Handbook for Ph.D.

Students in

ECONOMICS

AND

EDUCATION

Department of International and Transcultural Studies Teachers College, Columbia University

September 2007

TABLE OF CONTENTS Sections Page numbers

Introduction…………………………………………………………………………...3 Economics and Education Program Faculty……………………………………….....3 Institutes and Centers………………………………………………………………....6 Student Organization…………………………………………………………………7 Courses in the Economics and Education Program…………………………………..9 Recommended Courses from the Economics Department (GSAS) and the School of International and Public Affairs (SIPA)…….....………………....12 Requirements for the Program ..…………………………….....................................15 Program Description………………………………………………………………...16 Checklist of Steps for Ph.D. Certification (M.Phil.)……….......................................21 Important Steps towards the Dissertation Defense……………………………….....22 Other Useful Information…………………………………........................................23 Appendix Requirements for the Degree of Doctor of Philosophy, March 2001

2

INTRODUCTION The purpose of this handbook is to provide Economics and Education Ph.D. students with a description and overview of the specific requirements that are needed to fulfill their academic program of study. However, students are strongly recommended to always refer to the Requirements for the Degree of Doctor of Philosophy that is printed and revised by the Office of Doctoral Studies (153 Horace Mann) on a regular basis. ECONOMICS AND EDUCATION PROGRAM FACULTY

Thomas R. Bailey George and Abby O’Neill Professor of Economics and Education.
Director of the Institute on Education and the Economy and The Community College Research Center E-mail: tb3@columbia.edu 439 Thorndike Hall, (212) 678-3091 Scholarly Interests: Labor and education policy; Transition form school to work; Community colleges and the economy; Work-based learning. Educational Background: A.B., Harvard University; Ph.D., Massachusetts Institute of Technology. Selected Publications: “The Educational Outcomes of Occupational Sub-baccalaureate Students: Evidence from the 1990s,” with M. Alfonso and M. Scott (Economics of Education Review). Working Knowledge: Work-Based Learning and Educational Reform, with K. Hughes and D.T. Moore (Routledge). Learning to Work: Employer Involvement in School-to-Work Transition Progress (Brookings Institution). Employee Training and U.S. Competitiveness: Lessons for the 1990’s, with L. Benton, T. Noyelle and T. Stanback (Westview Press). The Double Helix of Education and the Economy, with S. Berryman (Institute for Education and the Economy, Teachers College, Columbia University).

Henry Levin William Heard Kilpatrick Professor of Economics and Education.

3

Director of the National Center for the Study of Privatization in Education and The Center for Benefit-Cost Studies of Education 230 Thompson Hall, (212) 678-3857 E-mail: HL361@columbia.edu Scholarly Interests: Economics of education; Educational vouchers and privatization; Costeffectiveness; Education of at-risk students. Educational Background: B.S., New York University; M.A., Rutgers University; Ph.D., Rutgers University. Selected Publications: “The Effects of Competition Between Schools on Educational Outcomes: A Review for the United States,” with C. Belfield (Review of Educational Research). Cost Effectiveness (Sage Publications). Schooling and Work in the Democratic State, with M. Carnoy (Stanford University Press). “Educational Vouchers: Effectiveness, Choice and Costs” (Journal of Policy Analysis and Management). “Educational Performance Standards and the Economy” (Educational Researcher).

Francisco L. Rivera-Batiz Professor of Economics and Education
Faculty Coordinator, Program in Economics and Education. 350 Macy Hall, (212) 678-3152 E-mail: FLR9@columbia.edu Educational Background: A.B., Cornell University; Ph.D., Massachusetts Institute of Technology Scholarly Interests: Labor and development economics. Education and economic development. International economics and the globalization of labor flows. The socioeconomic status of racial and ethnic minorities. Immigrants and education. Economic growth in Lain America and the Caribbean. Selected Publications: Selected Publications: “International Migration, the Brain Drain and Economic Development,” in A.K. Dutt and J. Ros, eds., International Handbook of Development Economics, (Edward Elgar, 2007). “Education and Economic Development in Puerto Rico,” in S.M. Collins, B. Bosworth and M. Soto-Class, eds., The Puerto Rican Economy: Restoring Growth (with H. Ladd, Brookings Institution, 2006). “The Impact of School-to-Work Programs on Minority Youth Employment and Student Outcomes,” in W.J. Stull and N.M. Sanders, eds., The School to Work Movement: Origins and Destinations, (Praeger, 2003). The Political Economy of the East Asian Crisis and its Aftermath: Tigers in Distress (with A. Lukauskas, Edward Elgar, 2001). “Undocumented Workers in 4

