program in social-organizational psychology - TC-CMS

PH.D. HANDBOOK FOR THE PROGRAM IN SOCIAL-ORGANIZATIONAL PSYCHOLOGY 2004-2005 PROGRAM IN SOCIAL-ORGANIZATIONAL PSYCHOLOGY DEPARTMENT OF ORGANIZATION & LEADERSHIP TEACHERS COLLEGE, COLUMBIA UNIVERSITY Please note that this Handbook contains information relevant to all PhD students. For the entering class of students, the curriculum as stated in this Handbook represents a contract between the program and the students. Ph.D. - 1 SOCIAL-ORGANIZATIONAL PSYCHOLOGY TABLE OF CONTENTS Topic Page Quick Reference: Departments and Faculty Contact information ………………. Faculty Profiles Principal Faculty ……………………………………………………………... Adjunct and Special Appointment Faculty ………………………………… 7 21 Curriculum and Requirements Coursework …………………………………………………………………… Research & Statistics ………………………………………………. Theory and Practice ……………………………………………..…. Breadth ………………………………………………………………. Integrative Experiences (Workgroup, Colloquium, TA) …………. Dissertation-Related ………………………………………………... College Policy on Incompletes . . …………………………………………… Typical Course Schedule …………………………………………………... Research Methods Exam …………………………………………………... Qualifying Papers ……………………………………………………………. Dissertation …………………………………………………………………… Expected Timetable …………………………………………………………. Expectations ………………………………………………………………………….. General………………………………………………………………………... Research ………………………………………………………………….…. Service ………………………………………………………………………… Coursework ………………………………………………………………….. Practice ………………………………………………………………………. TA ……………………………………………………………………………... Teaching ………………………………………………………………………. Continuing Development ……………………………………………………. Mutual Expectations …………………………………………………………. Rewarding Excellence with Financial Aid ………………………………………..… Tips for Finishing the Doctorate …………………………………………….………. Telephone Directory ………………………………………………………………….. 28 30 30 31 32 33 34 35 36 38 43 46 47 47 48 52 52 53 54 55 56 56 57 59 66 TC Map …………………………………………………………………….…… 69 Columbia Map ………………………………………………………………………… Academic Services . ………………………………………….…………………….… Student Services ……………………………………………………………………… Living in NYC …………………………………………………………………………. 70 72 85 92 Ph.D. - 2 3 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Quick Reference Guide For Questions About: Office or Website Contact Person and Phone Advisors Social-Organizational Psychology Ph.D. Office 226 Thompson Hall 197 Grace Dodge Hall http://www.tc.columbia.edu/alumni/ Teachers College, corner of 120th & Amsterdam Avenue Columbia University, Lerner Hall Schedule of Classes: http://www.gsb.columbia.edu/students/affairs/selection/ Contact your advisor during office hours (212) 678-3215 Alumni Benefits and Activities Bookstore Business School Course Registration Registration Form: http://www.tc.columbia.edu/academic/o&ldept/socialorg/links.html Cancelled Classes * one course (212) 678-3920 (212) 854-4131 Questions: contact the SocialOrg Psych Program office at … (212) 678-3249  (212) 6788152 (212) 678-8152 or (212) 6783249 Comprehensive Exam: Signup Information If a class is cancelled due to exigent circumstances, the program office will make a concerted effort to inform students via e-mail. In addition, if possible, a note will be placed on the classroom door. If the school is closed due to weather or other emergencies, check the TC website www.tc.columbia.edu or call the switchboard. www.tc.columbia.edu/commencement/capgown.htm 159 Thorndike Hall http://www.tc.columbia.edu/stlife/ Social-Organizational Psychology MA Office 222 Main Hall Comprehensive Exam: Results and Review of Exam Social-Organizational Psychology MA Office 222 Main Hall Conflict Resolution Courses International Center for Cooperation and Conflict Resolution (ICCCR) 232 Horace Mann Hall http://www.tc.columbia.edu/%7Eacademic/icccr/ Consult your academic advisor. Dr. Jennifer Parlamis  (212) 678-4019  jed30@columbia.edu (212) 678-3289 or 678-3402 * college closed Caps and Gowns Clubs & Student Activities Counseling Program (Ed.M.) Course Assistant * Opportunities * HR Paperwork Course Override Approval Course/Reading Packets Course Reserve Materials Diplomas Disability Services To locate potential openings, contact the PhD program coordinator about course(s) which you have “mastered” Pick-up a post-hire packet at Human Resources, 112 Main Hall http://www.tc.columbia.edu/administration/hr/ --and-contact the Department’s Director of Academic Administration to complete one section which requires department sign-off. Office of the Registrar, 152 Horace Mann Contact the instructor of the course which you seek entrance or his/her secretary. Duplicating, 36 Main Hall (basement of Main Hall) http://www.tc.columbia.edu/~wpcenter/ Milbank Library Circulation Desk  be sure to locate the library reserve number and course number  http://educat.tc.columbia.edu/ Office of the Registrar, 152 Horace Mann Office of Access and Services for Individuals with Disabilities (OASID), 162 Thorndike Ph.D. - 3 (212) 678-3000 (212) 678-3406 (212) 678-8152 or (212) 6783249  (212) 678-8253 [fax] Contact your advisor or see: Dr. Jennifer Parlamis  (212) 678-4019  jed30@columbia.edu Dr. Sarah Brazaitis  (212) 678-3866 sjb33@columbia.edu (212) 678-8152 or (212) 6783249 (212) 678-3175 (212) 678-3258 Registrar: (212) 678-4050 (212) 678-3403 (212) 678-3494 (212) 678-4050 (212) 678-3689 (voice/TDD) SOCIAL-ORGANIZATIONAL PSYCHOLOGY Disciplinary Actions or Filing a Complaint Distance Education Courses Doctoral Office, SocialOrganizational Psychology Associate Dean of the College, 113 Main Hall Ombudsperson, 128 Main Hall Distance Learning Project, 360Grace Dodge Hall http://dlp.tc.columbia.edu/ Social-Organizational Psychology Ph.D. Office 226 Thompson Hall (212) 678-3052 (212) 678-3391 (888) 633-6933 (212) 678-3291 [fax] (212) 678-8152 or (212) 6783249 (212) 678-8303 [fax] (212) 678-3000 x5293 Doctoral Office, SocialOrganizational Psychology  phone for doctoral students Doctoral Studies Office Social-Organizational Psychology Ph.D. Office 226 Thompson Hall 153 Horace Mann Hall (212) 678-4058 E-mail Academic Computing, 234 Horace Mann Columbia Help-Desk, 102 Philosophy Building Student Aid Office, 138 Horace Mann. http://www.tc.edu/financialaid/ (212) 678-3302 (212) 854-1919 (212) 678-3714 Financial Aid Graduation Activities General Information Dates Graduation Form Group Dynamics (ORL 5362) application Health Insurance & Immunization Housing (on-campus) Also visit the Social-Organizational Psychology web page “helpful links” scholarship/financial resources link: http://www.tc.columbia.edu/academic/o&ldept/socialorg/links.html www.tc.columbia.edu/commencement www.tc.columbia.edu/commencement/mdates.htm (212) 678-8152 or (212) 6783249 (212) 678-8100 (1) (2) see your advisor for sign-off Registrar’s Office for the form and processing, 152 Horace Mann Download the form from: http://www.tc.columbia.edu/academic/o&ldept/socialorg/links.html and return it to the Organizational Psychology office, 222 Main Hall Student Life Center, 159 Thorndike Hall Forms: http://www.tc.columbia.edu/administration/healthservices/InsuranceHealth.htm Office of Student Housing, 1st Floor Whittier Hall http://www.tc.columbia.edu/~administration/res-life/ Registrar: (212) 678-4050 (212) 678-8152 or (212) 6783249  (212) 678-8253 [fax] (212) 678-3482 (212) 678-3235 Off-Campus Housing Assistance Office, 419 West 119th Street  http://www.columbia.edu/cu/ire/ocha/ Housing (off-campus) Identification Cards Independent Study International Center for Cooperation and Conflict Resolution (ICCCR) general and course information International Student Services Internships Internship Course (ORLJ 5012) Whittier Hall Basement (enter at 1230 Amsterdam, street level) http://www.tc.columbia.edu/security/ Contact the respective faculty member indicating research interests. 232 Horace Mann Hall http://www.tc.columbia.edu/%7Eacademic/icccr/ 163 Thorndike Hall Office of Career Services, 44 Horace Mann Hall www.tc.columbia.edu/~career-services Internship Coordinator, Social-Organizational Psychology 222 Main Hall Internship Coordinator, International Center for Cooperation & Conflict Resolution (ICCCR), 232 Horace Mann Hall Ph.D. - 4 (212) 854-2773 (212) 678-3098 (212) 678-3289 or 678-3402 (212) 678-3406 (212) 678-3140 Dr. Jennifer Parlamis  (212) 678-4019  jed30@columbia.edu Dr. Beth Fisher-Yoshida  (212) 678-3402 or 8106  SOCIAL-ORGANIZATIONAL PSYCHOLOGY Job Opportunities Library Orientation & Tours Listserv problems PIN: Personal Identification Number Phone Numbers Practicum in Change and Consultation (ORLJ 6343) application Registering for Courses Registration Holds Social-Organizational Psychology Forms Student Information System * Technical Problems Syllabi Teaching Assistant TC Portal (aka Classweb) Transcripts Tuition costs/bills Updating Personal Information Waiving a course Writing Workshops Workshops and Non-Credit Courses Office of Career Services, 44 Horace Mann Hall www.tc.columbia.edu/~career-services Teachers College Human Resources, 112 Main Hall Milbank Library, 1st floor Information Desk You must be registered in the program to be listed on the program listserv. If you need a past email, contact another student. If you are having technical problems, contact Academic Computing Services, 234 Horace Mann Hall. New Students: Registration process or check 226 Thompson Hall (212) 678-3140 Returning Students: Inquire at the Office of the Registrar (152 Horace Mann Hall) --OR-Department of Organization and Leadership Office (213 Main Hall) Teachers College switchboard Columbia University switchboard Download the form from: http://www.tc.columbia.edu/academic/o&ldept/socialorg/links.html and return it to the Organizational Psychology office, 222 Main Hall Three Options (after Advisor consultation): (a) online: https://info.tc.columbia.edu/banprod/plsql/twgkwbis.P_WW WLogin (b) phone: (212) 678-3200 (c) in-person: Office of the Registrar (152 Horace Mann Hall) Determine the hold (i.e. library, student accounts) and contact the appropriate office to remedy the matter: https://info.tc.columbia.edu/banprod/plsql/twgkwbis.P_WWWLogin (212) 678-4050 Visit the following webpage: http://www.tc.columbia.edu/academic/o&ldept/socialorg/links.html (212) 678-8152 or (212) 6783249  (212) 678-8253 [fax] Academic Computing and Information Services Office, 234 Horace Mann Hall www.tc.columbia.edu/cis/ Social-Organizational Psychology Ph.D. Office 226 Thompson Hall (212) 678-3302 See COURSE ASSISTANT Take a workshop from the Computing and Information Services Office, 234 Horace Mann Hall www.tc.columbia.edu/cis/ Office of Student Records/Transcripts, 153 Horace Mann Hall http://www.tc.columbia.edu/registrar/trans.htm Office of Student Accounts, 133 Thompson Hall http://www.tc.columbia.edu/administration/bursar/ Two Options: (a) Registrars Office, 152 Horace Mann (b) Student Information System, www.tc.columbia.edu See your advisor Education Leadership Office, 212 Main Hall Center for Educational, Outreach, & Innovation (CEO&I), 107 Main Hall http://www.tc.columbia.edu/ceoi/ Ph.D. - 5 (212) 678-3175 (212) 678-3494 (212) 678-3302 (212) 678-8152 or (212) 6783249  (212) 678-8253 [fax] (212) 678-3258 (212) 678-3000 (212) 854-1754 (212) 678-3249 (212) 678-8253 [fax] (212) 678-3302 [for technical problems] (212) 678-4050 (212) 678-8152 or (212) 6783249 (212) 678-3402 (212) 678-4072 (212) 678-3056 (212) 678-4050 Contact Marilyn Breeze at (212) 678-3139 (212) 678-3987 (212) 678-8417 [fax] SOCIAL-ORGANIZATIONAL PSYCHOLOGY FACULTY & STAFF Regular Appointment Faculty Darlyne Bailey Caryn J. Block Warner Burke Peter Coleman L. Lee Knefelkamp Debra Noumair Cheri Ostroff Elissa Perry Patricia Raskin Jim Westaby 678-3050 678-3252 679-3831 678-3112 678-3678 678-3395 678-3336 678-4107 678-3319 678-3791 Full-Time Lecturers & Special Appointments: Sarah Brazaitis 678-3866 Jennifer Parlamis 678-4019 db633@columbia.edu cjb17@columbia.edu wwb3@columbia.edu pc84@columbia.edu llk6@columbia.edu dn28@columbia.edu co183@columbia.edu ep248@columbia.edu pmr12@columbia.edu jdw43@columbia.edu sjb33@columbia.edu jed30@columbia.edu on sabbatical 2004-2005 on sabbatical 2004-2005 on leave, fall 2004 Adjunct/Affiliated Faculty William M. Bernstein Susan K. Boardman David L. Buckner Celeste Coruzzi Miriam W. Javitch Stacey E. Lutz Linda Richter Kent Strong Ross Tartell 678-3249 678-3402 678-3249 678-3249 678-3249 678-3249 678-3249 678-3249 678-3249 wmbern@aol.com boardman@exchange.tc.columbia.edu dlbuckner@aol.com Ccoruzzi@aol.com Emeriti Faculty Morton Deutsch Harvey Hornstein 678-3246 678-3250 md319@columbia.edu hah6@columbia.edu mwj7@optonline.net lutz@porticoresearch.com LRichter@casacolumbia.org kstrong@k12connect.com tarter@Pfizer.com Administration Vice President for Academic Affairs and Dean of the College Darlyne Bailey 678-3050 db633@columbia.edu Department Chair for Organization and Leadership Craig Richards 678-3258 cer8@columbia.edu Director of the Graduate Programs in Social-Organizational Psychology Warner Burke 679-3831 wwb3@columbia.edu Coordinator of the Ph.D. Program in Social-Organizational Psychology Cheri Ostroff 678-3336 co183@columbia.edu Coordinator of the M.A. Program in Social-Organizational Psychology Jennifer Parlamis 678-4019 jed30@columbia.edu Program Manager for Social-Organizational Psychology Gregory Gettas 678-3273 gettas@exchange.tc.columbia.edu Academic Staff Aswad Blackwell 678-8109 blackwell@exchange.tc.columbia.edu Miriam Mach 678-8152 mach@exchange.tc.columbia.edu Ph.D. - 6 SOCIAL-ORGANIZATIONAL PSYCHOLOGY FACULTY PROFILES Principal Faculty Darlyne Bailey Dean and Vice President for Academic Affairs of Teachers College; Professor of Education; Professor of Social Work, Columbia University School of Social Work B.A., Lafayette College M.S., Columbia University Ph.D., Case Western Reserve University Contact Information: Office Location: 122 Main Hall Box: 54 Telephone: (212) 678-3050 E-Mail: db633@columbia.edu Scholarly Interests: Organizational leadership development and sustenance, Inter-organizational relations, Multiculturalism. Selected Publications:  Strategic Alliances among Health and Human Services Organizations: From Affiliations to Consolidations (Sage Publications).  