registration and satisfactorily complete all course requirements. If the required course is not offered in subsequent terms, the student should speak with the faculty advisor or program coordinator about their options for fulfilling the degree requirement. Doctoral students with six or more credits with grades of Incomplete included on their program of study (currently the Program Plan) will not be allowed to sit for the certification exam.
Grading Options
Teachers College categorizes grade options as evaluative (letter-graded on an A+ through F scale), pass/fail (P/F), doctoral pass (DP), or attendance (R). Within the academic term of the course, students may request grade options that differ from the standard grade options that their course instructors use, but instructors have discretion to approve or deny such requests. Students may obtain applications for alternative grading options from the Office of the Registrar. Once an alternative grade application has received approval from the course instructor and Registrar, students may not request a subsequent change of grade option. Deadlines and specific procedures for completing the applications appear below:
Pass/Fail and Evaluative Letter Grades
Students in courses that normally award pass/fail grades may request letter grades, and students in letter-graded courses may request a pass/fail option. If the instructor approves the request, the student must submit the completed application for alternative grading to the Registrar before the third class session.
Doctoral Pass
Certified doctoral candidates may request a doctoral pass (DP) grade option. If the instructor approves the request, the candidate must submit the completed application to the Registrar before two-thirds of the class sessions have met.
Attendance Credit
Students desiring attendance (R) credit must request the R option from the course instructor. If the instructor approves the request, the student must submit the completed application to the Registrar before two-thirds of the class sessions have met. Mathematics majors in the Department of Mathematics, Science and Technology must have their applications cosigned by the program coordinator.
Changes in Grades
All grades other than Incomplete are final once submitted to the Office of the Registrar. Once final grades have been given, instructors may not change them unless errors occurred in the original transmission of grades. A student who believes that an instructor has made a grading error should follow the procedures outlined in the Grade Correction policy: http://www.tc.columbia.edu/policylibrary/Grade Correction
Courses at Schools Other than Teachers College
Different schools and affiliates of Columbia University, as well as members of the Inter-University Doctoral Consortium, may have different policies, procedures, and deadlines on course grading and incomplete grades. Teachers College students who cross-register at other schools should note that their course work at the host school may be subject to the policies and procedures of that school and not those of Teachers College. Grades of "D" earned at these other institutions will not count toward a Teachers College degree or certificate.
Last updated: September 2021
Students in degree programs may petition the Registrar to have an advanced undergraduate course offered at Columbia University counted as graduate credit toward the degree. To be considered for graduate credit, the courses must be beyond the general introductory level, relevant to the student’s specialty, and must not be available on the graduate level within the University. In addition, a student must obtain a written statement from the instructor of the course clarifying the additional work required in order to differentiate between undergraduate and graduate participation in the course. For basic language courses, courses must be beyond the first two years. No more than 6 points in advanced undergraduate courses may be approved for graduate credit. The advisor’s written recommendation is also required and final approval is granted by the Registrar. Petition forms may be obtained in the Office of the Registrar. Tuition charges for undergraduate courses that the Registrar approves for graduate credit or undergraduate language courses taken to fulfill the language requirement for the Ph.D. may be used to calculate students' federal financial aid awards. Undergraduate courses that fall outside of these parameters will not be factored into federal aid awards.
Updated: September 2017
Curriculum and Teaching: Elementary Education-Professional Certification |
0802 | M.A. |
Curriculum and Teaching: Secondary Education-Professional Certification |
0803 | M.A. |
Elementary Inclusive Education-Initial Certification |
0802 | M.A. |
Elementary Inclusive Education- Initial Certification With Gifted Extension |
0802 | Ed.D./ M.B.A. |
Higher and Postsecondary Education |
0805 | M.A., Ed.M., Ed.D. |
Adult Education Guided Intensive Study (AEGIS) |
0807 | Ed.D. |
Adult Learning and Leadership | 0807 | M.A., Ed.M., Ed.D. |
†*Applied Behavior Analysis | 0808 | Ph.D., Ed.D. |
Applied Behavior Analysis-Initial Dual Certification | 0808 | M.A. |
*Deaf and Hard of Hearing | 0808 | Ed.D. |
Early Childhood Education: Special Education-Initial Certification |
0808 | M.A |
Early Childhood Education: Special Education-Initial Dual Certification |
0808 | M.A |
Guidance and Rehabilitation |
0808 | M.A. |
Elementary Inclusive Education-Initial Dual Certification |
0808 | M.A. |
†*Intellectual Disability/Autism | 0808 | Ed.D., Ph.D. |
Intellectual Disability/Autism-Initial Dual Certification | 0808 | M.A. |
Intellectual Disability/Autism: Early Childhood- Dual Certification |
0808 | Ed.M. |
Intellectual Disability/Autism:Childhood/Elementary- Dual Certification |
0808 | Ed.M. |
Instructional Practice in Special Education | 0808 | Ed.M. |
†*Physical Disabilities Secondary Inclusive Education |
0808 0808 |
Ed.D., Ph.D. M.A. |
Severe and Multiple Disabilities: Annotation Special Inclusive Elementary Education |
0808 0808 |
M.A. M.A. |
Gifted Education |
0811 | M.A. |
Gifted Education- Initial Certification | 0811 | M.A. |
Deaf and Hard of Hearing |
0812 | M.A. |
Deaf and Hard of Hearing- Initial Certification | 0812 | M.A. |
Deaf and Hearing Impaired: Adolescence Education-Dual Certification |
0812 | Ed.M. |
Deaf and Hearing Impaired: Early Childhood Education-Initial Dual Certification |
0812 | Ed.M. |
Deaf and Hearing Impaired: Elementary Education-Initial Dual Certification |
0812 | Ed.M. |
Deaf Education: Reading Specialist- Initial Dual Certification | 0812 | Ed.M. |
Communication Sciences and Disorders-Initial Certification |
0815 | M.S. |
Communication Sciences and Disorders-Professional Certification |
0815 | M.S. |
Communication Sciences and Disorders: Bilingual Option-Initial Certification |
0815 | M.S. |
Speech and Language Pathology-Bilingual Extension Institute |
0815 | Adv. Cert. |
History and Education | 0821 | M.A., Ed.M., Ed.D.,Ph.D. |
Philosophy and Education | 0821 | M.A., Ed.M., Ed.D.,Ph.D. |
Applied Educational Psychology: Cognitive, Behavioral, and Developmental Analysis |
0822 | Ed.M. |
Cognitive Studies in Education | 0822 | M.A., Ed.M., Ed.D. |
Psychology in Education | 0822 | M.A |
Early Childhood Education | 0823 | M.A., Ed.M, Ed.D. |
Early Childhood Education- Initial Certification |
0823 | M.A. |
Early Childhood Education- Special Education | 0823 | Ed.M |
Applied Statistics | 0824 | M.S. |
School Counselor | 0826.01 | Ed.M |
Applied Developmental and Learning Psychology- School Psychology |
0826.02 | Ed.M. |
Applied Educational Psychology- School Psychology | 0826.02 | Ph.D. |
Education Policy | 0827 | M.A., Ed.M., Ph.D. |
Educational Leadership | 0827 | PH.D. |
Educational Leadership Studies | 0827 |
M.A., Ed.M., Ed.D. |
Urban Education Leaders Program |
0827 | Ed.D. |
Leadership, Policy and Politics | 0827 | Ed.D. |
††Education Leadership Management (M.B.A. through Columbia University Graduate School of Business) |
0827 | Ed.D. |
Private School Leadership | 0827 | M.A., Ed.M |