the Labor Market: An Analysis of the Earnings of Legal and Illegal Mexican Immigrants in the U.S.,” (Journal of Population Economics, 1999), Reinventing Urban Education: Multiculturalism and the Social Context of Schooling (IUME, 1996). U.S. Immigration Policy Reform in the 1980s: A Preliminary Assessment (Praeger, 1991).

Mun C. Tsang Professor of Economics and Education.
Director of the Center on Chinese Education 348 Macy Hall, (212) 678-3947 Stanford University Scholarly interests: Cost and financing of education; Economic evaluation of education; Economic effects of education; Education policy and economic development in China. Selected Publications: “Comparing the Costs of Public and Private Schools in Developing Countries,” in H. Levin and P. McEwan, eds., Cost Effectiveness Studies in Education (American Education Finance Association). “Education and National Development in China since 1949: Oscillating Policies and Enduring Dilemmas” (China Review). “Human Capital Development in an Emergent Economy: The Experience of Shenzhen, China” (China Quarterly). “Financial Reform of Basic Education in China” (Economics of Education Review). “Cost Analysis and Policymaking Education: A Review of Cost Studies in Education in Developing Countries” (Review of Educational Research). The Way We Were? The Myths and Realities of America’s Student Achievement (Century Foundation). OTHER FACULTY AT COLUMBIA UNIVERSITY IN THE FIELD OF ECONOMICS OF EDUCATION Randall Reback, Assistant Professor, Economics, Barnard College. E-mail: rr2165@columbia.edu, Phone: (212) 854-5005. Jennifer Lynn Hill, Assistant Professor, School of International and Public Affairs E-mail: jh1030@columbia.edu, Phone: 212-854-4474 E-mail: mct27@columbia.edu Educational Background: B.S., M.S., Massachusetts Institute of Technology; M.A. Ph.D.,

5

Miguel S. Urquiola, Assistant Professor, Department of Economics and School of International and Public Affairs. E-mail: msu2101@columbia.edu, (212) 854-3769. David Weiman, Professor, Economics, Barnard College. E-mail: dfw5@columbia.edu, (212) 854-5755.

6

INSTITUTES AND CENTERS Center on Chinese Education (www.tc.edu/centers/coce) CoCE is aimed at contributing to a better understanding of education in China and to educational exchange between the United States and China. It seeks to achieve this mission through three categories of activities: research and development, education and training, and outreach and exchange. These activities will draw upon the special, historical relationship between Chinese educators and Teachers College over many decades, as well as the expertise and resources available on Chinese Studies at Columbia University in general. Professor Mun C. Tsang, Professor of Economics and Education, and an expert on Chinese economic and educational issues is Director of the Center. Major funding for the center’s activities is provided by the Luce Foundation and the Ford Foundation. Community College Research Center (www.tc.columbia.edu/~iee/ccrc/) The mission of the Community College Research Center is to carry out and promote research on major issues affecting the development, growth and changing roles of community colleges in the United States. In addition to carrying out our its research, the CCRC strives to strengthen the research capacity both within the colleges and the broader community, attract new scholars to the field, promote discussion and debate about crucial and often controversial issues, and disseminate existing research. Since community colleges are vital to the aspirations of people and their communities, it is imperative that they become part of the mainstream research agenda. Institute on Education and the Economy (www.tc.columbia.edu~/iee/) The Institute on Education and the Economy (IEE), established in 1986 by the Board of Trustees of Teachers College, Columbia University, is an interdisciplinary policy research center that focuses its attention on the interaction between education and the economy. IEE conducts a rigorous program of research and policy analysis and provides intellectual leadership on the implications of changes in the economy and labor markets for all levels of our education and training systems. The Institute conducts research primarily in two areas. The first is education reform, particularly those programs designed to respond to changing economic and employment needs. The second involves changes in work, technology, and work organization, and the implications of those changes for the performance of organizations and the skill needs and well-being of the workforce. To 7