Managing Human Resources in the Human Services (Oxford University Press).  Organizational change in a public school system: The synergism of two approaches (Social Work in Education).  An integrative framework for the evaluation of community-based consortia (Evaluation and Program Planning). The contextual impact of social support across race and gender: Implications for AfricanAmerican women in the workplace (Journal of Black Studies).  The power of dialogue: Celebrating the praxis of teaching and research (Researchers Hooked on Teaching).  Interorganizational community-based collaboratives: A strategic response to shape the social work agenda (Social Policy: Reform, Research and Practice). Ph.D. - 7 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Caryn J. Block Associate Professor of Psychology and Education B.S., University of Illinois, Urbana-Champaign M.A., Ph.D., New York University Contact Information: Office Location: 222A Main Hall Box: 6 Telephone: (212) 678-3252 E-Mail: cjb17@columbia.edu Scholarly Interests: Gender and racial issues in the workplace. Motivation and performance. Selected Publications:  Roberson, L., Deitch, E.A., Brief, A.P. & Block, C.J. (in press). Stereotype threat and feedback seeking in the workplace. Journal of Vocational Behavior.  Roberson, L. & Block, C.J. (2001) Explaining racioethnic group differences in performance and related outcomes: A review of theoretical perspectives. In B. Staw & R. Sutton (Eds.), Research in Organizational Behavior. JAI Press, pp. 247-326.  Katz, T. & Block, C.J. (2000). Process and outcome goal orientations in conflict situations: The importance of framing. In M. Deutsch & P. Coleman (Eds.), Handbook of Conflict Resolution: Theory and Practice. Jossey-Bass.  Block, C.J. & Carter, R.T. (1998). White racial identity: Theory, research, and implications for organizational contexts. In A. Daly (Ed.), Workplace Diversity: Issues and Perspectives. NASW Press.  Block, C.J., Roberson, L., & Neuger D.A. (1995). White racial identity theory: A framework for understanding reactions toward interracial situations in organizations. Journal of Vocational Behavior, 46, 71-88. Ph.D. - 8 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Sarah J. Brazaitis Adjunct Associate Professor of Psychology and Education Director, Group Relations Conference B.A., University of Pennsylvania Ed.M., Ph.D., Teachers College, Columbia University Contact Information: Office Location: 226D Thompson Hall Box: 6 (212) 678-3866 E-Mail: sjb33@columbia.edu Scholarly Interests: Group dynamics and group relations; impact of social identities in groups and systems; racial identity. Selected Publications:  Gushue, G.V. & Brazaitis, S.J. (in press). Lazarus and group psychotherapy: AIDS in the era of protease-inhibitors. The Counseling Psychologist.  Brazaitis, S.J. (in press). White women’s piece in the diversity pie: A group relations perspective. In S. Cytrynbaum and D.A. Noumair (Eds.), Group Relations Reader 3. Washington, DC: A.K. Rice Institute.  Brazaitis, S.J. and Gushue, G.V. (in press). The case of a therapy group for people with AIDS. In S. Cytrynbaum and D.A. Noumair (Eds.), Group Relations Reader 3. Washington, DC: A.K. Rice Institute. Ph.D. - 9 SOCIAL-ORGANIZATIONAL PSYCHOLOGY W. Warner Burke Edward Lee Thorndike Professor of Psychology and Education Program Coordinator and Director of Graduate Programs in Social-Organizational Psychology B.A., Furman University M.A., Ph.D., University of Texas, Austin Contact Information: Office Location: 220 Main Hall Box: 24 Telephone: (212) 678-3831 E-Mail: wwb3@columbia.edu Scholarly Interests: Behavioral practices associated with superior leaders and managers and their performance. Multi-rater feedback. Organizational culture. Inter-organizational relations. Empowerment in the workplace. Leading and managing organization change. Organizational diagnosis and change. Selected Publications:  Organization Development: A Process of Learning and Change (Addison-Wesley).  Organization Change: Theory and Practice (Sage Publications)  Business Climate Shifts: Profiles of Change Makers (with W. Trahant) (Butterworth Heinzmann)  "The New Agenda for Organizational Development" (Organizational Dynamics) Ph.D. - 10 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Peter T. Coleman Assistant Professor of Psychology and Education Director, International Center for Cooperation and Conflict Resolution (ICCCR) B.A., University of Iowa M.Phil, Ph.D., Teachers College, Columbia University Contact Information: Office Location: 226E Thompson Hall Box: 53 Telephone: (212) 678-3112 E-Mail: pc84@columbia.edu Scholarly Interests: Dr. Coleman’s theoretical work and research address two problems fundamental to constructive social change: the conditions required for fostering constructive change in situations of protracted and intractable conflict, and the psychological processes and social conditions which foster the use of constructive social power. Selected Publications and Presentations:  Coleman, P. T. (2003). Characteristics of protracted, intractable conflict: Towards the development of a metaframework-I. Peace and Conflict: Journal of Peace Psychology, 9 (1), 1-37.  Coleman, P. T. (in press). Implicit power theories: Impact on perceptions of power and power sharing decisions. Journal of Applied Social Psychology.  Coleman, P. T. & Voronov, M. (2003). Power in Groups and Organizations. In M. West, D. Tjosvold, & K. G. Smith (Eds.), International handbook of organizational teamwork and cooperative working. New York: Wiley & Sons.  Coleman, P. T., Hacking, A., Stover, M., & Fisher-Yoshida, B. (2003). Reconstructing ripeness: A study of constructive engagement in complex, intractable systems of conflict. Paper presented for Division 48 at the American Psychological Association conference in Toronto, August 2003.  Coleman, P. T., Johnson, B. and Lowe, K. (2002). Polarized collective identities: exploring their sources, structure, and functions in intractable conflict. Poster session presented at Division 48 of the American Psychological Association conference (APA) in Chicago, August, 2002. Ph.D. - 11 SOCIAL-ORGANIZATIONAL PSYCHOLOGY L. Lee Knefelkamp Professor of Psychology and Education B.A., Macalster College Ph.D., University of Minnesota Contact Information: Office Location: 221A Main Hall Box: 6 Telephone: (212) 678-3678 E-Mail: llk6@columbia.edu Scholarly Interests: Theories and concepts of intercultural communications. The multi-cultural self in organizations. Teaching to cognitive and cultural complexities in social-organizational psychology. The design of effective learning communities. Feminist pedagogy, theory, and research. Intellectual and ethical development. Diversity in the organizational context. Selected Publications:  Integrating Jewish Issues into the Teaching of Psychology (with Beck and Goldberg, American Psychological Association)  Workbook for the Practice-to-Theory Model (American College Personnel Association).  New Directions in Higher Education: Applying New Developmental Findings (Jossey-Bass).  "Higher education and the consumer society", "Seasons of academic life: Honoring our collective autobiography", "The multi-cultural curriculum and communities of peace" (Liberal Education).  "Education for a world lived in common with others" (Education and Democracy, College Board). Ph.D. - 12 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Debra A. Noumair Associate Professor of Psychology & Education Coordinator of the Ph.D. program in social-organizational psychology Associate Director of Executive Programs in Organization Development B.S., Boston University Ed.M., Ed.D., Teachers College, Columbia University Contact Information: Office Location: 218B Main Hall Box: 141 Telephone: (212) 678-3395 E-Mail: dn28@columbia.edu Scholarly Interests: Group and organizational dynamics and the application of systems thinking to individual, team, and organizational performance. A related domain of inquiry is examining the influence of diversity and authority on leadership and followership behavior in groups, organizations, institutions, and society. Selected Publications:  “Group dynamics, organizational irrationality, and social complexity: Group Relations Reader 3 (The A. K. Rice Institute).  "Personality assessment in organization development" (Handbook of Organization Development).  "The tiller of authority in a sea of diversity: Empowerment, disempowerment, and the politics of identity” (Dynamic consultation in a changing workplace). Ph.D. - 13 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Cheri Ostroff Professor of Psychology and Education B.A., University of Texas, Austin M.A., Ph.D., Michigan State University Contact Information: Office Location: 223 Main Hall Box: 6 Telephone: (212) 678-3336 E-Mail: co183@columbia.edu Scholarly Interests: Human resource management systems and firm performance. Socialization of newcomers. Selection. Training. Levels of analysis issues. Person organization fit. Selected Publications:  "The strength of the HRM system, organizational climate formation, and firm performance” (Academy of Management Review)  "Meta-analysis, level of analysis, and best estimates of population correlations: Cautions for interpreting metaanalytic results in organizational behavior" (Journal of Applied Psychology).  "Does whom you work with matter? Effects of referent group gender and age composition on manager’s compensation" (Journal of Applied Psychology).  "The effects of climate and personal influences on individual behavior and attitudes in organizations" (Organizational Behavior and Human Decision Processes).  "The relationship between satisfaction, attitudes, and performance: An organizational level analysis" (Journal of Applied Psychology). Ph.D. - 14 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Jennifer Parlamis Lecturer of Psychology and Education Coordinator of the M.A. program in social-organizational psychology B.A., Georgetown University M.Phil., Ph.D., Teachers College, Columbia University Contact Information: Office Location: 222B Main Hall Box: 6 Telephone: (212) 678-4019 E-Mail: jed30@columbia.edu Professor Parlamis’s research interests are in the area of conflict resolution and negotiation; specifically, the antecedents and consequences of anger expression during conflict. Previous research examined biased attribution processes during conflict, discriminatory behavior and affirmative action. Professor Parlamis teaches Managerial Negotiations and has previously taught core courses on organizational behavior and behavioral research methods. Ph.D. - 15 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Elissa L. Perry Associate Professor of Psychology and Education B.S., Trinity College M.S., Ph.D., Carnegie Mellon University Contact Information: Office Location: 226C Thompson Hall Box: 6 Telephone: (212) 678-4107 E-Mail: ep248@columbia.edu Scholarly Interests: The role of personal characteristics (e.g., age, gender, race, disability) in human resource judgments and organizational behavior. Specifically, age discrimination and sexual harassment issues in organizations. Organizational efforts (e.g., training) to address sexual harassment and manage diversity. Selected Publications:  Kulik, C.T., Perry, E.L., & Pepper, M. (2003). Here comes the judge: The influence of judge personal characteristics on federal sexual harassment case outcomes. Law and Human Behavior, 27, 69-87.  Perry, E.L., Simpson, P.A., NicDomhnaill, O. & Siegel, D. (2003). Is there a technology age gap? A look at the skills and compensation of older compared to younger computer programmers. International Journal of Selection and Assessment, 11, 141-149.  Kulik, C.T., Perry, E.L., & Bourhis, A.C. (2000). Ironic evaluation processes: Effects of thought suppression on evaluations of older job applicants. Journal of Organizational Behavior, 21, 689-711.  Perry, E.L., Hendricks, W., & Broadbent, E. (2000). An exploration of access and treatment discrimination and job satisfaction among college graduates with and without physical disabilities. Human Relations, 53,923-955.  