††Private School Leadership (M.B.A. through Columbia University Graduate School of Business) | 0827 | M.A. |
Public School Building Leadership | 0828 | M.A., Ed.M. |
Curriculum and Teaching | 0829 | M.A., Ed.M., Ed.D. |
Designing Interactive Multimedia Instruction |
0829 | Adv. Cert. |
Literacy Specialist- Initial Certification | 0830 | M.A. |
Reading Specialist- Initial Certification | 0830 | M.A. |
Art and Art Education |
0831 | M.A., Ed.M., Ed.D., Ed.D.C.T. |
Art and Art Education- Initial Certification | 0831 | M.A. |
Creative Technologies |
0831 0831 |
M.A. Adv. Cert. |
Music and Music Education | 0832 | M.A., Ed.M., Ed.D., Ed.D.C.T. |
Music and Music Education- Initial Certification | 0832 | M.A. |
Music and Music Education- Professional Certification | 0832 | M.A. |
Mathematics Education | 0833 | M.A., M.S., Ed.M., Ed.D., Ed.D.C.T., Ph.D. |
Science Education | 0834 | Ed.D., Ph.D. |
Science and Dental Education | 0834 | M.A. |
Supervisor/Teacher of Science Education | 0834 | M.A. |
Teacher Education in Science | 0834 | M.S., Ed.M. |
Applied Physiology | 0835 |
M.A., Ed.M., Ed.D. |
Kinesiology | 0835 | Ph.D. |
Motor Learning | 0835 | M.A., Ed.M., Ed.D. |
Movement Sciences and Education | 0835 | Ed.D |
Physical Education | 0835 | M.A. |
Physical Education- Initial Certification | 0835 | M.A. |
Physical Education- Professional Certification | 0835 | M.A. |
Physical Education, Curriculum and Teaching in | 0835 | M.A., Ed.M., Ed.D. |
Nutrition and Exercise Physiology | 0837 | M.S. |
Community Health Education | 0837 | M.S. |
Diabetes Education and Management Advanced Diabetes Topics |
0837 0837 |
M.S. Adv. Cert. |
Health Education | 0837 | M.A., Ed.D |
Bilingual/Bicultural Education | 0899 | M.A. |
Bilingual/Bicultural Education Extension |
0899 | Adv. Cert. |
Communication and Educatin Comparative and International Education |
0899 0899 |
Ed.D. M.A., Ed.M., Ed.D., Ph.D. |
Instructional Technology and Media | 0899 | M.A., Ed.M., Ed.D. |
International Educational Development Learning Analytics |
0899 0899 |
M.A., Ed.M., Ed.D. M.S. |
Neuroscience and Education | 0899 | M.S. |
Teaching and Learning with Technology | 0899 | Adv. Cert. |
Technology Specialist: K-12- Initial Certification Technology Specialist for Teachers - Initial Certification |
0899.03 0899.03 |
M.A. M.A. |
Bilingual/Bicultural Education- Transitional B | 0899.50 | M.A. |
Biology 7-12- Transitional B | 0899.50 | M.A. |
Chemistry 7-12- Transitional B | 0899.50 | M.A. |
Early Childhood Education: Special Education-Dual Certification- Transitional B |
0899.50 | M.A. |
Earth Science 7-12- Transitional B | 0899.50 | M.A. |
English, Teaching of- Transitional B Intellectual Disabilities/Autism-Childhood - Transitional B Intellectual Disabilities/Autism-Generalist 5-9 - Transitional B |
0899.50 0899.50 0899.50 |
M.A. M.A. M.A. |
Mathematics Education- Transitional B | 0899.50 | M.A. |
Physics 7-12- Transitional B | 0899.50 | M.A. |
TESOL- Transitional B | 0899.50 | M.A. |
Art and Art Education-Professional Certification Arts Administration |
1002 1099 |
M.A. M.A. |
Nurse Executive Role (Accelerated Program) | 1203.10 | M.A. |
Nurse Executive Role (Accelerated Program) | 1203.10 | Ed.D. |
Nursing Education: Professorial Role (Accelerated Program) Nursing Educaiton (Distance Learning) |
1203.10 1203.10 |
M.A. Ed.D., Adv. Cert.
|
Communication Sciences and Disorders | 1220 | M.S., Ed.M., Ed.D., Ph.D. |
Community Nutrition Education | 1306 | Ed.M. |
Nutrition and Public Health | 1306 | M.S., Ed.D |
Nutrition Education | 1306 | M.S., Ed.D |
English, Teaching of | 1501 | M.A., Ed.M., Ed.D.C.T., Ed.D. |
English Education | 1501 | Ph.D. |
English, Teaching of- Initial Certification | 1501.01 | M.A. |
English, Teaching of- Professional Certification | 1501.01 | M.A. |
Applied Linguistics |
1505 |
M.A., Ed.M., Ed.D. |
Communication and Education |
1506 |
M.A., Ed.M. |
TESOL (Teaching of English to Speakers of Other Languages) |
1508 | M.A., Ed.M., Ed.D. |
TESOL- Initial Certification | 1508 | M.A. |
Mathematics Education- Initial Certification | 1701.01 | M.A. |
Mathematics Education- Professional Certification | 1701.01 | M.A.,M.S., Ed.M. |
Arts Administration | 1899 | M.A. |
Physics 7-12- Initial Certification | 1902.01 | M.A. |
Chemistry 7-12- Initial Certification Earth Science 7-12- Initial Certification |
1905.01 1917.01 |
M.A. M.A. |
Clinical Psychology | 2003 | Ph.D. |
Counseling Psychology | 2004 | Ph.D. |
Psychological Counseling | 2004 | Ed.M. |
Mental Health Counseling | 2004 | Ed.M. |
Social-Organizational Psychology Cooperation and Conflict Resolution |
2005 2005 |
Ph.D. Adv. Cert. |
Measurement and Evaluation | 2007 | Ed.M., Ed.D., Ph.D. |
Psychology-Organizational | 2008 | M.A. |
Developmental Psychology | 2009 | Ph.D. |
Psychology:Developmental Sexuality, Women and Gender |
2009 2099 |
M.A. Adv. Cert. |
Teaching of Social Studies Global Competence |
2201 2201 |
M.A., Ed.M., Ed.D., Ph.D. Adv. Cert. |
Social Studies, Teaching of- Initial Certification | 2201.01 | M.A. |
Social Studies, Teaching of- Professional Certification | 2201.01 | M.A. |
Applied Anthropology (In Cooperation with GSAS) | 2202 | Ph.D. |
Anthropology and Education | 2202 | M.A., Ed.M., Ed.D., Ph.D. |
Economics and Education | 2204 | M.A., Ed.M., Ph.D. |
Politics and Education | 2207 | M.A., Ed.M., Ed.D., Ph.D. |
Sociology and Education | 2208 | M.A., Ed.M., Ed.D., Ph.D. |
Interdisciplinary Studies in Education Design and Development of Digital Games |
4999 5503 |
M.A., Ed.M., Ed.D. M.A. |
* Ed.D. in Special Education is acquired through these programs.
† Ph.D. in Special Education is acquired through these programs.
†† Joint M.B.A. offered by Columbia School of Business.
** HEGIS: Higher Education General Information Survey, New York State Education Department, Office of Higher Education and the Professions, Cultural Education Center, Room 5B28, Albany, NY 12230; telephone (518) 475-5851.
Effective Date:
Last Updated: June 2017
|
Teachers College participates in the Inter-University Doctoral Consortium which provides for cross-registration among member institutions. Fully admitted doctoral students after the first year of study in Teachers College may register for courses at the Graduate School and University Center of the City University of New York, Fordham University, Princeton University, the New School for Social Research, New York University, Rutgers University, and Stony Brook University. Ordinarily, such courses must not be available within Columbia University. Applications are available in the Office of the Registrar. Students cross-registered for courses at another university are subject to the academic regulations of the host university, including the grading system, calendar, and academic honor system. It is the responsibility of the students to familiarize themselves with the pertinent regulations of the host university. Teachers College students pay tuition at the standard Teachers College rate to Teachers College for any such courses they take.
Effective Date:
Last Updated: June 2017
Effective Date:
Last Updated: June 2017
Notice of Non-Discrimination.
Title VI of the Civil Rights Act of 1964, prohibits discrimination based on race, color, or national origin (including language).
Teachers College (“TC” or the “College”) is committed to providing a working, learning, and living environment free from discrimination and harassment and to fostering a vibrant, nurturing community founded upon the fundamental dignity and worth of all of its members.
Consistent with this commitment, Teachers College does not discriminate on the basis of race, color, religion, creed, sex, gender, gender identity or expression, sexual orientation, national origin, age, height, weight, marital or partnership status, citizenship or immigration status, caste, military status, disability, pregnancy, genetic predisposition or carrier status, status as a victim of domestic violence, or any other legally protected status in the administration of its admissions policies, educational policies, employment, scholarship, loan, and other College-administered programs; treatment, or in access to College programs or activities.