achieve its objectives, the Institute has mobilized a broad range of research talent and disciplinary perspectives, including economics, anthropology, sociology, political science, education, and cognitive science. The National Center for the Study of Privatization in Education (www.ncspe.org) The National Center for the Privatization in Education acts as an independent, non-partisan source of analysis and information on privatization in education. The NCSPE carries out research, evaluation, conferences, publications, and dissemination on a full range of issues regarding privatization of education from pre-school to higher education and covering both national and international initiatives. Center for Benefit-Cost Studies of Education (www.cbcse.org/) The Center for Benefit-Cost Studies of Education (CBCSE) conducts research on the benefits and costs of alternative educational policies and interventions. Education is a social investment that entails both costs and outcomes. Too often assessments of educational alternatives either ignore their costs or calculate them in inappropriate ways. Similarly, benefits of education are often viewed too narrowly or measured inappropriately. The CBCSE brings together scholarship on both benefits and costs so that the full value of investments in education can be evaluated, and the most productive use of resources can be chosen. The Center also undertakes cost-effectiveness studies to ascertain the types of educational interventions that will produce educational outcomes at least cost.

STUDENT ORGANIZATION Society for Economics and Education An organization run by students in the Economics and Education program that coordinates lectures, workshops, and social functions throughout the academic year. Members of this society help to orient new students. It also provides relevant information to Economics and Education students who subscribe to their e-mail list about local and current events across the Columbia University campus and other universities, including lectures and workshops, job and internship opportunities, and college and department-related news. For more information about SEE, contact student representative Brian Gabele (email: bvg2102@columbia.edu).

8

COURSES IN THE ECONOMICS AND EDUCATION PROGRAM

ITSF4050. Economics of education (3) Professor Levin (Fall 2007) Introduction to basic economic concepts and methods used for the study and analysis of educational finance, education and inequality, education and economic growth, the impact of educational outcomes, school reform and school choice. ITSF4051. Education and economic development (3) Professor Rivera-Batiz (Fall 2007) Introductory examination of the links between education and various aspects of economic development. Includes discussions of the impact of education on economic growth, educational inequities on the basis of income, determinants of enrollment rates in developing countries, adult literacy, the role of international organizations (World Bank, IMF) on educational development, measuring rates of return to education, cost-benefit analysis of educational projects in developing countries, and the role of decentralization and privatization on educational reform. ITSF 4055. Resource allocation in education (3) Professor Levin (Spring 2008) This course reviews the literature on school effectiveness with respect to the allocation of resources. It addresses and analyzes education production functions and cost-effectiveness analysis in educational decision-making. ITSF4057. Economics of urban and minority education (3)Professor Rivera-Batiz Policy-oriented approach to the connections between education and the economy in an urban context. Includes analysis of the impact of globalization on urban areas, urban labor markets and economic development, residential patterns and their impact on urban educational inequities, urban education finance, and the key challenges confronting racial and ethnic minorities in urban areas. ITSF 4058. Economics of higher education (3) Professor Bailey (Fall 2007) This course uses theoretical and empirical economic analysis to analyze the behavior of higher education students and institution s and to study private and public policy related to post-secondary education. ITSF 4097. International and comparative perspectives: educational finance (3) Professor Tsang (Fall 2007)