Perry, E.L., Kulik, C.T., & Schmidtke, J.M. (1998). Individual differences in the effectiveness of sexual harassment awareness training. Journal of Applied Social Psychology, 28, 698-723. Ph.D. - 16 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Patricia Raskin Associate Professor of Psychology and Education B.S., M.Ed., Pennsylvania State University Ph.D., New York University Contact Information: Office Location: 226B Thompson Hall Box: 65 Telephone: (212) 678-3319 E-Mail: pmr12@columbia.edu Scholarly Interests: Work/family issues. Career development of adults (especially women). Identity. Selected Publications:       Raskin, P.M. (in press). Confident communication. In E.L. Rigolosi, Winning leadership. New York: Springer. Raskin, P. M. (2002b). Identity in adulthood: Reflections on recent theory and research. Identity, 2(1), 101-108. Raskin, P. M. (2002a). Career development of women. Work-Family Encyclopedia. Retrieved, from the World Wide Web: www.bc.edu/bc Coard, S., Breland, A., & Raskin, P. (2002). Perceptions of and preferences for skin color, Black racial identity, and self-esteem among African Americans. Journal of Applied Social Psychology. Raskin, P. M. (1998a). Career Maturity: The construct's validity, vitality, and viability. Career Development Quarterly, 47(1), 32-35. Raskin, P. M., Kummel, P., & Bannister, T. (1998). The relationship between coping styles, attachment, and career salience in partnered working women with children. Journal of Career Assessment, 6(4), 403416. Ph.D. - 17 SOCIAL-ORGANIZATIONAL PSYCHOLOGY James D. Westaby Assistant Professor of Psychology and Education B.A., University of Wisconsin M.A., Ph.D., University of Illinois Contact Information: Office Location: 226A Thompson Hall Box: 6 Telephone: (212) 678-3791 E-Mail: jdw43@columbia.edu Scholarly Interests: Employee attitudes, safety, and health. The use of motivational reason measures in applied behavioral research. Human resource management and survey research. Selected Publications:  “Factors Underlying Behavioral Choice: Testing a New Reasons Theory Approach" (Journal of Applied Social Psychology)  “Antecedents of Injury Among Youth in Agricultural Settings: A Longitudinal Examination of Safety Consciousness, Dangerous Risk Taking, and Safety Knowledge" (Journal of Safety Research)  “The Integrative Reason Model and Employee Turnover: New Links in Behavioral Intention Models” (Academy of Management Best Paper Proceedings)  "Self-Reported Reasons: A Test and Application of Reasons Theory on Occupational Behavior" (Basic and Applied Social Psychology)  "Identifying Specific Factors Underlying Attitudes Toward Change: Using Multiple Methods to Compare ExpectancyValue Theory to Reasons Theory (Journal of Applied Social Psychology)"  "Presence of Others and Task Performance in Japan and the United States: A Laboratory Investigation" (International Journal of Psychology). Ph.D. - 18 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Emeriti Faculty Morton Deutsch Professor Emeritus of Psychology and Education B.S., City University of New York M.S., University of Pennsylvania Ph.D., Massachusetts Institute of Technology Contact Information: Office Location: 232D Horace Mann Hall Box: 53 Telephone: (212) 678-3246 E-Mail: md319@columbia.edu Dr. Deutsch studied with Kurt Lewin at MIT's Research Center for Group Dynamics where he obtained his Ph.D. in 1948. He has published extensively and is well known for his pioneering studies in intergroup relations, cooperation and competition, conflict resolution, social conformity, and the social psychology of justice. His books include: Interracial Housing (1951); Research Methods in Social Relations (1951, 1959); Preventing World War III: Some Proposals (1962); Theories in Social Psychology (1965); The Resolution of Conflict (1973); Applying Social Psychology (1975); Distributive Justice (1985); The Handbook of Conflict Resolution: Theory and Practice (2000). His work has been widely honored by such awards as the Kurt Lewin Memorial Award, the G. W. Allport Prize, the Carl Hovland Memorial Award, the AAAS Socio-psychological Prize, the Samuel Flowerman Award, the Distinguished Scientific Contribution Award, the Distinguished Research Scientist Award, the Nevitt Sanford Award, and the Teachers College Medal. Dr. Deutsch has also been a William James Fellow. He has been president of the Society for the Psychological Study of Social Issues, the International Society of Political Psychology, the Eastern Psychological Association, the New York State Psychological Association, and several Divisions of the APA. Selected Publications:  Deutsch, M. (2002). Oppression and Conflict. Keynote Address to International Society of Justice Research. Skovdi, Sweden. 6/19/02  Deutsch, M. & Kinnvall, C. (2002). What is political psychology? In K. R. Monroe (Ed.), Political Psychology. Erlbaum Associates.  Deutsch, M. (2002). A personal perspective on the history of the social psychological study of conflict. Negotiation Journal. October issue.  Deutsch, M. (2002). Conflict and cooperation—Retrospective. In M. West, D. T. Tjosvold, & K. G. Smith (Eds.). International Handbook of Organizational Teamwork and Cooperative Workings, John Wiley and Sons. Ph.D. - 19 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Harvey A. Hornstein Professor Emeritus of Psychology and Education B.B.A., Baruch College of the City University of New York M.A., Ph.D., Teachers College, Columbia University Contact Information: Office Location: 222 Main Hall Box: 84 Telephone: (212) 678-3250 E-Mail: hah6@columbia.edu Dr. Hornstein operates a private consulting practice and has been a consultant to senior management groups in more than thirty firms in various businesses including communication, banking, life insurance, air travel, chemicals, agriculture, entertainment, and oil. As a management educator he has worked with thousands of men and women from dozens of organizations. He was Director of the NTL Institute of Applied Behavioral Science’s Division of Professional Development and has trained organization consultants in many countries throughout the world. For the past decade he has served as director of two Columbia University continuing education programs: Organization Development and Human Resources Management and Principles and Practices of Organization Development. Dr. Hornstein is also a licensed psychologist and maintains a psychotherapy practice in New York City. Selected Published Books:  A Knight in Shining Armor: Understanding Men’s Romantic Illusions. Morrow, 1991, New York. (Also published in Brazil, Germany, Japan, and Spain.)  Brutal Bosses and Their Prey. Riverhead, 1996.  The Haves and The Have Nots: The Abuse of Power and Privilege the Workplace… and How to Control It. Financial Times/Prentice Hall, 2002. Ph.D. - 20 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Adjunct & Special Appointment Faculty William M. Bernstein Adjunct Assistant Professor of Psychology and Education B.A., Tufts University Ph.D., University of Texas, Austin Contact Information: Office Location: 226 Thompson Hall Box: 6 (212) 678-3249 E-Mail: wmbern@aol.com Scholarly Interests: Integrating cognitive and motivational theories in clinical, social, and organizational psychology. Selected Publications:  Bernstein, W. M. (2003). Empowerment: A task for the self, not the organization. Organization Development Journal (in press).  Bernstein, W. M. (2001). Alternating patient posture. Psychoanalysis and Contemporary Thought, 24(3), 309-334.  Bernstein, W. M. (1995). On integrating cognitive and motivational explanations in psychology. In A. Oosterwegal and R. A. Wicklund (Eds.), The self in European and North American culture: Development and processes. The Netherlands: Kluwer Academic, 159-168.  Bernstein, W. M, & Burke, W. W. (1989). Modeling organizational meaning systems. In R. W. Woodman and W. A. Pasmore (Eds.), Research in organizational change and development, vol. 3. Greenwich, CT: JAI Press, 117-159. Ph.D. - 21 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Susan K. Boardman Adjunct Associate Professor of Psychology and Education B.A., St. Lawrence University M.A., M.Phil., Ph.D., Teachers College, Columbia University Contact Information: Office Location: 232 Horace Mann Hall Box: 53 (212) 678-3402 E-Mail: sb456@columbia.edu Scholarly Interests: Behavioral intention models, satisfaction in organizational contexts, and Internet-based employee development. Selected Publications:  Sandy, S. V., Boardman, S. K., & Deutsch, M. (2000). Personality and conflict. In M. Deutsch & P. T. Coleman (Eds.), The handbook of conflict resolution: Theory and practice. San Francisco: Jossey-Bass.  Sandy, S. V., & Boardman, S. K. (2000). The peaceful kids conflict resolution program. International Journal of Conflict Management, 11 (4), 337-357.  Harrington, C. C. & Boardman, S. K. (1997). Paths to success: Beating the odds in American society. Cambridge, MA: Harvard University Press.  Boardman, S. K., & Horowitz, S. V. (Eds.). (1994). Constructive conflict management: An answer to critical social problems? Journal of Social Issues, 50(1).  Boardman, S. K., Harrington, C. C., and Horowitz, S. V. (1987). Successful women: a psychological investigation of family class and education origins. In B. Gutek, L. Larwood (Eds.), Women’s career development. Newbury Park, CA: Sage. Ph.D. - 22 SOCIAL-ORGANIZATIONAL PSYCHOLOGY David L. Buckner Adjunct Instructor of Psychology and Education B.A., M.I.R., Brigham Young University M.B.A., Durham University (England) J.D., J. Reuben Clark Law School, Brigham Young University Contact Information: Office Location: 226 Thompson Hall Box: 6 Telephone: (212) 678-3249 E-Mail: dlbuckner@aol.com David L. Buckner is the president of Bottom Line Training and Consulting Inc., a consulting and training firm specializing in change management, cultural integration, and strategic efficiency modeling. Over the past ten years his consulting experience has included work with IBM, Bell Atlantic, Coach Leather, Thomson Financial, Iron Mountain, Pierce Leahy, Elizabeth Arden, Deer Valley Resort and The Salt Lake 2002 Olympic Games, American Management Association, Proctor and Gamble, and Hilton International. Previous positions include Vice President of Administration and then Senior Vice President of Chartwell Leisure, a hotel Development Company whose partners include George Soros, The Gordon Getty Trust, and The Fisher Family. In 1995 Mr. Buckner launched a not-for-profit project called The Business of Broadway, a training laboratory for young professionals aspiring to produce commercial theater in New York. He has been, and continues to be actively involved in creating and developing a consulting network for small, generally under-financed Broadway productions. Ph.D. - 23 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Celeste Coruzzi Adjunct Associate Professor of Psychology and Education B.A., Fordham University M.A., Ph.D., Columbia University Contact Information: Office Location: 226 Thompson Hall Box: 6 Telephone: (212) 678-3249 E-Mail: Celeste.coruzzi@mercerdelta.com Dr. Celeste Coruzzi is a Partner in Mercer Delta’s Change Leadership practice. Additionally, she is Adjunct Associate Professor of Psychology at Teachers College, Columbia University. For over 20 years, Celeste has been consulting to organizations in banking, airlines, government, retail, insurance, medical, manufacturing, pharmaceutical, and high tech industries. Celeste works directly with CEOs in major corporations in the area of large-scale change. Her work includes strategy formulation/implementation, organization design, executive team coaching, leadership development, culture change and performance measurement. Formerly, Celeste was a Partner at PricewaterhouseCoopers leading the East Region Organization Change practice. Prior employers were IBM, NASA and W. Warner Burke Associates. She holds a BS in psychology from Fordham University and MA and PhD degrees in organizational psychology from Columbia University. Celeste served as faculty to the Columbia University, School of Business Administration, executive development program – Leading and Managing People (LMP). She was a Board of Trustee to the National Organization Development Network and Editor-in-Chief of the OD Practitioner, its quarterly publication. She is a frequent presenter at professional conferences and business program broadcasts and has published many articles and book chapters on management, empowerment, and organizational change. Miriam W. Javitch Adjunct Assistant Professor of Psychology and Education B.A., McGill University M.B.A., M.Phil., Ph.D., Columbia University Contact Information: Office Location: 218A Main Hall Box: 6 Telephone: (212) 678-3249 E-Mail: mwj7@optonline.net Selected Publications:  Siegal, Church, Javitch, Waclawski, et al. (1996). Understanding the management of change: an overview of managers’ perspectives and assumptions in the 1990s. Journal of Organizational Change Management, 9(6), pp. 54-79.  Burke, W.W., Javitch, M., Waclawski, J., & Church, A.H. (1997). The dynamics of midstream consulting. Consulting Psychology Journal, 49(2), pp. 83-95. Ph.D. - 24 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Stacey Lutz Adjunct Assistant Professor of Psychology and Education B.A., Occidental College M.A., Ph.D., New York University Contact Information: Office Location: 226 Thompson Hall Box: 6 (212) 678-3249 E-Mail: lutz@porticoresearch.com Selected Publications:   Giner-Sorolla, R., Lutz, S.E., & Chaiken, S. (forthcoming). Ideological beliefs as biasing heuristics in a judicial decision. Lutz, S.E., & Ruble, D.N. (1995). Children and gender prejudice: Context, motivation, and the development of gender conceptions. In R. Vasta (Ed.), Annals of Child Development (Vol. 10, pp. 131-166). London: Jessica Kingsley. Laura K. Nisco Adjunct Assistant Professor of Psychology and Education B.A., Cornell University M.Phil., Ph.D., Teachers College, Columbia University Contact Information: Office Location: 226 Thompson Hall Box: 6 (212) 678-3249 E-Mail: Scholarly Interests: Group dynamics, attachment style and relationship quality in caregiver well-being Ph.D. - 25 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Linda Richter Adjunct Assistant Professor of Psychology and Education B.A., Brooklyn College, City University of New York M.A., Ph.D., University of Maryland Contact Information: Office Location: 226 Thompson Box: 6 Telephone: (212) 841-5292 E-Mail: lrichter@casacolumbia.org Scholarly Interests: Policy research in adolescent substance abuse; social psychological research in motivation and cognition. Selected Publications:  Johnson, P. B., & Richter, L. (2002). The relationship between smoking, drinking, and adolescents’ self-perceived health and frequency of hospitalization: Analyses from the 1997 National Household Survey on Drug Abuse. Journal of Adolescent Health, 30(3), 175-183.  