Students with concerns about possible discrimination may wish to speak with Associate Vice President and Chief Student Affairs Officer for Student Affairs Tom Rock, 528 West 121st St., Room 163, (212) 678-3083, Vice President for Diversity and Community Affairs Janice S. Robinson, 128 Zankel, (212) 678-3391, or confidentially to the Ombuds Officer Stephen Peverly, 280 Grace Dodge, (212) 678-4169.
Faculty and staff with concerns about possible discrimination may wish to speak with Vice President for Administration Lisa Seales, 120 Whittier Hall, (212) 678-3740, Vice President for Diversity and Community Affairs Janice S. Robinson, 128 Zankel, (212) 678-3391, or confidentially to the Ombuds Officer Stephen Peverly, 280 Grace Dodge, (212) 678-4169.
Individuals may also seek assistance outside the TC community:
US Department of Education, Office for Civil Rights (New York Office)
(646) 428-3900
(800) 877-8339 voice/TDD
Equal Employment Opportunity Commission
(800) 669-4000
(800) 669-6820 (TTY for Deaf/Hard of Hearing callers only)
(844) 234-5122 (ASL Video Phone for Deaf/Hard of Hearing callers only)
NYS Division of Human Rights
NYC Commission on Human Rights
(718) 722-3131
Online form: https://www1.nyc.gov/site/cchr/about/report-discrimination.page
https://www1.nyc.gov/site/cchr/about/contact-us.page
Sex Discrimination
Title IX of the Education Amendments of 1972 (Title IX) protects individuals from sex discrimination in educational programs and activities at institutions that receive federal financial assistance.
The following person has been designated to handle inquiries regarding Title IX:
Janice S. Robinson
TC Title IX Coordinator
128 Zankel
(212) 678-3391
Age Discrimination
Age Discrimination Act of 1975, which prohibits discrimination based on age.
Religion
U.S. Department of Homeland Security regulation 6 C.F.R. Part 19, which prohibits discrimination based on religion in social service programs.
Disability Discrimination
Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Americans with Disabilities Act of 1990 (ADA) protect students and employees from disability discrimination.
The following people have been designated to handle inquiries regarding Section 504/ADA:
Allison N. Antwi
ana2172@tc.columbia.edu
Assistant Vice President for Equity and Compliance;
TC Section 504 Compliance Officer
128 Zankel
(212) 678-7508
Juan Carlos Reyes
jcr2101@tc.columbia.edu
Executive Director, Office of the VP for Diversity and Community Affairs
Deputy Section 504 Compliance Officer
128 Zankel
(212) 678-8410
Pay Transparency. Teachers College will not discharge or in any other manner discriminate against employees or applicants because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant. However, employees who have access to the compensation information of other employees or applicants as a part of their essential job functions cannot disclose the pay of other employees or applicants to individuals who do not otherwise have access to compensation information, unless the disclosure is (a) in response to a formal complaint or charge, (b) in furtherance of an investigation, proceeding, hearing, or action, including an investigation conducted by the College or (c) consistent with the College’s legal duty to furnish information.
Responsible Office: Office of the Vice President for Diversity and Community Affairs
Last Updated: January 19, 2024
The following programs meet the educational requirements for teacher certification or professional licensure in New York State. If you plan to work in a state other than New York, Teachers College has not made a determination if our programs meet the educational requirements for certification or professional licensure in any other state, Washington DC or Puerto Rico. We recommend that you review the state’s licensing board or teacher certification website for that state’s qualifications. The Office of Teacher Education will complete any necessary forms and/or letters for out-of-state certification on the completion of your approved teacher preparation program.
CERT-ABAL | Certificate-Applied Behavior Analysis | Professional Licensure |
CERT-BILG-EX | Certificate-Bilingual/Bicultural Education Extension | Teacher Certification |
CERT-BLGD-EX | Certificate-Bilingual/Bicultural Education Extension Distance Learning | Teacher Certification |
CERT-SPTB-IN | Certificate-Bilingual Extension Institute | Teacher Certification |
CERT-SPTD-IN | Certificate-Bilingual Extension Institute DL | Teachert Certification |
EDD-ELUE | Doctor of Education-Urban Education Leaders Program | Teacher Certification |
MA-ABAS-DU | Master of Arts-Applied Behavior Analysis-Dual | Teacher Certification |
MA-ARTE-IN | Master of Arts -Art and Art Education Initial Certification | Teacher Certification |
MA-ARTE-PF | Master of Arts-Art and Art Education Professional Certification | Teacher Certification |
MA-BILC-DU | Master of Arts-Bilingual/Bicultural Education Dual | Teacher Certification |
MA-BILC-TR | Master of Arts-Bilingual/Bicultural Childhood Education Transitional B | Teacher Certification |
MA-BILG-EX | Master of Arts-Bilingual/Bicultural Education Extension | Teacher Certification |
MA-BILS-DU | Master of Arts-Bilingual/Bicultural Education Special Education Dual | Teacher Certification |
MA-CUED-PF | Master of Arts-Elementary Education Professional Certification | Teacher Certification |
MA-CUSD-PF | Master of Arts-C&T Secondary Education Professional Certification | Teacher Certification |
MA-CUSE-IN | Master of Arts-Secondary Inclusive Education | Teacher Certification |
MA-DHEA-IN | Master of Arts-Deaf and Hard of Hearing Initial Certification | Teacher Certification |
MA-ECED-IN | Master of Arts-Early Childhood Educaiton Initial Certification | Teacher Certification |
MA-ECED-IX | Master of Arts-Early Childhood Education Education Initial Cert Bilingual | Teacher Certification |
MA-ECSE-DU | Master of Arts-Early Childhood Education-Special Education Dual Certification | Teacher Certification |
MA-ECSE-DX | Master of Arts Early Childhood Education Special Ed Dual Cert Bilingual | Teacher Certification |
MA-ECSE-IN | Master of Arts-Early Childhood Education-Special Education Initial Certification | Teacher Certification |
MA-ECSE-IX | Master of Arts-Early Childhood Education Special Ed Initial Cert Bilingual | Teacher Certification |
MA-ELBL-IN | Master of Arts-Public School Building Leadership | Teacher Certification |
MA-ELEM-DU | Master of Arts-Elementary Inclusive Education-Dual Certification | Teacher Certification |
MA-ELEM-IN | Master of Arts-Elementary Inclusive Education Initial Certification | Teacher Certification |
MA-ELGF-DU | Master of Arts-Elementary Inclusive Education Initial/Gifted Extension | Teacher Certification |
MA-ENGL-IN | Master of Arts -Teaching of English Initial Certification | Teacher Certification |
MA-ENGL-PF | Master of Arts - Teaching of English Professional Certification | Teacher Certification |
MA-ENGl-TR | Master of Arts-Teaching of English Transitional B | Teacher Certification |
MA-GIFT-EX | Master of Arts-Gifted Education-Extension | Teacher Certification |
MA-ITDA-IN | Master of Arts-Intellectual Disabilities/Autism-Adolescence-Initial | Teacher Certification |
MA-ITDC-TR | Master of Arts-Intellectual Disabilities/Autism Childhood Transitional B | Teacher Certification |
MA-ITDG-TR | Master of Arts-Intellect Disabilities/Autism Midd Generalist Transitional B | Teacher Certification |
MA-ITDS-DU | Master of Arts-Intellectual Disabilities/Autism-Dual | Teacher Certification |
MA-LITI-IN | Master of Arts-Literacy Specialist Initial Certification | Teacher Certification |
MA-MATH-IN | Master of Arts-Mathematical Education Initial Certification | Teacher Certification |
MA-MATH-PF | Master of Arts-Mathematical Education Professional Certificationq | Teacher Certification |
MA-MATH-TR | Master of Arts-Mathematical Education Transitional B | Teacher Certification |
MA-MULT-AN | Master of Arts-Severe and Multiple Disabilities - Annotation | Teacher Certification |
MA-MUSC-IN | Master of Arts-Music and Music Education Initial Certification | Teacher Certification |
MA-MUSC-PF | Master of Arts-Music and Music Education Professional Certification | Teacher Certification |
MA-PHED-IN | Master of Arts-Physical Education Initial Certification | Teacher Certification |
MA-PHED-PF | Master of Arts-Physical Education Professional Certification | Teacher Certification |
MA-READ-IN | Master of Arts-Reading Specialist Initial Certification | Teacher Certification |
MA-SCIB-IN | Master of Arts -Biology 7-12 Initial Certification | Teacher Certification |
MA-SCIB-TR | Master of Arts-Biology 7-12 Transitional B | Teacher Certification |
MA-SCIC-IN | Master of Arts-Chemistry 7-12 Initial Certification | Teacher Certification |
MA-SCIC-TR | Master of Arts-Chemistry 7-12 Transitional B | Teacher Certification |
MA-SCIE-IN | Master of Arts-Earth Science 7-12 Initial Certification | Teacher Certification |
MA-SCIE-TR | Master of Arts-Earth Science 7-12 Transitional B | Teacher Certification |