9

Theory and practice on how nations in different parts of the world mobilize and allocate resources for education. Methodologies for conducting international comparative studies in educational finance. ITSF4151. Microeconomic theory and applications to Education (Special Topics in Economics of Education) (3) Professor Rivera-Batiz (Fall 2007) This course is a survey of intermediate microeconomic theory combined with applications of relevance to the economics of education. At the theory level, the course covers utility maximization, income and substitution effects, labor supply, the analytics of market equilibrium, consumer surplus, cost minimization, production and cost functions, the determinants of the demand for factors of production, labor demand and the demand for skilled labor, market imperfections, monopoly pricing, monopolistic competition, oligopolies and strategy in market equilibrium, externalities and market failure, inter-temporal investments and the calculation of present value, human capital investments and the rate of return to education, moral hazard, adverse selection, and the economics of risk and uncertainty. Applications are included for each of these topics in the area of education and human capital, including a discussion of various policy issues. ITSF 4155. Privatization and school choice (3) Professor Levin This course addresses the increasing emphasis on market-type choice systems including educational vouchers, for-profit educational firms, and charter schools. Emphasis on the theory of emerging empirical evidence underlying these developments in education. ITSF 5550. Workshop in economics in education (3) Professor Bailey (Fall 2007) For doctoral students and others with research projects or potential research projects in the field. Participation is required for doctoral students writing their dissertation. Students who are beginning to think about their dissertation topic or working on proposals are also encouraged to participate. Faculty members also invite guests from within or outside the department to present their work. ITSF5650. Readings in the economics of education (3) Faculty Selected readings in the economics of education. Recommended for students with background in economics or a related discipline. Can be used an independent study course or for those who have started working on their dissertation. ITSF6050. Education and economic development: Advanced Topics (3) Prof. Rivera-Batiz

10

Advanced discussion of the links between education and economic development, including both theoretical frameworks and empirical models. Discussion of economic growth models incorporating human capital, household choice models of the demand for schooling, estimation of cost functions in education, public finance and optimal taxation issues related to education, and the role of public sector governance on educational development. Prior knowledge of microeconomic theory and econometrics is necessary. ITSF6151. Advanced Microeconomic Theory with Applications to Education (3) Prof. RiveraBatiz (Spring 2008) This course is a survey of advanced microeconomic theory combined with applications of relevance to the economics of education. At the theory level, the course starts with an analysis of the theory of the firm and its implications regarding factor demand. This discussion is applied to the economics of educational production functions and to study the effects of immigration of skilled and unskilled labor. The course then moves to examine consumer demand, including analyzes of utility maximization, and income and substitution effects. This discussion is applied to examine the determinants of labor supply and the demand for education. The analytics of market equilibrium is discussed next, with a discussion of various types of market failure and externalities. This analysis is applied to examine the theory and evidence on human capital externalities. The course concludes with an analysis of public finance issues in education, including fiscal federalism and the Tiebout hypothesis, and a discussion of dynamic labor supply, and the economics of uncertainty and information. ITSF6590. Doctoral Seminar in Economics and Education (1-3) Faculty ITSF 7502 Dissertation Seminar in International and Transcultural Studies Permission required. Proposal writing. Required of doctoral students in the semester following successful completion of certification examinations. ITSF 8900 Dissertation Advisement in International and Transcultural Studies (0-3) Individual advisement on doctoral dissertations. For requirements see section on Continuous Registration for Ph.D. Degrees,(see p. 16).

11

RECOMMENDED COURSES FROM THE ECONOMICS DEPARTMENT (GRADUATE SCHOOL OF ARTS AND SCIENCES) AND THE SCHOOL OF INTERNATIONAL AND PUBLIC AFFAIRS AT COLUMBIA UNIVERSITY Economics Department G6417 Econometrics III. Applied Econometrics (3) Prerequisites: G6411 and G6412. Permission of Instructor. Introduction to applied econometrics, the fundamentals of identifying the testable implications of an economic model and subjecting those implications to econometric tests through the use of the appropriate data and methodology. G6451 and G6452Economics of Labor I & II (3) Prerequisite: at least one term of price theory. Either term may be taken separately. G6451: the allocation of time among persons and within households. The theory of labor supply and of labor mobility. G6452: human capital, economics of education and occupation; wage structure and income distribution; demand, cycles, and growth in competitive and unionized labor markets. G6908 Global Economic Policy (3) Concepts of gross world product and gross trade product. Global monetary aggregates—the international capital markets: past, present, and future trends. Theory of dominant currencies and currency areas. The international general equilibrium system. Impediments to global efficiency. International macroeconomic and development policies. Economic and political control of resources and transport. International pollution. World inflation and depression. Control of international business cycle. Global banking complexes. Stability of the Eurodollar market. Evaluation of 20th-century economic experience in the historical perspective of the world economic system. Challenges of the 1970s and prospects for the 1980s. G6807y (Section 01) Public Finance III (3) Prerequisites: G6211-G6212 and G6411-G6412 This course examines economic theory on the optimal provision of public goods, and the role of sub-national jurisdictions in their provision. It includes several empirical applications that concern both the U.S. and developing countries.