Fauerbach, J. A., Heinberg, L. J., Lawrence, J. W., Bryant, A. G., Richter, L., & Spence, R. J. (2002). Coping with body image changes following a disfiguring burn injury. Health Psychology, 21(2), 115-121.  Richter, L., & Kruglanski, A. W. (2002). Motivated closed mindedness and the emergence of culture. In M. Schaller & C. R. Crandall (Eds.), The psychological foundations of culture. Mahwah, NJ: Erlbaum.  Richter, L., & Richter, D. M. (2001). Exposure to parental tobacco and alcohol use:  Effects on children’s health and development. American Journal of Orthopsychiatry, 71(2), 182-203.  Richter, L., & Johnson, P. B. (2001). Current methods of assessing substance use: A review of strengths, problems, and developments. Journal of Drug Issues, 31(4), 809-832. Ph.D. - 26 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Kent Strong Adjunct Assistant Professor of Psychology and Education B.A., Princeton University M.B.A., Columbia Business School, Columbia University Contact Information: Office Location: 226 Thompson Hall Box: 6 (212) 678-3249 E-Mail: kstrong@k12connect.com Selected Publication:  "Towards True Equality in Public Education" Princeton University Collection, 1994. Ross Tartell Adjunct Assistant Professor of Psychology and Education B.A., Hofstra University M.B.A., Columbia Business School, Columbia University Ph.D., Teachers College, Columbia University Contact Information: Office Location: 226 Thompson Hall Box: 6 Telephone: (212) 678-3249 E-Mail: tartellr@pfizer.com Scholarly Interests: Training and development, organizational effectiveness, and human resource planning. Ph.D. - 27 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Ph.D. CURRICULUM & REQUIREMENTS SOCIAL-ORGANIZATIONAL PSYCHOLOGY The doctoral program places strong emphasis on the development of research competence, and also strongly emphasizes practical experience and teaching as a vehicle to professionalism. Our goal is to provide an environment that is conducive to the development of scholars and professionals who are prepared to assume the diverse responsibilities of positions at leading organizations or research universities. Although social-organizational psychology is a broad field, we expect students to gain a foundation of knowledge in social-organizational theory, research and practice, and to develop expertise in human resource management, organizational behavior, organizational theory, conflict resolution, social-cognitive psychology, and/or organizational change. Skills to be Acquired Throughout the Program of Study Students will acquire a variety of skills during the time in the doctoral program including:          Content Knowledge Quantitative Research Methods Qualitative Research Methods Theoretical and Conceptual Thinking Critical Thinking Practice-based (Consulting) Skills Teamwork Skills Written Communication Oral Communication These skills are acquired in various ways – through formal coursework, participation in research projects, participation in practica and practice-based courses, assisting in teaching activities, developing and writing required papers, working formally and informally with peers and faculty. Depending on the ultimate career goal, a student may emphasize development of some of these skills to a greater extent than others; however all students are expected to develop skills in all of these areas. Students are encouraged to design an individually meaningful course of study within the larger context of our field. Opportunities for doing this are available through coursework, work with faculty members, independent research and study, and teaching activities. Students are to take a series of required courses to obtain a strong foundation in socialorganizational psychology and select a series of more specialized supporting courses depending on their specific areas of interests. Additional focus and expertise are developed through collaboration on major research projects with faculty members, practice-based or consulting activities under faculty supervision, and work experiences in organizations. Ph.D. - 28 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Overview of Requirements The Ph.D Program in Social-Organizational Psychology is a scholar-practitioner program and as such focuses on both research and practice. The curriculum represents the dual emphasis of the program. There are five basic categories of requirements for obtaining the Ph.D., each of which is described in detail in the following sections: 1. Formal Coursework in research and statistics, theory and practice in social-organizational psychology and more general breadth courses. 2. Participation in eight research and/or practice-based workgroups 3. Serving as a Teaching Assistant for at least one course 4. Research Methods Certification Exam 5. Three Qualifying Papers (Empirical, Theory, and Practice) 6. Dissertation COURSEWORK Following are areas from which students select courses: 1. 2. 3. 4. 5. 6. 7. Research and Statistics Theory and Practice in Soc-Org Psychology Breadth Requirement Integrative Experiences: Workgroups Integrative Experiences: Colloquium Dissertation-related courses Dissertation Advisement (6 courses; 18 credits) (13 courses; 40 credits) (2 courses; 6 credits) (8 semesters; 12 credits) (8 semesters; 0 credits) (1-2 courses; 1-4 credits) (0 credits) Students take 29-31 required courses for a total of 80-84 credit points. Variable point courses should be taken for the minimum rather than the maximum number of points in order to have both the required number of points and the desired distribution of courses. Typically students would take the following number of courses per year: 1st year 2nd year 3rd year 4th year 5th year 8 courses 8 courses 8 courses 5 courses Dissertation 22 credits 23 credits 22 credits 9-10 credits 1-4 credits Following are requirements and course options in each of the areas. This is not an exhaustive list and some courses from the Graduate School of Arts and Sciences Psychology Department and the Business School Management Department can be substituted. Ph.D. - 29 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Research and Statistics (6-7 courses required) Course Number Course Title Points Required/Optional ORLJ 5040 HUDM 5122 HUDM 5123 HUDM 6122 Research Methods in Social Psychology Applied Regression Analysis Experimental Design Multivariate Analysis I 3 required 3 required 3 required 3 required ORL 5000 HUDM 5055 HUDM 5059 HUDM 5124 HUDM 6030 HUDM 6055 HUDM 6123 HUDM 5053 ORL 6500 ORL 6501 Ethnography and Participant Observation Evaluation of Institutions Programs Psychological Measurement Multidimensional Scaling and Clustering Multilevel and Longitudinal Data Analysis Latent Structure Analysis Multivariate Analysis II Instrument Design & Validation Qual Res Meth Orgs: Data Collection Qual Res Meth Orgs: Data Anal Design 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional In addition to these 6 courses, Probability & Statistical Inference (HUDM 4122) or an equivalent course is a prerequisite for these courses and must be taken if needed. Theory and Practice in Social-Organizational Psychology (13 courses required) Courses in this section are sub-divided into lecture, seminar, and practice courses. Of the 13 required courses, there are 7 courses that are set (4 lecture courses, 2 seminars, and 1 practicum). The 6 remaining courses may be selected from among the optional courses as long as 3 of the 6 remaining courses selected are seminars. LECTURE/THEORY Course Number Course Title Points Required/Optional ORLJ 4002 ORLJ 5045 ORL 5362 ORLJ 6040 Functions of Organizations Organizational Dynamics & Theory Group Dynamics: A Systems Perspective Fundamentals of Coop. & Conflict Resolution 3 required 3 required 3 required 3 required ORLJ 5005 ORLJ 5018 ORLJ 5019 HUDK 5198 ORLJ 5046 *ORLJ 5016 ORLJ 5047 ORLJ ORLJ 5020 Leadership and Supervision Using Survey Research in Org. Consulting Data-based Interventions in Org. Change Psychology of Instructional Systems Designs Intercultural Communication Professional Ethics The Multicultural Self Coaching Theory Organizational Change (MA version) 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional Ph.D. - 30 SOCIAL-ORGANIZATIONAL PSYCHOLOGY SEMINARS Course Number Course Title Points Required/Optional ORLJ 5540 ORLJ 5541 Pro-seminar in Social Psychology Pro-seminar in Organizational Psychology 3 required 3 required ORLJ 5017 *ORLJ 5020 ORL 6010 ORLJ 6045 ORLJ 6043 ORLJ 5020 ORLJ B 9706 G 9650 Small Group Intervention 3 optional Person-Environment Fit in Organizations 3 optional Work/Family Issues 3 optional Demography in Organizations 3 optional Levels of Analysis in Organizational Issues 3 optional Organization Change (PhD, not MA) 3 optional Leadership – Warner Individual/Collective Behavior in Orgs (Brockner) 3 optional Theories Social Science of Psych (Higgins) 3 optional *temporary course codes have been assigned Note: When both a lecture course and seminar are offered on the same topic (e.g., Leadership), you may not count both, and you are strongly encouraged to take the seminar version of the course. PRACTICE Course Number Course Title Points Required/Optional ORLJ 6343 Practicum: Organization Change & Consultation 4 required ORLD 5055 ORLD 5061 ORLJ 5210 ORLJ 5214 ORLJ 5340 ORLJ 6350 ORLJ 6244 ORLJ 6349 ORLJ 6048 Staff Development and Training Advanced Staff Development and Training Preparation for Coaching Individual Assessment & Development in Orgs Practicum in Conflict Resolution Advanced Practicum in Conflict Resolution Fieldwork in Organizational Consultation Process Consultation Teaching to Cognitive and Cultural Complexities 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional 2 optional 3 optional Breadth Requirement (2 courses required)* Course Number G 4630 HUDK 5029 HUDK 5023 CCPX 5034 G 4230 HUDK 5023 CCPX 6352 CCPJ 5020 Course Title Points Required/Optional Theories of Personality (Columbia University) Personality Development Across the Life Span Cross-cultural Developmental Psychology Developmental Psychopathology Sensation & Perception (Columbia University) Cognitive Development Cognition, Emotion, & Health Racism & Racial Identity in Psych & Ed Ph.D. - 31 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional SOCIAL-ORGANIZATIONAL PSYCHOLOGY HUDM 5059 ORL 6010 ORL 5013 ORLD 4051 CCPJ 5062 ORLD 4827 CCPX 4035 B 9706 G 9650 B 8712 Psychological Measurement Work/Family Issues Psychological Anthropology How Adults Learn Career Counseling Fostering Transformational Learning Personality and Behavior Change Individual/Collective Behavior in Orgs Theories Social Science of Psych Managerial Decision Making 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional 3 optional CCPJ 5563 Multicultural Consultation in Org Development 3 optional * To meet college requirements, you must take 3 breadth courses (3 courses outside of ORLJ). On the college forms, you may count one of your statistics/methods as a breadth course. IMPORTANT NOTES: If a course is listed in more than one category, it can only be counted once. If a student wishes to take a course not listed here, he/she must submit a request in writing to the PhD coordinator. The request will be discussed at the program meeting following receipt of the request. If the student is at risk of being closed out of course by waiting for approval, it is best to register for the course during the interim period and then drop it, if necessary. Integrative Experiences Integrative experiences include participation in 8 semesters of workgroups and colloquia as well as a teaching assistantship. Workgroups (see notes below) Course Number ORLJ 6340 ORLJ 6341 ORLJ 6342 ORLJ 6344 ORLJ 6345 ORLJ 6346 ORLJ 6347 ORLJ 6348 Course Title Points Required/Optional Workgroup -- Knefelkamp Workgroup – Raskin Workgroup – Ostroff Workgroup – Coleman Workgroup – Perry Workgroup – Westaby Workgroup – Block Workgroup – Burke 2 optional 2 optional 2 optional 2 optional 2 optional 2 optional 2 optional 2 optional Notes: 1. One workgroup per semester for a minimum of eight semesters is required from the time a student enters the PhD program. 2. Students must take 6 of the 8 workgroups for credit points. An exception may be made for students who participated in a workgroup as a Masters student in our program, in which case, the student must take at least 4 of the 8 work groups for credit points. Ph.D. - 32 SOCIAL-ORGANIZATIONAL PSYCHOLOGY 3. Workgroup points may not be substituted for other courses. 4. Students are required to actively engage in at least 2 different workgroups over the 8 semesters. Students typically spend two years in each workgroup. 5. Incoming doctoral students will be assigned to a workgroup by a faculty committee. Workgroup assignments for continuing students will be based on mutual discussions with the faculty. 