MA-SCIP-IN | Master of Arts-Physics 7-12 Initial Certification | Teacher Certification |
MA-SCIP-TR | Master of Arts-Physics 7-12 Transitional B | Teacher Certification |
MA-SIEE-IN | Master of Arts-Special Inclusive Elementary Education-Initial | Teacher Certification |
MA-SSTE-IN | Master of Arts-Teaching of Social Studies Initial Certification | Teacher Certification |
MA-SSTE-PF | Master of Arts-Teaching of Social Studies Professional Certification | Teacher Certification |
MA-SSTE-TR | Master of Arts-Teaching of Social Studies Transitional B | Teacher Certification |
MA-TESL-IN | Master of Arts -TESOL Initial Certification | Teacher Certification |
MA-TESL-TR | Master of Arts-TESOL Transitional B | Teacher Certification |
MA-TETS-IN | Master of Arts-Technology Specialist Initial Certification | Teacher Certification |
MA-TETT-IN | Master of Arts-Technology for Teacherst Initial Certification | Teacher Certification |
ME-COUB | Master of Education-School Counselor (Distance Learning) | Teacher Certification |
ME-COUM | Master of Education-Mental Health Counseling | Professional Licensure |
ME-COUM-BL | Master of Education-Mental Health Counseling Bilingual Latino/a | Professional Licensure |
ME-COUS | Master of Education-School Counselor | Teacher Certification |
ME-DHAE-DU | Master of Education: Deaf Hard of Hearing Adolescence Education Dual Certification | Teacher Certification |
ME-DHCI-DU | Master of Education: Deaf Hard of Hearing Elementary Education Dual Certification | Teacher Certification |
ME-DHEI-DU | Master of Education: Deaf Hard of Hearing Early Childhood Education Dual Cert | Teacher Certification |
ME-DHRI-DU | Master of Education: Deaf Hard of Hearing Reading Specialist | Teacher Certification |
ME-ITDE-DU | Master of Education-Intellectual Disabilities/Autism Early Childhood-Dual | Teacher Certification |
ME-MUSC-IN | Master of Education-Music and Music Education Initial Certification | Teacher Certification |
ME-SPSM | Master of Education-Applied Devel Learning Psychology-School Psychology | Teacher Certification |
MS-CSDB-DU | Master of Science-Communication Sciences and Disorders Bilingual Extension Dual | Teacher Certification/Professional Licensure |
MS-CSDR | Master of Science- Communication Sciences and Disorders | Professional Licensure |
MS-CSDR-IN | Master of Science- Communication Sciences and Disorders Initial Certification | Teacher Certification/Professional Licensure |
MS-CSDR-PF | Master of Science-Communication Sciences and Disorders Professional Certification | Teacher Certification/Professional Licensure |
PHD-CLIN | Doctor of Philosophy-Clinical Psychology | Professional Licensure |
PHD-COUN | Doctor of Philosophy-Counseling Psychology | Professional Licensure |
PHD-COUN-BL | Doctor of Philosophy-Counseling Psychology Bilingual Latino/a | Professional Licensure |
PHD-SPSD | Doctor of Philosophy-Applied Educational Psychology: School Psychology | Teacher Certification/Professional Licensure |
The College regards the student’s transcript as a personal and private document; it is released only upon written authorization of the student. Unpaid financial obligations to the College will result in the withholding of student transcript and/or diploma. Teachers College does not duplicate copies of transcripts from other institutions which were submitted in support of the applicant’s application for admission to the College.
Effective Date: January 2015
Last Updated: January 2015
This policy on student conduct has been adopted to comply with Education Law § 6450 for the maintenance of public order on college campuses.
INTRODUCTION
Teachers College (TC or the College) expects students to observe traditional norms of scholarly discourse, academic integrity, and fairness. All students should engage in responsible social conduct and model good civil conduct and citizenship. Thus, activities that disrupt the regular and essential operations of the College or Columbia University are not permitted.
Members of the College community may charge students with violating these standards of conduct. Students found responsible for violating these standards may be subject to appropriate disciplinary action ranging from reprimand to disciplinary probation, suspension and/or expulsion from the College.
When students are accused of gender-based misconduct including but not limited to sexual assault, domestic violence, dating violence, and stalking, the Gender-Based Misconduct Policy and Procedures for Students found at http://www.tc.columbia.edu/policylibrary/diversity-and-community-affairs/gender-based-misconduct-policy-for-students/ applies. All other academic and general misconduct involving students falls under this student conduct code.
Nothing in these standards of conduct shall replace professional codes of ethics applicable to students in various programs.
1. DEFINITIONS AND ORGANIZATION OF THE DISCIPLINARY SYSTEM
1.1 Student: For purposes of this Code, any person currently enrolled in a degree program as a matriculated student and any person currently enrolled in a non-degree program in a for-credit course (including an online course) at TC is a student.
Non-credit offerings may be instructional programs or stand-alone courses that do not require extensive assessment or examinations and do not offer academic credit. Non-credit programs are a series of non-credit courses that may lead to a culminating non-credit certificate of attendance. Non-credit courses are usually offered as a 1 or 2-day course, workshop, or conference. For purposes of this Code, any person currently participating in a non-credit program at TC is a student subject to all of the provisions of this Code. Any person currently participating in a non-credit course, as defined above, must abide by Sections 2. Academic Integrity and 3. General Misconduct, but is not entitled to a Student Conduct Committee Hearing. Instead, alleged Academic Integrity and General Misconduct by persons participating in non-credit courses will be reviewed by the Associate Vice President (AVP) and Chief Student Affairs Officer, who will be responsible for determining the outcome.
1.1.1 Students who also serve as TC employees may be subject to separate disciplinary proceedings by virtue of their employment status. TC has other policies that relate to staff and faculty as well as policies that apply to all members of the community. All TC policies may be found in the Policy Library. Nothing in this Code shall prevent an investigation or discipline under other applicable College policies.
1.1.2 If an accused student is also enrolled at another institution, that student may be referred to that student’s primary institution at the discretion of TC.
1.2 Jurisdiction: This Code addresses misconduct committed by students including:
1.2.1 Any alleged violation that is committed by a student that adversely affects the safety and security of the College (or Columbia University), College (or Columbia University) property or an individual member of the College (or Columbia University) community;
1.2.2 Any alleged violation that is committed by a student that substantially disrupts the functions or operations of the College (or Columbia University).
1.3 The (AVP) and Chief Student Affairs Officer has the overall responsibility for overseeing proceedings and all matters related to the enforcement of this Code but may identify a designee to carry out any of these responsibilities.
1.3.1 The duties of the (AVP) and Chief Student Affairs Officer include: determining whether to resolve complaints by voluntary agreements, determining whether complaints warrant referral to the Student Conduct Committee (SCC), bringing charges of violations to the SCC for disciplinary hearing, monitoring and enforcing the fulfillment of sanctions imposed, maintaining records of all disciplinary matters, providing administrative support for all aspects of the disciplinary process (including hearings), preparing reports, and compiling statistics. In cases of admission fraud, the (AVP) and Chief Student Affairs Officer will work with Enrollment Services and other offices as necessary to discipline those who violated the College’s admission certification of accuracy statement.
1.3.2 Interim Measures: In cases where the (AVP) and Chief Student Affairs Officer determines that a student’s presence on campus endangers the health, safety and/or well-being of self or any person, or of the College property, or disrupts the normal operations of the College, including classes or events, the (AVP) and Chief Student Affairs Officer has the authority to take immediate interim measures before the start of any formal or informal discipline process. Interim measures may include, but are not limited to, restricting a student from contacting another person or persons; restricting a student from accessing the residence halls or other buildings on campus; or suspending a student from participation in classes or events and/or organizations within the campus community.