12

G6211 and G6212 Microeconomic Analysis I & II (4) Prerequisites: Primarily for graduate students in the Department of Economics, but other are admitted after passing a math qualifying exam held during the first week of classes. A course designed for first year economics doctoral students. Consumer and producer behavior; general competitive equilibrium, welfare and efficiency, behavior under uncertainty, intertemporal allocation and capital theory, imperfect competition, elements of game theory, problems of information, economies with price rigidities. G6215 and G6216 Macroeconomic Analysis I & II (4) Prerequisites: Primarily for graduate students in the Department of Economics, but other are admitted after passing a math qualifying exam held during the first week of classes. Concept of full employment. Models of underemployment and theory applicability, determinants of consumptions and of investment, multiplier and accelerator analysis, an introduction to monetary macroeconomics, the supply side and inflation. Integration of macroeconomics with microeconomics and monetary analysis. G6410 Mathematical Methods for Economists (4) Primarily for graduate students in the Department of Economics but others are admitted with the instructor’s permission. Prerequisite: multivariable differential calculus and linear algebra. Introduction to the mathematical techniques needed for the study of economics and econometric methods. Topics include the calculus of one and several variables, linear algebra with emphasis on vector spaces, linear transformations; and reduction to canonical form; mathematical analysis, optimization theory, and linear differential and difference equations. G6411-G6412 Introduction to Econometrics I & II (4) Prerequisites: Permission of the Director of Graduate Studies. Co-requisites: G6410 or the equivalent background in the calculus of several variables and linear algebra. G6411: introduction to probability theory and statistical inference. G6412: introduction to general linear model and its uses in econometrics, including consequences of departures from the standard assumptions.

13

School of International and Public Affairs U4320 Statistics and Quantitative Analysis for International Affairs Familiarizes students with some of the basic statistical techniques used in policy analysis so that they will be equipped to be intelligent consumers and producers of analyses. Covers basic statistical concepts such as the organization of data and measures of central tendency and dispersion as well as more advanced techniques of inferential statistics and multivariate regression. U4601 International Economic Analysis A year-long course designed to teach students the basic skills underlying economic analysis and policymaking. Taking an integrated approach to economics, the course introduces students to both the microeconomic foundations of economic thought and the macroeconomic issues facing nations. U6312 Applied Quantitative Analysis for International Affairs Prerequisite: U4320—Statistics and Quantitative Analysis for International Affairs or its equivalent. Introduces students to cross-sectional and time-series regression techniques. The first part of the semester focuses on the assumptions, estimation, and evaluation of the standard classical regression model. The second part of the semester focuses on time-series regression models. These techniques are of special relevance for students interested in comparative and international political economy (e.g., development, finance). The course will emphasize the application of the techniques and computer work. An essential objective of the course is to have students develop a paper in their area of interest.

14

Requirements for the Ph.D. program
Program Structure 1. Core Courses (at least 24 credits) Microeconomics (at least 3) Economics of Education (9) ITSF4050: Economics of Education (3) ITSF4055: Resource Allocation in Education (3) ITSF4058: Economics of Higher Education (3) Ph.D. Labor Economics sequence: G6451-6452: Economics of Labor I & II (Economics Department) ITSF4097: International Comparative Studies in Educational Finance (3) ITSF4155: Education, Privatization and School Choice (3) ITSF4051: Education and Economic Development (3) ITSF 6050: Education and Economic Development: Advanced Topics (3) U6610: Econometric Techniques for Policy Managers(3) (Program in Economic Policy Management, SIPA) G6417: Econometrics III (3) (Economics Department) U8990: Quantitative methods in Program Evaluation and Policy Research (School of International and Public Affairs) ITSF 5550: Workshop in Economics of Education (3) Three semesters of continuous registration in a research seminar, (i.e., ITSF6950: Studies in Economics and Education or consult with adviser) for 1 point Courses (75 credits minimum) ITSF 4151: Microeconomics (3), only if required ITSF 6151: Advanced Microeconomics (3)

Labor Economics (at least 6 credits)

Public Finance/Educational Finance (at least 3 credits)