6. Students are required to actively engage in workgroups. Active engagement means regular participation in the design and conduct of research until it reaches a conclusion. Solely being present at meetings does not satisfy the requirement. Colloquium Each semester, the program holds a number of colloquia and related activities including invited speakers from academia and consulting, presentations from program members, and general meetings. These are important developmental experiences for learning about research, practice, and professionalism. Attendance is required in the first four years in the program. Course Number Course Title Points Required/Optional ORLJ 6640 Colloquium in Social-Organizational Psychology 0 required Teaching Assistantship Each student is required to serve as teaching assistant for a minimum of one course. Details of this requirement are described in a later section. Dissertation-related Courses Course Number IND 6000 ORLJ 7501-2 ORLJ 8900 Course Title Doctoral Candidate (Proposal Research) Dissertation Seminar Dissertation Advisement Points Required/Optional 0 optional 1-4 required 0 optional In completing the dissertation, there is a sequence of courses that vary in course credit and fee. Details of this course sequence are contained in the Dissertation section below. Ph.D. - 33 SOCIAL-ORGANIZATIONAL PSYCHOLOGY College Policies on Incompletes 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 remain as a permanent Incomplete on the transcript. 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 repayment 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 will not be allowed to sit for the certification exam. Ph.D. - 34 SOCIAL-ORGANIZATIONAL PSYCHOLOGY TYPICAL COURSE SCHEDULE Year 1 Fall Spring Research Methods in Social Psychology Organizational Dynamics Applied Regression Analysis* Experimental Design Work Group Work Group Pro-Seminar in Social Psychology Pro-Seminar in Org Psychology Colloquium Colloquium Year 2 Fall Spring Multivariate Analysis I Research/Stat of Choice Group Dynamics Practicum in Org Change & Cons Work Group Work Group Seminar of choice Functions of Organizations Colloquium Colloquium Year 3 Fall Spring Research/Stat of choice Theory/Practice of choice Fundamentals of Coop. & Conflict Resolution Breadth Requirement Work Group Work Group Theory/Practice of choice Seminar of choice Colloquium Colloquium Year 4 Fall Spring Breadth Requirement Seminar of choice Workgroup Theory/Practice course of choice Colloquium Workgroup Colloquium Year 5 and beyond Dissertation-related courses or Dissertation Advisement *Students who have not previously taken Probability and Statistical Inference or an equivalent course will need to take that course first as a prerequisite Ph.D. - 35 SOCIAL-ORGANIZATIONAL PSYCHOLOGY RESEARCH METHODS EXAM (RME) The Research Methods Examination (RME) in Psychology is part of the certification process for doctoral students in all of the psychology programs at Teachers College. The examination measures students knowledge in statistics, measurement, and research design and is developed by the Research Methods Examination Committee. The committee consists of four faculty members from various departments, one of whom is typically from our program. The examination is given in October and February. The exam is not administered during the summer. Structure of the Exam The exam consists of a morning and an afternoon session. Both sessions are 3 hours each and must be taken in the same day. The morning portion of the exam has 3 parts: a statistics question (this usually consists of two parts: a short research scenario that requires students to state what statistic should be used to analyze the data, and a simple computation), research vignettes (the identification of flaws in research), and the design of a study. The afternoon session focuses on the critique of a research article. FREQUENTLY ASKED QUESTIONS (FAQ’S) ABOUT THE RME Can I see prior examinations? Yes. Some of the prior examinations are on reserve in the library under Professor Peverly. What content/courses does the Examination Cover? The examination covers statistics, measurement and research design. The relevant courses are: Probability and Statistical Inference (HUDM 4122), Applied Regression Analysis (HUDM 5122), Experimental Design (HUDM 5123), and Psychological Measurement (HUDM 5059). You should also take a course in research design. There are several offered at the college (e.g., Research Methods in Social Psychology, ORLJ 5040). How can I get more information on the exam? Professor Peverly will be glad to meet with students in groups and answer their questions. In the past, it has proved easiest to meet with students by program/department. To arrange this, a representative of the program/department should call Professor Peverly (3084) to arrange a place and time. When should I take the Examination? Students should take the examination after they have completed all of the aforementioned courses. The committee as well as our program highly recommends that students take the examination in the spring of the second year or during the third year of their programs of study. Ph.D. - 36 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Can I take the exam more than once? Yes. You can take the exam twice. If you fail the exam the first time, you should make an appointment to see Professor Peverly. He will provide a general overview of your performance on the exam, and tell you how to get feedback from the members of the committee who wrote the question and scored your responses. Many students ask if they can retake only those portions of the exam on which they did poorly. The answer is no. The student must retake the entire examination. Where do I sign up for the Examination? Applications for the examination are available in the Office of Doctoral Studies. Application deadlines for Fall and Spring change from year to year. Please consult the catalog for deadlines. Can I take the exam on computer? You have the choice of taking the exam on computer or writing your responses in blue books provided at the exam site. How Do I Study for the Exam? The Committee recommends that students: (a) review texts and notes from the classes that are the basis of the exam (discussed above), (b) form study groups, and (c) practice answering past exam questions that are on reserve in the library. Students should be aware that the committee gives greater weight to the study design (morning) and the article critique (afternoon) portions of the exam when tabulating students’ scores. Students should take this into account when studying. When do I get the results? It takes 4 to 6 weeks before the results of the exam are disseminated. The chair of the Research Methods Examination Committee sends the results to your Department and Program Chairs. They will communicate the results to you. Ph.D. - 37 SOCIAL-ORGANIZATIONAL PSYCHOLOGY QUALIFYING PAPERS All doctoral candidates in social-organizational psychology must submit a series of three qualifying papers (Empirical, Theory, and Applied). The primary purposes of the qualifying papers are diagnostic, pedagogical, and evaluative. The qualifying papers are examples of the kind of work students will be doing as social-organizational psychologists. The procedure provides an opportunity for the faculty to help develop and evaluate the student’s skills in an iterative process. In completing the qualifying papers, students are expected to gain skills in critical and theoretical thinking, conducting research, developing theory, writing, linking science to practice, and responding to constructive feedback from multiple perspectives. Through formal coursework, and integrative experiences, students develop competencies in research, theory, and practice. Qualifying papers are means to demonstrate, enhance, and further develop these skills. Each of these final products are anchored within developmental experiences and courses; the table below illustrates the likely courses and experiences in which these research, theory, and practice skills are developed (each column in the table). The primary course or experience which anchors the development of the paper (e.g., empirical paper in workgroup, theory paper in seminar) are bolded while the non-bolded entries in the respective columns and rows provide additional experiences which are likely sources to augment the student’s learning in developing and writing the paper. For example, it is expected that the empirical paper will be derived from a project from a workgroup experience, with statistics and methods classes, seminars, colloquia, and practice courses providing supplemental skills that are needed to write the paper. EMPIRICAL PAPER THEORY PAPER APPLIED PAPER TABLE 1-1 RESEARCH SKILLS THEORY SKILLS  Workgroup  Lecture Courses  Required Statistics  Doctoral seminars and Methods sequence  Colloquia  Advanced  Workgroup Doctoral Seminar  Colloquia  Colloquia  Workgroup  Lecture courses  Workgroup  Workgroups  Required Statistics  Colloquia and Methods sequence  Colloquia    PRACTICE SKILLS Practice Courses Colloquia Internships and Work experience   Practice Courses Internships and work experience    Teaching Practicum Process Consultation Workgroup  Empirical Paper The empirical paper must reflect a student’s ability to work with ideas and data systematically. Typically, the empirical paper is narrowly focused on a specific topic area. Literature is reviewed and used to develop rationales leading to specific hypotheses (e.g., looking for patterns of Ph.D. - 38 SOCIAL-ORGANIZATIONAL PSYCHOLOGY research findings across studies and integrating findings of different studies and theoretical models to derive a narrow set of new ideas that can be tested). These hypotheses are empirically tested by designing a study, and by collecting and analyzing data in a manner that allows the researcher to be confident in the results. The paper may be quantitative or qualitative. If qualitative, a student must have completed appropriate coursework in qualitative methods. Articles published in the Journal of Applied Psychology and Journal of Personality and Social Psychology contain good examples of empirical papers. An empirical study can take several forms including an extension of previous work, an empirical examination of a theoretical question, or perhaps a research-based study of a practical matter. A typical empirical paper contains four sections (introduction, methods, results, discussion) although deviations from this norm are appropriate for certain topics and research methods. Typically, the paper begins with an introduction section that a) clearly highlights the research question or problem, b) shows how the problem is grounded, shaped, and directed by theory, c) connects the problem to previous work in the literature, and d) leads to statements of the explicit hypotheses under investigation. The methods section clearly describes the procedures, measures, methods and design used for data collection and analysis. The results section presents the results of the statistical analysis (quantitative or qualitative) that tested the hypotheses. Finally, in the discussion section, conclusions resulting from the study are presented, indicating how the study helped address the original problem or question, and identifies and discusses the theoretical and practical implications that can be drawn from the study. Theory Paper The theory paper must reflect a student’s ability to think critically and conceptually. Students must demonstrate the ability to review and critique existing theory and research as well as extend theory and propose new theoretical ideas. A theory paper typically includes an analysis of previous work, theoretical concepts, and models that are used to derive new ideas, new theoretical models and/or and new propositions. Theory can be extended by integrating ideas from different theoretical perspectives, or disciplines to identify new theoretical models and areas for exploration, or by incorporating new concepts into an existing theoretical model to better explain organizational phenomena. Articles published in the Academy of Management Review and Human Resource Management and Review are good examples of theory papers. The paper should advance theory or the theory development process by challenging or clarifying current theory, synthesizing ideas into a more comprehensive theoretical perspective, or initiating a search for new theory by pointing out and carefully delineating a novel type of problem or crafting ways to improve the process of theory development. Papers can take many different formats, for example, a theoretical syntheses of different perspectives, development of new and exploratory conceptual models, a point-counter-point debate with a clear theoretical message, a theoretically grounded discussion of methodology, an historical essay with clear implications for current and future theory, a theoretically relevant discussion of timely and important social issues, or a comprehensive literature review with strong theoretical implications. Regardless of position or style, authors should argue research implications and ramifications for practice or public policy explicitly and persuasively. Ph.D. - 39 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Applied Paper The applied paper must reflect a student’s ability to link science to practice. The focus of the paper should be on a practical problem or issue. The goal of the paper is to lead to a better understanding of practice by showing how theory and research inform practice and/or how practice can inform the relationship between theory and practice. For example, one could start with a wellestablished theory or concept from academia and show how that concept or theory can be applied and used in a practical way in organizational settings to enhance organizational functioning. As another example, one could start with a practical problem or issue faced in organizational settings and show how a better understanding of this practical issue can enhance current theories or models. Articles published in the Academy of Management Executive, Organizational Dynamics, and Consulting Psychology contain good examples of applied papers. A typical paper might begin with either a clear statement of a practical concern, such as a brief case illustrating the primary theme, or posing certain questions and issues that practitioners undoubtedly face (or perhaps need to address). The core of the paper should be grounded in theory and research that is directly linked to the practical issue. That is, an examination of how theory helps explain and inform the practical concern and/or how the practical concern helps inform current theory. Additional support for illustrating the practical concern and its links to theory might also be provided through some qualitative, interview or survey data. Clear implications should be provided so that practitioners will be provided with relevant tools and information based on theory and research. Alternatively, teaching a course can be used as the stimulus for the applied paper if the following criteria are met: 1. A paper is submitted following the completion of a course taught. 