1.3.3 Investigations: In cases in which the (AVP) and Chief Student Affairs Officer determines it necessary, a pre-hearing investigation may be undertaken in order that appropriate evidence is obtained, and witnesses are identified that may be presented at a Hearing. The (AVP) and Chief Student Affairs Officer will initiate an investigation for all serious or repeated Code violations including but not limited to any allegations involving actual or threatened injury to College Community members or visitors and allegations of theft or fraud covered under this Code. In the event that the investigation concludes that the allegations are unfounded, the (AVP) and Chief Student Affairs Officer may decide not to proceed. Neither an investigation nor a hearing is required in the event of a criminal conviction related to alleged Code violations. The College may rely on such conviction as a finding of responsibility and the (AVP) and Chief Student Affairs Officer may apply an appropriate sanction without a Hearing.
1.4 Student Conduct Committee (SCC): The SCC is responsible for conducting hearings related to alleged violations of this Code.
1.4.1 The jurisdiction of the SCC extends to both areas of the TC disciplinary system: Academic Integrity and General Misconduct.
1.4.2 The SCC shall be comprised of three students, three professional staff members, and three faculty members. Its members shall serve staggered terms to ensure continuity as members of the SCC rotate on and off the Committee.
1.4.3 SCC hearings are conducted by a three-member panel of the SCC convened by the (AVP) and Chief Student Affairs Officer.
1.5 Complainant and Respondent. Any member of the TC or Columbia University community who alleges an academic or general misconduct violation is called a complainant. Students accused of academic or general misconduct violations under this Code are called respondents.
1.6 Advisors: Advisors can assist students involved in disciplinary proceedings to understand the disciplinary process, respect and comply with the provisions of this Code, and manage all aspects of the process.
1.6.1 An advisor may accompany any complainant or respondent to a meeting regarding a disciplinary complaint. Advisors also may accompany complainants or respondents at hearings, and in both cases, may quietly advise but may not participate in such meetings or hearings.
1.6.2 An advisor must be either a TC faculty member, staff member or student and must be in good academic and disciplinary standing.
1.6.3 Generally, the student must select an advisor whose schedule allows attendance at the scheduled hearing dates and times. Delays will not be allowed due to advisor scheduling conflicts.
1.7 Any member of the TC or Columbia University community may bring a complaint about student conduct to the attention of the (AVP) and Chief Student Affairs Officer. Doing so in no way limits the complainant’s rights or obligations to bring such matters to the attention of College offices, officers, or resources, including the Office of the Ombuds or to seek recourse outside TC through civil or criminal legal proceedings.
1.8 All time periods and deadlines referred to in this Code are intended as guidelines and may be, at the discretion of the (AVP) and Chief Student Affairs Officer, extended for a reasonable period of time as circumstances warrant, with due consideration of fairness and equity.
2. ACADEMIC INTEGRITY
2.1 TC is an academic community whose fundamental purpose is the pursuit of knowledge. High principles of academic integrity are essential to the functioning and continued growth of this community. Students, as well as faculty, are responsible for adhering to these principles, and TC will not tolerate failure to adhere to the College’s principles of academic integrity. Students who intentionally or recklessly submit work either not their own or without clear attribution to the original source, fabricate data or other information, engage in cheating, misrepresent academic records or other violations noted below are subject to discipline under this Code. Those who engage in academic misconduct should expect sanctions up to and including dismissal from TC.
2.2 Responsibilities of Community Members: Every member of the TC academic community is responsible for upholding the standards of academic integrity declared in this Code.
2.2.1 If a student is unsure whether actions might constitute academic misconduct, the student has the responsibility to consult with the instructor in advance about any ambiguities.
2.3 Academic misconduct includes but is not limited to:
2.3.1 Cheating: using or attempting to use unauthorized assistance, technology (including the uncited use of generative artificial intelligence), material or study aids in examinations or other academic work;
2.3.2 Plagiarism: using the ideas, data or language of another without specific and proper acknowledgement;
2.3.3 Fabrication: submitting contrived or altered information in any academic exercise such as making up data, citing nonexistent articles, contriving events and sources of information;
2.3.4 Duplicate submissions: submitting any work submitted to fulfill another assignment without appropriate revision to meet the instructional goals of the current course. In cases of uncertainty or ambiguity, a student should check with the student’s instructor;
2.3.5 Misrepresentation of academic records or attempting to tamper with transcripts of any portion of a student’s academic record;
2.3.6 Facilitating academic dishonesty by knowingly helping another student to engage in academic misconduct;
2.3.7 Unfair advantage through attempting to gain unauthorized access to examination or other course-related materials or obstructing another student’s efforts.
3. GENERAL MISCONDUCT
3.1 Violations of general misconduct include but are not limited to:
3.1.1 Obstruction or disruption of teaching, research, administration, TC procedures and activities, or other authorized activities;
3.1.2 Physical abuse, verbal abuse, threats, intimidation, harassment, coercion or other conduct that may endanger the health and/or safety of others. This includes threats of violence against another person and physical or verbal intimidation that unreasonably impairs the security or privacy of another person;
3.1.3 Discrimination and harassment. Prohibited discrimination is adverse treatment of any student on the basis of race, color, religion, creed, sex, sexual orientation, national origin, ancestry, age, marital status, citizenship status, veteran status, disability, pregnancy, gender expression or any other criterion specified by federal, state, or local laws. Prohibited discrimination is subjecting an individual to humiliating, abusive, or threatening conduct, whether verbal or physical, that creates an intimidating, hostile, or abusive work, educational or living environment; alters the conditions of employment, education, or residential life; or unreasonably interferes with an individual's work or educational performance or living environment on the basis of race, color, religion, creed, sex, sexual orientation, national origin, ancestry, age, marital status, citizenship status, veteran status, disability, pregnancy, gender expression or any other criterion specified by federal, state or local laws.
Please see the TC Policy on Protection from Harassment;
3.1.4 Unauthorized entry or use of TC facilities or unauthorized possession or use of TC property assigned to others;
3.1.5 Disorderly conduct or highly offensive conduct or expression;
3.1.6 Forgery, alteration or misuse of TC documents, records or identification, furnishing false information to TC or Columbia University or use of any false identification or identification belonging to another person;
3.1.7 Identity theft: possessing or using another person’s name, address, Social Security Number (SSN), bank or credit card account number, or other identifying information without that person’s knowledge and/or with the intent to commit fraud or other crimes;
3.1.8 Theft or other abuse of computer facilities and resources including but not limited to: any violation of TC or Columbia University Computer Use Policy, using computing facilities and resources to send offensive or abusive messages or other unauthorized use of computing facilities and resources;
3.1.9 Violations of copyright law by unlawful copying, distributing, sharing or storing copyright-protected information or material, including but not limited to music, film and internet video;
3.1.10 The unlawful manufacture, possession, use, or distribution of illicit drugs, unlawful drug paraphernalia, and alcohol. Please see the TC Drug-Free Campus Policy;
3.1.11 Failure to comply with authorized directions of or furnishing false information to TC or Columbia University officials or representatives of the SCC acting in performance of their duties;
3.1.12 Failure to engage in responsible social conduct and to model good civil conduct and citizenship;
3.1.13 Violations of any other TC or Columbia University policy, rule or regulation, or of federal, state, or local law that reflect upon or are related to the Student’s activities or status as a TC student.
4. INFORMAL PROCEDURES
4.1 When an issue arises involving the academic or general misconduct of a student, the Code provides informal avenues by which the complaint may be resolved.
4.2 Personal Resolution:
4.2.1 Academic Integrity: A faculty member or other instructor who believes that a student has engaged in academic misconduct will apprise the student of the suspected academic misconduct and refer the student to the Student Conduct Code and the (AVP) and Chief Student Affairs Officer. The instructor shall also provide the student with the opportunity to meet with the instructor to discuss the nature and validity of the allegations and the possible institutional responses. After a discussion with the student, the instructor will decide whether the alleged violation was intentional or unintentional. The instructor will then propose a resolution to the student and discuss possible sanctions with the (AVP) and Chief Student Affairs Officer, as appropriate. If a resolution is agreed to that involves the imposition of sanctions, these will be issued by the (AVP) and Chief Student Affairs Officer.