Education and Economic Development (at least 3 credits) 2. Research Methods (at least 12 credits) Econometrics (at least 6 credits) Dissertation Research (at least 6 credits)

3. Specialization (at least 39 credits) Examples of Specializations: Education and economic development Education and the transition to work Educational finance Economics of urban and minority education Economic evaluation of education Economics of new educational technology Teacher markets 4. Other Requirements to Fulfill  Competence in 1 foreign language  Certification Examination consisting of two parts: 1. Three-hour exam 2. Literature review with guidelines  Doctoral Dissertation (proposal, research, writing and defense)

Course work for the specialization should be developed individually by the student with guidance from their adviser

Electives: at least 6 credits taken outside of the department within Teachers College (no less than 2 credits in each course)

15

PROGRAM DESCRIPTION The Ph.D. in Economics and Education is one of the doctoral degrees granted by the Columbia University Graduate School of Arts and Sciences and is intended for persons who want to acquire advanced training in the theory, methods, and practices of the economics and finance of education. The Program is housed at the Department of International and Transcultural Studies at Teachers College, Columbia University. It is a selective 75-credit program that prepares individuals for leadership roles in teaching, research, or administrative settings. The Ph.D. Program requirements are divided into four components: 1. Core Courses (at least 24 credit points; see Program Overview for more details) 2. Research Methods (at least 12 credits; see Program Overview for more details) 3. Specialization (at least 39 credits; see Program Overview for more details) 4. Other Requirements

OTHER REQUIREMENTS FOR THE PH.D. DEGREE 1. Major Advisor The selection of an academic advisor is based on the following: • • • An existing match exists between the student’s and the advisor’s interests or areas of research; students may change advisor if their interest or area of research changes. The advisor is able to provide the student with satisfactory guidance throughout the student’s program of study. The advisor is a strong advocate for the student in all aspects of the academic program

Advisors are initially assigned to students based on their area of interest by the department’s Program Coordinator. However, students are free to choose another adviser whose area of research may be compatible to the one they wish to pursue for their academic work and who agrees to support the student’s academic goals (see the Program Faculty List above). The student’s advisor need not be the dissertation sponsor.

16

2. Continuous Registration A student must register every semester until all requirements for the Ph.D. degree have been satisfactorily completed, unless a leave of absence has been requested and approved. The leave of absence is approved on the basis of sustained illness, maternity leave, or national military service, usually for no longer than a year. Applications for the request of a leave of absence are available through the Office of Doctoral Studies. Still, a student may be advised to register for the course IND 6000, in order to maintain their student status and privileges at the college. 3. Program Plan With the assistance of his or her advisor, Ph.D. students must detail the projected course of study to satisfy the department’s requirements and those of the program. The Ph.D. Program Plan is a publication that provides directions as well as the forms needed to be completed by the student; the Plan is available at the Office of Doctoral Studies. In completing their Program Plan, students list the courses they have taken and/or intend to take at Teachers College and at other Schools of Columbia University, as well as those they wish to have transferred from other institutions. The plan requires the signature of the student, the advisor, and approval by the appropriate Area Committee. This form must be completed after credits to be transferred have been approved. It is advisable to have this done by the end of the first year of study. 1. Statement of Total Program All doctoral students must hand-in a “statement of total program” in which they describe their plans for meeting all of the program’s objectives and requirements. This statement must be approved and signed by the advisor, and filed with the Office of Doctoral Studies. It is customary to deliver this statement at the same time as the program plan. 2. Completion of course requirements The first major step in the process of completing a Ph.D. degree is to achieve the status of doctoral candidate. In order satisfy the requirements for certification as a doctoral candidate, a set of required and elective courses must be completed in a timely manner. In planning and choosing coursework each semester, it is recommended that students do the following:  Check the “Program Overview” above

17

Check the List of “Relevant Course Offerings at Teachers College,” and “Relevant Course Offerings Outside of Teachers College,” noted earlier in this handbook, as well as other, current course offerings at Teachers College, Columbia University or other relevant graduate schools within New York City. Consult advisor and ask fellow students for course recommendations.