2. The paper must reflect the student’s ability to teach a course according to a model. That is, a theoretical/conceptual framework (e.g., learning theories, training theories) should be used to show the link between the course designing, teaching techniques, and theory. 3. A syllabus for the course as a whole and a detailed outline for each class session is included; 4. A discussion of learning experiences from teaching the course as well as recommendations for teaching the course in the future is included. Approval Process for Empirical and Applied Papers A faculty committee consisting of 2 members must accept the empirical and applied qualifying papers: the first reader and a second reader. Both readers evaluate the paper and provide constructive feedback to the student. It is extremely rare that both members of the committee will consider the first version of the paper submitted to be satisfactory. Typically, students will be required to revise the paper in accordance with the suggestions of the committee and then resubmit the paper for evaluation (often multiple times). The primary purposes of this iterative review process are to help students enhance the quality of their papers and enable them to produce papers that can make substantive contributions to the field, refine their thinking, research, writing skills, and learn to incorporate feedback from multiple people and perspectives. Ph.D. - 40 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Steps in the Approval Process: 1. Student discusses paper with First Reader and then submits paper to the faculty member. 2. First Reader provides constructive feedback on the paper to the student. 3. Student revises paper and re-submits to First Reader. Revisions and resubmission are typically requested multiple times. 4. When First Reader determines that the paper is “generally acceptable,” the student notifies the program manager (see below) and submits the paper to Second Reader. First reader does not sign off on the paper until after Second Reader has reviewed it. 5. The Second Reader provides feedback to student and a copy or summary of feedback to First Reader. 6. Student revises paper and resubmits to Second Reader for review. Additional revisions and resubmission are often requested. 7. First and Second Reader confer and decide to approve or return for further revisions. Readers: The First Reader is determined jointly by the student and a faculty member. For empirical papers, the first reader will most often be the faculty member conducting the workgroup in which the paper was based. For the applied paper, the first reader will depend on whether the paper was based in workgroup, a practice course or practicum or teaching a course. Once the First Reader has deemed the paper ready for review by the Second Reader, the student will notify the program manager via e-mail (soc-org-psych@columbia.edu). A second reader will be assigned within 1-2 weeks. The student then submits the paper to the assigned second reader. Turnaround Time for Comments: The faculty members have agreed to make every effort to provide comments on the papers within 4-6 weeks. This is a norm only and is not intended as absolute standard. At certain times (e.g., during summer break, during particularly busy times, or when teaching, committee or service demands are especially high), a faculty member may require additional time to provide comments. It is advisable to discuss the expectations for turnaround time with the reader when the paper is submitted. Further, the 4-6 week norm, applies only to active students who are on-track and making sufficient progress in the program. The Revision Process: The primary reason why revisions are asked for is to improve the quality of the paper. It is an extremely rare event when a first version of a paper is deemed “acceptable.” In general, readers will raise important points about conceptual issues, additional literature or theory that might be appropriate, clarity of expression, the extent to which ideas are well formulated and expressed, additional analyses that are needed to better test hypotheses, additional implications for practice, and so forth. Getting feedback from others and learning how to incorporate this feedback and alternate perspectives is an important skill to learn. Ultimately, by thinking through readers’ comments and attending to the issues raised by them, a higher quality paper will result. Ph.D. - 41 SOCIAL-ORGANIZATIONAL PSYCHOLOGY For some people, a number of revisions iterations may be required until the paper is acceptable; for others, only one revision might be required. The number of revisions required typically depends on the quality and comprehensiveness of the first version. It is also important to realize in a review and revision process, additional issues or concerns about the paper may arise later, that were not detected in the first round. That is, it is often case that other issues or concerns about the paper become clear only after some issues of the prior issues have been resolved in a revision. Thus, you should not be surprised if “new” issues emerge after completing a revision of the paper. Approval Process for Theory Papers Students are expected to develop conceptual, critical thinking and theoretical skills largely through doctoral seminars but supplemented by lecture and practice courses, and workgroups. Students are required to take a minimum of 5 doctoral seminars – two prosems (social psychology and organizational psychology) and 3 advanced doctoral seminars (of their choosing). Throughout these seminars, students will write a number of theory-based papers and will receive feedback and make revisions through the standard requirements for the course. Thus, through course requirements, students will have multiple opportunities to write and revise theory papers in courses taught by several different faculty members. The Qualifying theory paper will be a revision of one of the papers that was written as part of an advanced doctoral seminar taken from one of the social-org faculty members. After the course is completed, students will complete one additional revision of the paper based on final comments from the faculty and resubmit it to that faculty member for approval. The choice of which paper from which doctoral seminar to put forth as the qualifying theory paper should be based on discussions with faculty members. That is, if a student is considering putting forth a particular paper as the theory paper, the student should first discuss the overall quality of the completed course paper with the faculty member who taught the course, the probability that an additional revision would result in a strong theory paper, and the extent of revisions required. Given that multiple opportunities for writing papers, receiving feedback, and revising papers take place throughout the sequence of courses, and that students will receive feedback from different faculty members with different perspectives throughout these courses, a second reader is not required for the formal qualifying theory paper. Important Notes on Qualifying Papers 1. If a student submits a paper to a journal for publication and it is accepted, only the First Reader is required. Students are strongly encouraged to submit completed qualifying papers to conferences and to journals for publication. 2. If two students work together on a project, each must submit an independent paper. 3. Students must complete all qualifying papers in order to continue in the doctoral program. Students should have completed two of the papers by the end of their third year. If a student has not completed two papers by the end of their fourth year, the faculty will consider this as making insufficient progress and may drop the student from the program. Working on a dissertation may not occur until two of the papers have been accepted and a student may not proceed to dissertation advisement until all qualifying papers are accepted. Ph.D. - 42 SOCIAL-ORGANIZATIONAL PSYCHOLOGY THE DISSERTATION The doctoral dissertation is a report of independently conducted research. The dissertation is viewed not as the end product of a students work in the program, but as another piece of research in a long line that begins very early in the student’s career and is continued after he/she earns the Ph.D. Dissertation Committee The dissertation process is formally marked by 3 sequential phases, each culminating in a formal meeting with your dissertation committee: 1) Proposal Hearing; 2) Advanced Seminar; and 3) Final Oral Defense. When your Sponsor approves your proposal, students apply for a proposal hearing by completing an application (available in the Counseling & Clinical Psychology Department). Students must submit a copy of the proposal with the completed application. The deadline for submitting applications for hearings is typically around mid-April – consult the TC academic calendar for the exact date. A 3rd reader is assigned to participate in your proposal hearing. The third reader is a faculty member, who is a psychologist, but not a member of the Soc-Org program faculty. Once the 3rd reader has been assigned, the student schedules the Proposal Hearing. At the first meeting, the Proposal Hearing, your Sponsor and second reader are present along with the assigned third reader. While you may decide to invite the third reader for your proposal hearing to remain on your committee, it is not required. At the second meeting, the Advanced Seminar, a third reader who serves as chair of both the Advanced Seminar and the Final Oral Defense joins your Sponsor and second reader. The Chair must be a tenured faculty member. Note that all 3 qualifying papers must be completed prior to the seminar. At the third meeting, the Final Oral Defense, 5 faculty members are present: Sponsor; Second Reader; Chair; and 2 Examiners, one of whom is outside of the Social-Organizational Psychology program, and one of whom is from outside of TC When comprising your dissertation committee, please consider that 3 of the 5 faculty members must be approved Columbia University Graduate School of Arts and Sciences (GSAS) members, 1 must be from outside of TC and 1 must be from outside of the Social-Organizational Psychology program. The Chair of the final oral must be a tenured faculty member. In order to comprise a committee with the correct composition, faculty members fulfill more than one of these requirement, e.g. the Chair is tenured and an approved GSAS faculty member. Forms, including details related to committee composition, are available in the Office of Doctoral Studies, 154 Horace Mann. A Checklist of the Dissertation Process and additional information are available on the Social-Org Psych classweb site, or from the academic secretary in 226 Thompson. Ph.D. - 43 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Summary of the Dissertation Process 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Student selects dissertation Sponsor. In consultation with Sponsor, student selects 2nd Committee Member When Sponsor approves the document for a proposal hearing, student applies for a proposal hearing by completing an application (available in Counseling & Clinical Psychology Department). Student must submit a copy of the proposal with the completed application. Please note the deadline for submitting applications for hearings is typically around mid-April (check the TC academic calendar). Once a 3rd reader is assigned, student schedules proposal hearing. After proposal hearing, student collects and analyzes data. Once Sponsor approves, student plans for Advanced Seminar (data hearing). In consultation with Sponsor, the student invites a tenured faculty member to chair the Advanced Seminar and Oral Defense (the Chair can be, but does not have to be, the 3rd Reader assigned for the Proposal Hearing). Student schedules Advanced Seminar (materials for this meeting include method, hypotheses, and results chapter including tables). Following the Advanced Seminar, student makes revisions, writes discussion chapter, and plans for Oral Defense. In consultation with Sponsor, student invites 2 additional faculty members to be outside