4.2.2 General Misconduct: A complainant may wish to communicate directly with the person against whom the complaint is being made in order to address the issues involved. However, a complainant may bypass personal resolution if the complainant would feel uncomfortable or unsafe doing so. In particular, individuals who believe that they were threatened or who was injured by a student are encouraged to speak with the (AVP) and Chief Student Affairs Officer or visit the TC Ombuds to seek assistance before pursuing personal resolution. Such an individual may wish to pursue other options such as a facilitated conversation, mediation or to file a request for a formal resolution.
4.3 Facilitated Conversation:
4.3.1 TC encourages a facilitated conversation whenever practical and appropriate. A facilitated conversation may take place only if the complainant and respondent both agree to participate. A matter is resolved through a facilitated conversation only if all parties agree on the resolution.
4.3.2 Academic Integrity: If, after following the procedure for personal resolution above, a resolution is not reached, the instructor and student may approach the Program Director (or Department Chair if the instructor is the Program Director) following their discussion and decide to move forward with a facilitated conversation. The Program Director or Department Chair may then facilitate a conversation between the instructor and the student to discuss the allegations and a possible resolution of the matter. If as part of the facilitated conversation, a resolution is agreed to that involves the imposition of sanctions, these will be issued by the Program Director or Department Chair and should be communicated in writing to the student.
4.3.3 General Misconduct: In situations involving alleged general misconduct, any involved party may contact the (AVP) and Chief Student Affairs Officer with a request for a facilitated conversation. The (AVP) and Chief Student Affairs Officer may then facilitate a conversation between the parties to discuss the allegations and a possible resolution of the matter. If as part of the facilitated conversation, a resolution is agreed to that involves the imposition of sanctions, these will be issued by the (AVP) and Chief Student Affairs Officer.
4.3.4 Ombuds Office Mediation: The parties may ask the TC Ombuds to mediate a dispute. The mediation must be agreed to by both parties. The TC Ombuds is independent from the College’s administration and determines the procedures under which the mediation will take place.
5. FORMAL PROCEDURES
5.1 If attempts at personal resolution, facilitated conversation or mediation fail or are inapplicable due to the nature of the alleged violation, and if any party involved wishes file a formal complaint, that complainant shall notify the (AVP) and Chief Student Affairs Officer in writing. The (AVP) and Chief Student Affairs Officer will then convene a Hearing Panel from the members of the SCC. The (AVP) and Chief Student Affairs Officer will provide notice of the hearing and a statement of the allegations to the complainant and the respondent within 10 calendar days of receipt in writing of the complaint by the (AVP) and Chief Student Affairs Officer. A primary hearing date will be scheduled along with a follow-up date, about seven days later. This follow-up date is to be used, should it be necessary, for the Hearing Panel to review additional evidence or witnesses if additional evidence or witnesses are requested by the Hearing Panel.
5.2 The statement of the allegations will identify the reasons for calling the hearing with sufficient particularity and rationale to ensure the parties have an opportunity to prepare for the hearing. The statement of the allegations also will contain the names of the proposed hearing panelists. Either party should notify the (AVP) and Chief Student Affairs Officer of any hearing panelist that is known to them and/or who could present a conflict in the case. The (AVP) and Chief Student Affairs Officer will review the potential conflict and decide whether or not the hearing panelist should be replaced. No member of the Hearing Panel who is otherwise interested in the particular case shall sit on the Hearing Panel for that case.
5.3 A hearing may be expedited in appropriate circumstances, including disciplinary matters involving students who have been placed on mandatory temporary suspension or conditional attendance, graduating students, or students who are about to take a leave of absence or to leave campus to study elsewhere.
5.4 The SCC Hearing Panel will be comprised of one student, one professional staff member, and one faculty member, one of whom will serve as Chair. The Chair, in consultation with the (AVP) and Chief Student Affairs Officer, is responsible for ensuring that the hearing process occurs in a timely fashion.
5.5 All members of the TC community are required to cooperate with these formal procedures. Individuals who are interviewed or called as witnesses (including complainants and respondents) are obligated to provide honest and complete statements during the process.
5.6 Disciplinary hearings are not trials or legal in nature, and they are not governed by rules of legal procedure, evidence, or judicial formality. They are designed to encourage open discussion among the participants to promote the Hearing Panel’s understanding of the facts, the individuals involved, and the circumstances under which the alleged incident occurred, the nature of the conduct, and the attitudes and experiences of those involved. Information, including hearsay evidence, may be considered if it is relevant, not unduly repetitious, and the sort of information on which responsible persons are accustomed to relying upon in the conduct of serious affairs.
5.7 These procedures and standards apply to all hearings:
5.7.1 The complainant and respondent in the process may be accompanied by advisors as described in the section on advisors above.
5.7.2 At least three (3) business days prior to the hearing, or as otherwise instructed by the (AVP) and Chief Student Affairs Officer, the parties shall submit to the (AVP) and Chief Student Affairs Officer all documents to be submitted as evidence and the names and anticipated areas of testimony of any witnesses.
5.7.3 Witnesses and Additional Documentation: The Hearing Panel has the discretion to determine which witnesses if any, they wish to interview during the hearing and may request additional documentation or witnesses when the Hearing Panel determines it is necessary for their decision.
5.7.4 Both the complainant and the respondent may make opening and closing remarks of not more than five minutes each.
5.7.5 The Hearing Panel’s findings are based on the statements of the complainant, respondent, and/or witnesses and any evidence submitted.
5.7.6 The Hearing Panel will determine a violation of the Code by a preponderance of the evidence.
5.7.7 All documents presented to the SCC Hearing Panel shall become the official property of TC.
5.7.8 If either the complainant or the respondent fails to appear at the hearing, proceedings will continue. Evidence may be presented and considered even if a party is absent
5.7.9 After the hearing concludes the SCC Hearing Panel shall deliberate in private.
5.7.10 All findings of the Hearing Panel require a majority vote. At the conclusion of the deliberations, the SCC Hearing Panel shall deliver a brief written statement of their findings and any recommended sanctions to the (AVP) and Chief Student Affairs Officer.
5.7.11 The(AVP) and Chief Student Affairs Officer shall communicate to the respondent the Hearing Panel’s decision and any sanctions imposed. The (AVP) and Chief Student Affairs Officer shall also inform the complainant of the decision. These communications shall be in writing.
5.8 Appeals. Both parties have the right to appeal. The appeal must be submitted to the (AVP) and Chief Student Affairs Officer within seven (7) business days following written notification of the decision from the (AVP) and Chief Student Affairs Officer. Grounds for appeal include (1) Substantive procedural error, (2) the adequacy or severity of the recommended sanction or, (3) additional evidence or information if it is not possible to reconvene the Hearing Panel. Appeals must be in writing, must state the ground for appeal, and must provide evidence to support the appeal.
5.8.1 The Provost of the College, or their designee, acts as the appellate officer and shall be provided with all information regarding the case. After review, the designated appellate officer may (1) render a decision, or (2) remand the case back to a Hearing Panel for additional consideration. The designated appellate officer will notify both parties in writing of the appeal decision.
5.8.2 If the Provost is the complainant, a witness, or has any other significant conflict of interest with respect to the case, the appellate officer function shall be discharged by an unconflicted faculty member.
5.8.3 Subject to the special provision for emergency or other extraordinary situations, there shall be no change in the status of the respondent until the appeals process is complete.
5.9 In an emergency or other extraordinary situation, the (AVP) and Chief Student Affairs Officer shall take such interim disciplinary action as is necessary to appropriately manage an incident pending a hearing by the SCC or a decision on appeal.
6. DISCIPLINARY SANCTIONS
6.1 Disciplinary sanctions may include, but are not limited to, one or more of the following:
6.1.1 Reprimand: a verbal admonition and an official written warning, course or grade failure;
6.1.2 Restitution: repair or replacement of property when loss or damage is part of the offense;
6.1.3 Training: formal or informal training, coaching or instruction relevant to the violation;
6.1.4 Restriction: loss of privileges that are consistent with the offense and the rehabilitation of the student, except that in cases involving assault, personal injury or other disruptive or threatening behavior, the College retains the independent right to limit campus access or to restrict a student’s activities to those that are essential to a student’s academic progress;
6.1.5 Disciplinary Probation: the student is no longer in good disciplinary standing for a specified period of time;
6.1.6 Suspension: dismissal from TC and/or its residence halls for a specified time. Suspension, pending a hearing, maybe imposed when there is reason to believe the action is necessary to maintain TC operations and/or to protect the safety of individuals;
6.1.7 Expulsion: permanent dismissal from TC and/or its residence halls;
6.1.8 Revocation: withholding or repealing admission, course credit or a degree award;
7. COUNSELING, EVALUATION, AND TREATMENT
7.1 In some cases of misconduct, such as those committed under the influence of alcohol or other drugs, participation in an evaluation and/or treatment program by an approved counseling service may be a condition of readmission to TC or a condition of continued enrollment.