Students who will need to transfer credits accumulated from institutions other than Teachers College or from other departments will need to apply for a transfer of credit. The transfer of credits policy, procedures and forms are available through the Admissions Office (146 Horace Mann). Up to 30 credits may be transferred from another institution and be applied to the 75-credit requirement. Students who have taken credits at a graduate-level institution other than Teachers College and would like to have those credits counted toward their program should complete and send to the Admissions Office a Transfer of Credit form, attaching an official transcript from the institution that they attended. A copy of the form and transcript will be sent to the department for review and approved by the student’s advisor. 3. Certification Examination All students must pass a certification examination as part of their Ph.D. requirements. Students are encouraged to take the exam no later than the semester in which they have completed 60 points or when they have completed up to 70-80% of their coursework. However, they should consult with their advisor as to their readiness to sit for the exam. Certification exams are held twice a year, in October and February. Applications for taking the certification exam are available in the Office of Doctoral Studies. The application must be completed by the student, be signed by the advisor, and returned to Office of Doctoral Studies at least a month prior to the scheduled exam date. The certification exam has two parts: 1. A three-hour exam on topics covered in the core Economics and Education courses. This exam can be taken either in October during the fall semester or in February during the spring semester. International students whose first language is not English are allowed to request an additional hour in order to complete the certification exam, with the advisor’s approval. 2. A take-home exam that consists of a review of the literature on a topic in the student’s area of specialization. This take-home exam must be submitted to the program within 3 months after the scheduled three-hour exam. An extension can be granted but must be requested from the Economics and Education Program. 18

A doctoral student will not be considered as having passed the certification exam unless he or she has successfully passed both the first and second parts of the certification exam. 7. Foreign language examination All Ph.D. students in the Economics and Education program, including international students, must demonstrate competence in one foreign language. Details on the ways to satisfy this requirement (including the language proficiency examinations offered at Teachers College and at Columbia University), are provided by the Office of Doctoral Studies. 8. Dissertation proposal Once a student completes the essential course requirements for the degree, and passes the certification exam, the next step is to write a dissertation proposal. The Ph.D. dissertation represents a substantial project of scientific research and writing. Students must select a dissertation topic that will be approved based on the following criterion:    it must be an original contribution to the area of research it must be completed successfully with the resources available to the student it must be a topic for which appropriate faculty advisors are available in the university and are willing to guide the student’s research and study Once a topic is selected, the student must write a dissertation proposal, in which a literature review of the topic is presented jointly with a detailed description of the research questions to be answered and the data and methodology to be used in answering them. A Proposal Defense Hearing must then be scheduled, in which the student presents and defends his/her proposal before his/her key dissertation advisors. All Ph.D. students must register once for ITSF 7500 Dissertation Seminar in Economics and Education while preparing their proposal. Subsequently, the proposal must be defended in an Area B Seminar that pertains to Economics and Education. The approval of the dissertation proposal is only made official when the student has met the proposal committee members’ approval, received their signature on the “Proposal Hearing Form” and submitted this form to the Department and the Office of Doctoral Studies. This form is available through the Office of Doctoral Studies. Once the proposal is approved, the student may be certified to receive the M.Phil. Degree. For further details, consult the Requirements for the Degree of Doctor of Philosophy issued by the Office of Doctoral Studies. 19

9. Dissertation advisement. While writing the dissertation, Ph.D. students must enroll for continuous dissertation advisement by registering each semester for the course ITSF 8900 Dissertation Advisement. A dissertation committee consisting of three core faculty members supervises the progress of the dissertation. The key advisor is referred to as the Dissertation Sponsor. Only faculty members of Teachers College who are named on the list of Ph.D. Sponsors and are members of The Graduate School of Arts and Sciences at Columbia University may be Sponsors. In addition, the dissertation committee must include two Outside Members, who will consist of faculty outside the Economics and Education Program. One of these must be from outside Teachers College. Students often choose a faculty member from the Economics Department or the School of International and Public Affairs at Columbia University as an Outside Member. 10. Advanced seminar/Final oral dissertation defense A Ph.D. candidate must complete their research and produce a manuscript under the guidance of their dissertation committee. The dissertation must be defended in an Oral Dissertation Defense. Before this defense, and in preparation for it, students must present the results of their dissertation to two or three of the core committee members at an Advanced Seminar. After taking into consideration all suggestions offered at the Advanced Seminar, the student can then select a date for the Oral Dissertation Defense. Once the Oral Dissertation Defense is passed, the student will be eligible for receiving the Ph.D. degree. For more details see Requirements for the Degree of Doctor of Philosophy, p. 12-13.