examiners at the Oral Defense (one of these faculty members must be from outside of TC and on the Columbia University Graduate School of Arts and Sciences faculty or be an approved substitute). Student defends dissertation, makes revisions, and submits final copy according to procedures detailed by the Office of Doctoral Studies. Dissertation Course Credits The curriculum is designed to facilitate students’ completion of all three qualifying papers and the preparation of a dissertation proposal in first 4 years of the program. Students typically need to register for dissertation related classes beyond their fourth year in the program. In completing the dissertation, there is a sequence of courses that vary in course credit and fee. While preparing to write the dissertation and/or completing qualifying papers, students may register for IND 6000, which allows a student to be enrolled at the College without paying for course credit. The expectation of IND 6000 is that the student is working independently on the dissertation while having access to the resources of the College. Students should register for IND 6000 each semester until the semester in which they have their dissertation proposal defense. During the semester in which the dissertation proposal defense is held, students are expected to register for ORLJ 7501(Fall). This courses is offered for 1-3 credits and students can register for the minimum number of credits. Once a student has passed the proposal defense and has registered for ORLJ 7501, the college requires that the student continue to register for ORLJ 7502 each semester for 3 credits until the final dissertation defense. A one semester exemption is allowed (and you do not need to register for this course during summer term). Once the dissertation proposal has been successfully defended, students are required to register for ORLJ 8900 for 0 credits for every semester until completion of the final oral defense. Ph.D. - 44 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Examples of scenarios: Spring semester Summer Fall Spring proposal defense no registration required Hold advanced seminar Final defense register for ORLJ 7501 for 1 credit Fall semester Spring semester Summer Fall Spring proposal defense exemption no registration required register for ORJL 75501 for 1 credit hold advanced seminar & Final defense apply for exemption from ORLJ 7502 register for ORLJ 7502 for 3 credits register for ORLJ 7502 for 3 credits register for ORLJ 7502 for 3 credits Other requirements of All Doctoral Students at Teachers College All doctoral students at Teachers College are required to complete a “Statement of Total Program” and a “Statement of Residency” and submit both documents to the Office of Doctoral Studies (ODS). The Statement of Total Program is a complete list of courses taken as part of fulfilling program requirements that has been developed by the Office of Doctoral Studies. The Statement of Residency is a description of the activities you have engaged in, over and above course work, that have contributed to your education and professional socialization. Such activities include but are not limited to: attending conferences and professional meetings, publishing papers, participating in professional training outside of course work, working on program committees, attending professional social events in the program, College, and greater professional community. While the program does not require students to complete these documents per se, it is essential that all students obtain, complete, and submit them to ODS in a timely fashion. Ph.D. - 45 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Expected Timetable for Completion of Program Years 1-2 Take required courses Work with faculty on research projects in work group Teaching assistantship Complete at least one required paper Complete certification exam (Year 2) Year 3 Complete required courses and some supporting coursework Work with faculty on research projects in work group Complete second required paper Begin or complete third required paper Teach a course and/or internship experience Year 4 Complete additional coursework Work with faculty on research projects in work group Finish third required paper if not completed Begin dissertation proposal Teach a course and/or internship experience Year 5 Complete and defend dissertation Ph.D. - 46 SOCIAL-ORGANIZATIONAL PSYCHOLOGY EXPECTATIONS FOR THE DOCTORAL PROGRAM General Attributes and Expectations The Ph.D. graduate school experience is intense and time-consuming. Students are expected to:               Be serious about obtaining the degree Work up to their potential, putting forth maximum effort in all endeavors Be open to constructive, developmental feedback Be able to work independently Be self-disciplined Be open-minded, open to new ideas Be willing to learn about yourself Be conscientious Be a “good citizen” Respect the ideas and feelings of all individuals Behave with integrity and in an ethical manner Be willing to share ideas, experiences, and efforts with others in the spirit of teamwork Aim for high quality, innovation and efficiency in all work endeavors Be proactive The doctoral program is largely a guided self-learning experience. Faculty provide guidance but much of the learning and what students take away from the program depends on what they put into it and how they form their own program. Faculty provide opportunities for students in a number of ways – through coursework, workgroups, research projects, consulting work, practicebase experiences, and so forth. Students are expected to be active and proactive in taking advantage of these opportunities. This includes thinking about and determining career interests and goals, designing a program of study that helps achieve those goals, structuring time and setting deadlines, and fully participating in coursework, workgroups, experiences, colloquia and the like. Commitment to the Program We expect our students to be dedicated and committed to the program and to obtaining their doctoral degree. This means making it one of the top priorities. We recognize that there are other priorities and we certainly do not expect that this should be the top priority, but we do expect that it is one of the top priorities. We expect a full-time commitment to the doctoral program until all course requirements, required papers, and exams are completed. Full-time enrollment is necessary to develop the skills and values for effective scholarship and professional positions, and to facilitate collegial relationships among faculty and students. Full-time enrollment entails taking 9-12 points of coursework each semester and working closely with faculty members and other doctoral students. Thus, we expect students to devote primary attention to their doctoral studies that should allow for completing the degree within 5 years. Ph.D. - 47 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Students are expected to be enrolled continuously until all requirements for the degree have been fulfilled. If the program must be interrupted for one or more semesters, the student may apply for leave status, not to exceed one calendar year. An application for leave status must be granted by the program. Students are expected to have a strong and compelling reason for requesting a leave. A student who interrupts their program of study without obtaining a leave status may be removed automatically from the program, under the assumption that he/she has decided to discontinue the program. Doctoral students are expected to serve as “apprentices” to experienced scholars to learn research and teaching skills, typically by participating in research workshops and serving as teaching assistants for courses. Expectations for Research Students are expected to gain a solid foundation in research theory, methodologies and application. These skills will be developed through formal coursework; participation in research workgroups, writing required empirical and theoretical papers, and independent research. Students are expected to participate in one workgroup each semester, for a total of 8 workgroups. Workgroups are designed primarily to develop research and thinking skills. The primary purpose of workgroup is to develop research-related skills. At the same time, students will be provided with opportunities to work on their empirical paper based on a project in workgroup. Students are expected to work with at least two different faculty members throughout their workgroup experiences in order to gain breadth of research experience. Students are strongly encouraged to participate in a particular faculty member’s workgroup for a minimum of 2 years. Students are also encouraged to participate in work groups until all qualifying papers and their dissertation proposal are completed. Ph.D. - 48 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Students are strongly discouraged from participating in more than one workgroup at a time. Exceptions may be made in rare instances when a student has demonstrated that he/she has the commitment, skills, and time available to participate in 2 workgroups. Further, we recommend that students do not participate in more than two research projects at any one time. The purpose of this is to insure that students can finish the program in a timely fashion, gain breadth of experience in other areas (e.g., content knowledge, practice-based skills), and complete high quality projects. A focus on a limited number of projects at any one time is more likely to result in completing projects, writing papers, and perhaps submitting papers to conferences and/or to journals in the field. It is expected that students will participate to different degrees in different research projects throughout their workgroup experiences. For example, during some periods in the program of study, the student will provide only “support” for a particular research project as agreed upon with the faculty member. At other periods in the program of study, the student will intensely engage in a long-term research project with the aim to publish articles from the project. Students are expected to “support” faculty research within each workgroup. However, during their program of study, students are expected to have engaged in at least one long-term project, participating in a research project from inception to completion of a paper. Research is typically collaborative. The research process is typically long (often 1-3 years) and completion of a project may involve lags and delays in collecting needed data or information. Students who have made a commitment to participate intensely in a long-term research project are expected to continue work on the project, even if the student is no longer formally taking the workgroup course. It is expected that the quality of students’ work on research projects be targeted to the level of prestigious, high quality journals in the field (academic or practitioner/professional). This includes work completed as part of the workgroups, independent work with peers or faculty members, and work on the required papers. Sacrificing quality for quantity or speed is not a recommended strategy. Students are strongly encouraged to conduct research that results in conference presentations and/or publishable papers in top-quality academic or practitioner journals. We strongly encourage students, prior to the dissertation phase, to have at least one conference presentation submission and/or one manuscript submitted for publication. Levels of Participation in Research Projects Three levels of research participation are described (support, springboard, and full participant). At a minimum, each student in a given workgroup is expected to provide “support” functions for one or more research projects. Students are expected to be a full participant on at least one research project during their program of study. Support Role: Providing support for a research project provides students with the opportunity to gain basic research skills and content knowledge. The primary outcomes from participating in a Ph.D. - 49 SOCIAL-ORGANIZATIONAL PSYCHOLOGY project at a “support” level are gaining an understanding of the research process, developing research skills, and learning about a particular content area. Examples of Supporting Tasks and Behaviors: Conducting Literature Searches Developing Content Knowledge Collecting Data Preparing “working notes” that reflect the data collection experience and “self-asinstrument” Developing Study Materials (e.g., surveys, interview protocols, etc.) Developing a coding system for qualitative data Entering Data Analyzing Data Springboard Role: Participating in a research project can spark new ideas to further your own research agenda or support your graduate studies. The primary outcomes from participating in a project at this level are developing more advanced research skills, developing expertise in a particular content area, possibly meeting graduate school requirements (e.g., required paper). Examples of Tasks and Behaviors (in addition to participating in a supporting role): Delving more deeply into a particular topic area Developing a new conceptual model Outlining or writing one of the “required” empirical or conceptual papers Proposing a new research study (possibly leading to a dissertation study) Full Participation/Co-Author on Paper: Participation in one of the research projects may eventually lead to a student being a coauthor on a submission to a conference or journal. This may occur as part as the result of involvement on one