8. DISCIPLINARY RECORDS AND CONFIDENTIALITY
8.1. Records of disciplinary proceedings are maintained by the (AVP) and Chief Student Affairs Officer. No record of the disciplinary proceedings shall be entered in the student's official College file until a final decision, and if appropriate disciplinary sanctions are rendered and any appeals are concluded. Disciplinary records shall be maintained as specified in TC's Document Retention Policy.
8.2. All disciplinary proceedings, the identity of individuals involved in particular disciplinary matters, and all disciplinary files, testimony, and findings shall be kept confidential to the extent possible.
9. STUDENT ORGANIZATIONS
9.1. There are several recognized and approved student organizations at TC in any academic year. To assume a student leadership role in any student organization, a student, as defined above, must be enrolled in a degree program and must be in good academic and conduct standing.
9.2. The (AVP) and Chief Student Affairs Officer has the authority to restrict any student from membership in a student organization for academic or general misconduct.
9.3. Student organizations are collectively responsible for any action committed by members on behalf of the organization that violates TC policy. Disciplinary action against student organizations is separate from actions taken against individuals. An incident may necessitate action against both a student organization and the individual members of that organization who were found to have violated TC policy. Disciplinary sanctions against a student organization may include but are not limited to, the dissolution of the student organization.
Teachers College is committed to equity and excellence in education bolstered by honest and ethical conduct in the achievement of academic goals for the enrichment of students and betterment of the country and the world. All College officers, trustees, faculty, staff, student employees, and others acting on behalf of the College are expected to maintain the highest standard of ethical conduct. To access the Statement of Ethical Conduct expected of all employees (including student employees) at TC, please click here.
Responsible Office: Associate Vice President (AVP) and Chief Student Affairs Officer
Effective Date: November 2023
Last Updated: November 2023
Last edited: November 2023
Introduction
The College seeks to promote both the academic progress and personal well-being of our students. Sometimes balancing the pressures of academics, family, health related concerns and finances can lead to coping difficulties. Teachers College (TC) is committed to support the psychological wellness of its students by promoting the principles of TC CARES (Connect, Assess, Respond, Educate and Support), by identifying, engaging, and by assisting students who may be facing personal and/or academic concerns.
Now, more than ever, academic settings must offer holistic support to students, designed to ensure that they are aware of the resources and support that may allow them to thrive. This Student Psychological Wellness Policy outlines an approach to educate and promote discussion about student well-being, focusing on strategies to keep emotional balance while meeting the demands of graduate school. Further, it aims to provide support and resources to prevent harm to self and to others, threats, disruptions, and violence. It also outlines procedures for crisis intervention and response. All members of the College community are expected to promote a healthy and violence-free environment.
Policy Statement
Teachers College (TC) recognizes that psychological well-being allows students to better cope with the stresses of work and study, maintain healthy relationships, and better contribute to the campus community professionally and personally.
The College takes a sensitive and informed approach to student well-being and is committed to ensuring the student body is aware of and is responsive to the needs of students who have, or who are at risk of developing a wellness concern.
Principles
The College supports the needs of those who are currently well by focusing on three fundamental principles:
Educational programming helps members of the College community promote students’ well-being and self-care. Workshops, educational groups, and publications address issues such as general principles of well-being, stress management, depression, anxiety, and similar topics related to overall student well-being and success.
Programming is provided through many avenues at Teachers College including through the Office of Graduate Student Life & Development (GSLD), Residential Services (ORS), Office of International Students & Scholars (OISS), The Office of Access for Students and Individuals with Disabilities (OASID), The Office of Diversity and Community Affairs (ODCA), The Office of Student Support & Advocacy (SSA) and Columbia University’s Offices of Health Services and Counseling and Psychological Services (CPS). Programming is also offered throughout each academic year to faculty and staff to ensure that those working with students are aware of the resources available to assist students in the best way possible.
The College offers students first-hand resources such as orientation and support, assistance with navigating and accessing resources/providers, well-being programming, workshops, educational and support groups, and publications. The College offers education about student well-being, self-care and ways to prevent self-harm. If a student wants to request support or if a TC community member (faculty/staff/student) would like to refer a student of concern, they can complete a TC CARES REFERRAL FORM and a member of the Office of Student Support & Advocacy and/or a member of the TC CARES Team will connect with the student to schedule a support meeting.
The Office of Student Support & Advocacy (SSA) at TC offers voluntary services to the TC community. The College has a case management process to provide check-ins for students where there is an identified concern. The check-ins may be performed by a member of the Office of Student Support & Advocacy (SSA) or a TC CARES Team member. During support meetings, students will be connected with resources/support that may help them to be successful at TC.
All members of the Teachers College community are invited and encouraged to submit a TC CARES REFERRAL FORM to report a student of concern or utilize resources listed below for advice and assistance to support students.
Additionally, Teachers College is committed to accommodating qualified students who have disabilities, including psychiatric or emotional disabilities. Students seeking accommodations should contact the Office of Access and Services for Individuals with Disabilities (OASID), 301 Zankel Hall-3rd floor, Tel/Voice: (212) 678-3689, oasid@tc.edu.
Crisis Response & Intervention
The early identification of persons at risk for self-harm or harm to others is essential. Immediate help should be sought if someone has spoken about experiencing suicidal ideations, or a suicide plan; being a victim of other violence, or if someone has expressed ideations and/or a plan to hurt someone. Student Affairs in collaboration with the Office of Public Safety has created the TC CARES initiative, which has formed key members of the college to be part of the TC CARES Team, in an effort to assist faculty and staff in identifying and supporting students who may be in distress and in need of assistance with issues associated with their well-being. This includes immediate assistance along with referrals and other resources.
IN AN EMERGENCY, contact one of the following immediately. All are available 24/7.
On-Campus |
TC Office of Public Safety |
(212) 678-3333 or x3333 |
Off-Campus |
NYC Police Department
-or-
Mount Sinai - Morningside Emergency Room |
911
113th St & Amsterdam Ave General: (212) 523-4000 Emergency: (212) 523-3335 Psychiatric Emergency: (212) 523-3347 |
Additionally, Columbia Health has a 24/7 Mental Health Support Line that operates under the Counseling and Psychological Services phone number after office hours and on any other day that the offices are closed, such as weekends and holidays. Any Teachers College student can reach out to a counselor on-call directly at (212) 854-2878. TC Community members can also reach out to (212)-854-2878 if they would like to process a situation regarding a student with a counselor.
In less urgent situations, the resources below are available.
Please note that CU/CPS Center staff provides consulting services to Teachers College personnel on issues related to suicide and threats of violence. College faculty or staff who are concerned about issues relating to suicide or threats of violence may call the office at any time at (212) 854-2878.
Columbia Counseling & Psychological Services Center |
8th Floor, Lerner Hall (115th Street & Broadway) Appointments and After-Hours Support (212) 854-2878 http://www.health.columbia.edu/docs/services/cps/index.html Hours M-Th 8 to 6:30; F 8 to 5 |
Office of Residential Services |
1st Floor, Whittier Hall (212) 678-3235 (phone) Or contact any Community Assistant or other Residential Services Administrator |
Associate Vice President & Chief Student Affairs Officer |
Thomas P. Rock, Associate Vice President & Chief Student Affairs Officer 525 West 120th Street, Bldg. 528-Room 163 (212) 678-3083 |
Office of Student Support & Advocacy |
525 West 120th St., Bldg. 528-Room 166 (212) 678-3619 |
Information Sharing
It will be disclosed and explained to students receiving support from a member of our team that meetings are for the purpose of obtaining information on concrete well-being resources and are not necessarily confidential appointments. We will strive to protect students' privacy. Still, our team may share some information regarding the student with the Student Affairs leadership team, or the TC CARES team for the purpose of assisting in connecting the student to appropriate resources. A student requesting an appointment for student support should keep in mind that this request does not indicate an interest or need for ongoing mental health services.