20

CHECKLIST OF STEPS FOR PH.D. CANDIDATE CERTIFICATION (M.PHIL.) In order to be certified as a Ph.D. candidate or to receive the M.Phil. (Master of Philosophy) degree, doctoral students must satisfactorily complete the following six requirements: 1. A minimum of 75 points of coursework, satisfying the required courses for the Program. 2. File an approved Program Plan of Study with the Office of Doctoral Studies, (including applying for the transfer of credit with the Office of Doctoral Studies at the start of the Ph.D. program if necessary). 3. File an approved Statement of Total Program showing their academic involvement (in accordance with program criteria) other than course work. 4. Pass the departmental Certification Examination. 5. Pass the foreign language requirement. 6. Prepare and defend a dissertation proposal, have it approved and filed with the appropriate forms with the Office of Doctoral Studies. 7. Prepare a satisfactory dissertation and present its results in an Advanced Seminar. 8. Complete the dissertation and defend it in a Dissertation Defense Hearing. 9. Deposit the dissertation manuscript with the Office of Doctoral Studies, following the final document preparation requirements.

21

IMPORTANT STEPS TOWARDS THE DISSERTATION DEFENSE 1. File an “Intent to Defend” application with the Office of Doctoral Studies 2. Plan an Advanced Seminar at least 3 weeks before the defense 3. Arrange an oral defense date 4. Deposit the dissertation with the Office of Doctoral Studies Schedule of Dissertation-Related Activities to Graduate in May To ensure the timely defense of the Ph.D. dissertation and to guarantee participation in the University Commencement exercises in May, deadlines and requirements established by the Office of Doctoral Studies must be followed. The Economics and Education Program recommends the following schedule: January 31 March 7 Complete draft of the dissertation delivered to the sponsor An Advanced Seminar scheduled not later than this date, allowing the sponsor to read and make suggestions before the Advanced Seminar, which should be scheduled in turn at least 5 weeks before the defense date. In addition, the student needs time to make revisions in response to the comments at the Advanced Seminar, and enough time to complete and distribute copies of the dissertation to the members of the dissertation committee at least 3 weeks before the defense date. April-May The last date for scheduling a defense is the last week of April. The final date for depositing the final copy of the dissertation with the Office of Graduate Studies is in early May in order to avoid paying tuition past the spring semester and in order to meet the deadline for May graduation.

22

OTHER USEFUL INFORMATION Administrative Office Locations and Services
Office
Admissions

Location
146 Main

Telephone
(212) 678-3140

Service
Transfer of credit applications re-applications for change of degree level, program and department Information on employment and internship opportunities. General information, special enrollment, and Department Chair signature including scheduling an appointment with the Chair. All matters related to doctoral study policies and procedures including forms pertinent for the certification exam, program plan, dissertation proposal hearing, dissertation defense, and the depositing of final version of the defended dissertation. General questions about the program, college policy and procedures. Open: Tuesdays-Thursdays (hours TBA) Contact: Kati Kabát, Program Assistant. E-mail: kabat@tc.edu Information on housing. Assistance for international students. Payment of tuition and other fees. Course registration, permission to register, change of grade, teacher certification, course withdrawal, requests for transcripts, certification to Government, degree application, certificate of equivalency. Applications for financial aid. Health insurance and service information, including immunization verification.

Career Services Center Department Office Office of Doctoral Studies

44 Mann 357 Dodge

(212) 678-3140 (212) 678-3947

153 Mann

(212) 678-4058

Economics and Ed Program Office Housing/ Residence Halls International Services Tuition Payment Student Aid

353 Macy

(212) 678-3763

1st Floor Whittier Student Life Center 163 Thorndike Business Office 133 Thompson 134 Thompson

(212) 678-3235 (212) 678-3406 (212) 678-3406 (212) 678-4050

Student Life

159 Thorndike

(212) 678-3704

23

Master your semester with Scribd & The New York Times

Special offer for students: Only $4.99/month.

Master your semester with Scribd & The New York Times

Cancel anytime.