Information Disclosures
If the College believes that the safety of a student, or of any other person, is at risk, the College may contact family members, individuals a student has identified as emergency contacts, or others as the College deems necessary or appropriate under the circumstances. Consistent with U.S. Department of Education guidelines, pertinent student education records may be disclosed to appropriate officials in a health or safety emergency.
More detailed procedures for follow-up actions will be determined by the TC CARES TEAM or Emergency Response Team (ERT) protocol.
Related Policies
Nothing in this Policy precludes the College from addressing student behavior through the Student Conduct Code, residential contracts, and other policies. For example, if a resident student's behavior interferes with the rights of others, the student may be removed from campus housing or may be required to comply with conditions established by the Office of Residential Services to continue living on campus. Other actions may be taken as outlined in the Housing Contract.
Annual Review
Student Affairs is responsible for the annual review of this policy, in collaboration with the Office of Student Support & Advocacy (SSA).
Responsible office: Associate Vice President + Chief Student Affairs Officer
Last Updated: July 2023
Updated: April 2021
The following notations will be placed on transcripts on or after September 1, 2015.
Permanent - remain in perpetuity
Temporary
In the 4 temporary categories, after a two-year period of absence, the student would be withdrawn as "Failed to Graduate," but the temporary category transcript notation would remain. "Failed to Graduate" would not appear on the transcript. If the student is allowed to register again at the College, the temporary notation would be removed.
Removal of Temporary Transcript Notations
Students may request removal of a temporary notation by petitioning the Vice Provost for Student Affairs. This request must be in writing and include the rational for the request. The Vice Provost for Student Affairs, or his or her designee, will review the request and provide a written response within 30 days from the date the request was received.
Revision Note: Adopted [September 1, 2015] to comply with NYS Education Law 129-B.
Effective Date: September 1, 2015
Updated: September 2017
Students may apply for transfer credit upon acceptance at Teachers College. Transfer credit is based on graduate coursework completed at another institution prior to enrolling at Teachers College that is then applied toward a Teachers College degree.
Eligibility for transfer credit depends on the student’s Teachers College program:
Program |
Maximum possible transfer credits |
Certificate/Advanced Certificate |
None |
Master of Arts |
None |
Master of Science program requiring fewer than 60 credits |
None |
Master of Science program requiring 60 credits or more. |
30 |
Master of Education |
30 |
Doctor of Philosophy |
30; 45 for graduate work completed entirely at another Columbia University school. |
Doctor of Education |
45 |
Doctor of Education in the College Teaching of an Academic Subject |
45 |
Transfer credit may be awarded only for graduate courses that have been
(1) completed with grades of B or higher,
(2) submitted on an official transcript from a regionally accredited institution,
(3) granted/assigned graduate credit on the transcript of that institution,
(4) not applied toward a baccalaureate degree, and
(5) completed prior to enrollment at Teachers College.
For educational institutions outside of the United States or Canada, a course-by course evaluation is required by World Education Services (WES) as per the policy on admission.
Transfer credit is awarded at the discretion of the Transfer Credit Coordinator and the student's faculty advisor.
For more information please refer to the "Degree Requirements" section of the Catalog, visit the transfer credit website , or e-mail the Transfer Credit Coordinator at TCTransfer@tc.edu.
Updated: June 2022
Visiting Scholars Program
Teachers College (“the College” or “TC”) benefits from the presence of many visitors who contribute to the intellectual life of the College. Although these individuals do not hold academic appointments at the TC, they are welcomed to visit the College for a period of no less than one month, but no longer than one year to collaborate with a specific TC faculty member or the director of a center/institute on scholarly research, as well as participate in a wide range of College activities. To accommodate the needs of these individuals and recognize their contributions to the College’s intellectual life, the Vice Provost for Academic Planning and Global Affairs confers visiting scholar status in accordance with the policy and process described below.
The Office of International Students & Scholars (OISS) oversees the Visiting Scholars program, providing administrative and programmatic support to scholars and host departments during the approved visit dates.
Eligibility
Individuals may be designated visiting scholars for no less than one month and for no longer than one year and must be in residence for the approved period of designation. For the purpose of this policy, “in residence” refers to a commuting radius within 150 miles of TC. Visiting scholar status is generally reserved for individuals who hold a doctorate or other terminal degree and fall into one or more of the following categories:
Ineligibility
Please be aware that the following are ineligible for visiting scholar status:
*Doctoral students or candidates interested in visiting the College should consider applying to the Visiting Doctoral Students program.
Status & Privileges
A designation of “visiting scholar” comes with the following privileges, subject to the discretion of the Vice Provost:
1 Visiting scholars can anticipate termination of their UNI and TC g-mail at the end of the academic term that the visit end date falls within.
2 Visiting scholars interested in enrolling in TC courses for credit must formally apply to the College as non-degree students and are responsible for all applicable course fees.
“Visiting scholar” is a courtesy designation and does not signify a formal association with the College. Individuals may not claim a College affiliation for the purpose of applying for grants and contracts and should not represent themselves in their publications and correspondence as having a College affiliation. Beyond the application, neither OISS nor the College maintain official records of a scholar’s stay and thus are unable to provide a statement of activities. Scholars in need of such a statement should communicate with the faculty host and/or host department.
Application and Renewal Fee
Approved applicants must submit one of two nonrefundable administrative fees:
AY22 - 23 (September 1, 2022 - August 31, 2023)
AY23 - 24 (September 1, 2023 - August 31, 2024)
Applicants can submit payment via TC Cashnet, which accepts only credit cards (VISA, Mastercard, American Express, Discover, Masterpass). Note that any fees paid by the College on behalf of the scholar will be treated as income for the scholar and must be in compliance with immigration policies.
Faculty Host
Visiting scholars must be recommended by a faculty host.
Please note that hosts must be:
3A full-time faculty on contract can only act as a visiting scholar host provided that the visit dates in question fall within the host’s employment contract period at the College.
Host faculty are responsible for acting as their respective scholar’s primary point of contact. This includes, but is not limited to:
Identifying a Faculty Host
It is the responsibility of prospective applicants to identify and confirm a TC host. We encourage interested parties to visit TC department/center websites or the faculty profile pages to learn more about TC faculty, their academic disciplines and current projects. Prospective applicants are welcome to reach out to those whose research interests best align with their own to discuss a possible visit.
Application Process
After confirming a faculty host, applicants must work with the hosting academic department to complete the application process. A designated staff (DS) from the host department must initiate the official visiting scholar application via TC-Compass. The DS will also act as the scholar’s main administrative point of contact during the visit; and along with the faculty host, is responsible for helping the scholar become acclimated to the TC campus.
How to Apply
When completing the application in TC-Compass, applicants should be ready to upload the following additional documents:
Processing Times
OISS recommends that departments begin the application process at least 3 months in advance of the visit start date to allow ample time for review. Prospective scholars should allow approximately 14 business days -- provided no additional information is required -- for a complete review of an application submitted in its entirety; and that applications are processed in the order in which they are received. OISS recommends that departments begin the application at least 3 months in advance of the visit start date to allow ample time for review.
Visa Sponsorship
The U.S. Department of State authorizes the College to sponsor foreign nationals for the J-1 Exchange Visitor program for the purpose of engaging in research, scholarly collaboration and to promote global exchange. Upon receipt of all required documents, OISS will issue a form DS-2019 to support the J-1 visa application for an approved visiting scholar.
Financial Arrangements
Scholars are responsible for their own financial accommodations and living arrangements during their stay. The College does not financially compensate visiting scholars, nor are scholars eligible for College or CU benefits (including health insurance). Scholars may not be compensated from a College account, given a fellowship or be reimbursed for expenses without prior approval of the Vice Provost. If granted authorization and provided that it does not violate the scholar’s immigration status, a scholar may receive a honoraria for participating in a conference or giving an occasional lecture, in accordance with the College’s policy on procurement. Even so, it is the scholar’s responsibility to communicate with OISS prior to engaging in an activity in order to verify if they are eligible to be compensated for activities that are related and part of their program.
Responsible Office(s): Office of International Students & Scholars
Last updated: March 2023