of the projects suggested by the professor, a project that develops through discussions during the workgroup, or a project that a student proposes and takes the lead role in. As a general rule, faculty adhere to the guidelines in the APA publication manual concerning authorship. To paraphrase, authorship is reserved for persons who receive primary responsibility for published work. It encompasses those who have made substantial scientific contributions to the study…Substantial professional contributions may include formulating the problem or hypotheses; structuring the experimental design; determining, organizing and conducting the statistical analyses; interpreting the results; or writing a major portion of the paper. Lesser contributions may include such supportive functions as designing or building apparatus, collecting literature, suggesting or advising about statistical analysis, collecting data, modifying or structuring a computer program, arranging for research subjects. Lesser contributions, which do not constitute authorship, may be acknowledged in a footnote. Examples of Tasks and Behaviors (in addition to participating in a supporting role): Ph.D. - 50 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Long-term commitment to the project, through the submission and review process Involvement throughout multiple phases of the project Making significant contributions in at least one of the following (ideas and conceptual development; study design; data collection and data analysis; writing) Developing an in-depth understanding of the topic and results (i.e., the student could fully explain the concepts, design, and findings to another researcher or practitioner) Ph.D. - 51 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Expectations for Program and Professional Service Activities Students perform service and citizenship duties when they participate in the life of the program, by attending colloquia, helping to recruit and socialize new students, serving on committees, and aiding peers. Students are expected to regularly attend all program functions, such as orientation sessions, colloquia, job candidate meetings, presentations, and social functions. Students are expected to develop an informal cohort with peers to share their experiences and knowledge. Students are expected to develop mentoring-type relationships between more advanced and newer students. New students should receive guidance and advice from more advanced students, and when they become advanced students, do the same for newer students. Students are expected to serve on at least one program committee per year. This entails working with faculty members and other students on efforts to improve the operations and function of the program. Students are expected to attend all meetings, participate fully, and complete assigned tasks in a timely fashion. Students are encouraged to serve on professional committees and engage in professional activities. These activities can include attending professional conferences, serving as student representatives on professional committees, serving as a reviewer for conference papers, and participating in doctoral consortia at conferences. Expectations for Coursework Students are encouraged to maintain steady progress in completing required and supporting coursework. This includes:      Obtaining appropriate course materials as required. Reading all required materials and coming fully prepared for class Actively participating in class discussions Being willing to work with other students, share ideas, work collaboratively Completing assignments on time Students are expected to maintain a minimum of a B+ average in their coursework. Students are expected to complete the majority of their coursework by the end of their third year in the program. Students are expected to design a sequence of courses, beyond the required courses, that are targeted to their own interests and areas of specialization. This may be done in consultation with faculty members. Ph.D. - 52 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Expectations for Practice-Skills and Organizational Experience Students are expected to gain application, practice and consulting skills. These skills will be developed through participation in coursework, practice-based courses, process consultation, teaching, internships or work experience with local organizations, field experiences, and presentations. Students are expected to complete at least one internship or engage in part-time work for an organization during their program of study. Students with prior relevant work experience may opt not to work or do an internship. Students are encouraged to take internships that provide practical experience in an area directly related to their program of study, one that allows for applying research, communication, and practice-based skills learned in the program. Students are strongly encouraged to make at least one formal presentation of their work (research, theory, or application). This might be a conference presentation, presentation to a local business, or presentation at a program colloquium. Students are expected to behave with decorum and professionalism when interacting with the local community, organizations, and businesses. Students are expected to take a sequence of practice-based courses in the program designed to enhance their practice and consulting skills. Ph.D. - 53 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Expectations for Teaching Assistantships The Social-Organizational Psychology faculty believe strongly in the value of teaching assisting (TA’ing). TA’ing can provide students with valuable opportunities to learn new material, review material previously acquired and obtain teaching skills and materials. The objective of the required teaching assistantship is to provide doctoral students with a quality learning experience that will benefit them regardless of whether they pursue academic or nonacademic careers. Doctoral students are required to serve as a teaching assistant for one Masters level course within their first three years of the Social-Organizational Psychology Program. Students are expected to act as teaching assistants for the Master’s level core courses (Functions in Organizations, Human Resources Management, Organizational Psychology, Psychological Aspects, and Understanding Behavioral Research). A faculty committee will make TA assignments. Students will be asked to provide their top three preferences and preferred semester for TAing and this information will be taken into consideration in making assignments. Every effort will be made to match student preferences with available opportunities, but students should expect that they may not receive their first or desired preference. Beyond this, additional teaching assistantship opportunities are available for more advanced courses (e.g., Organizational Dynamics, Leadership and Supervision, Group Dynamics, Practicum in Organizational Change and Consultation, etc.). In order to ensure that everyone benefits from the teaching assistantship program, we offer the following expectations and responsibilities for required as well as non-required teaching assistantships: 1. Faculty and graduate students will meet on a regular basis to coordinate activities related to teaching the course. This will provide the graduate student with insights into how courses are organized and run on an ongoing basis. It will also allow the faculty member and graduate student to provide a well-integrated and well-run course. 2. Faculty will provide graduate students with feedback regarding the performance of their teaching assistant responsibilities. This will provide the teaching assistant with opportunities for learning. 3. Faculty will provide students with opportunities to engage in a variety of teaching related experiences including but not limited to: grading; development of tests and assignments; lecturing and/or providing exam review sessions; holding office hours; managing class exercises/activities. 4. Teaching Assistants are responsible for attending weekly lectures. This will provide graduate students with a basis for future lecture notes, which can be invaluable, if they teach similar courses in the future. Attendance at lectures also provides graduate students with the substantive knowledge necessary to provide effective instruction and counseling to students. 5. Teaching Assistants are responsible for grading assignments and fulfilling their other responsibilities in a timely fashion. Students in the course derive greater benefits when assignments and exams are returned in a timely manner. 6. Teaching Assistants are responsible for reading the assigned material. This provides graduate students with opportunities for learning and will allow them to fulfill their teaching responsibilities more effectively. Ph.D. - 54 SOCIAL-ORGANIZATIONAL PSYCHOLOGY 7. Teaching Assistants are responsible for providing weekly office hours of approximately 1 hour per course as well as being available just prior to and following class meetings. It is also important that teaching assistants be responsive to emails and other means by which our students may wish to communicate with them. 8. Treat students with respect and be responsive to their needs. In return for being a Teaching Assistant, the College provides a standard financial reward package, typically a stipend. Although students are required to T.A. one course, some students may choose to TA for two sections of the same course or two different courses in one semester. However, this is not often recommended as it could prevent students from having sufficient time to devote to their course work, research, practice, and service activities. Expectations for Teaching Students are strongly encouraged to teach a course during their course of studies. While the benefits of teaching are obvious and necessary to those interested in pursuing an academic career, teaching is also an excellent way to develop some needed practice and consulting skills. For example, teaching a course is an excellent way to develop and refine presentation skills – skills that are critical to practice and consulting careers. Further, teaching helps to develop skill in time management, organizing large amounts of material in a meaningful way, culling the most important points and issues from voluminous information, providing performance-related feedback to others, and translating complex ideas into a manner that inexperienced and less knowledgeable individuals can understand. A number of teaching opportunities are available, for example, by teaching core MA courses at TC, undergraduate courses at Columbia or Barnard, MBA courses at NYU and other courses in institutions in the NYC area. REQUIREMENTS PRIOR TO TEACHING: 1. The student must have fulfilled the TA requirement. 2. For the course to be taught, the student should have TA’d the course or taken the equivalent of the course. Even if the student has taken the course, priority will be given to students who first serve as a TA for the course (or a very similar course) so that they will be equipped with a solid framework, notes, and general structure for the course. This will make prepping the course the first time much easier. 3. Prior to teaching, students must either: a) take the teaching and supervision course (ORLJ 6048, Teaching to Cognitive and Cultural Complexities) or b) co-facilitate if teaching an ICCCR course. Exceptions to this may be made when students have prior teaching experience. In addition to the aforementioned benefits in terms of learning and development, in return for teaching at TC, the College provides a standard financial reward package, typically course credits, pay, or some combination of the two. The financial rewards vary considerably at other institutions. Ph.D. - 55 SOCIAL-ORGANIZATIONAL PSYCHOLOGY CONTINUING DEVELOPMENT Students are expected to continuously develop their skills based on feedback from faculty that is received during their coursework, required papers, workgroups, activities, and meetings. Students will complete a progress report each year. The report documents the student’s accomplishments and activities during the year. Self-evaluations are to be made pertaining to course progress, research progress, publication progress, teaching activities, practical or business experience, and service/citizenship to the program and profession. Students are also expected to set developmental goals for the upcoming year. Each year, at least one faculty member will hold a formal meeting with the student to discuss the student’s progress report and developmental plans. MUTUAL EXPECTATIONS Students can expect from faculty:        A high degree of dedication and commitment to our work and the program A series of courses and experiences designed to provide breadth and depth of research and practice skills. Attendance at meetings, colloquia, and the like A quest for high quality and innovation in all our work endeavors An effort to continuously improve our own skills An effort to continuously improve our program An effort to understand each individuals’ unique needs, concerns, and problems Faculty expect from students:      Basic respect for our position and knowledge/expertise An effort to understand the conditions and constraints under which we work An effort to understand that we do our best to look after students’ interests Respect for our time Patience and tolerance as we attempt to balance our teaching, research, and service demands Ph.D. - 56 SOCIAL-ORGANIZATIONAL PSYCHOLOGY REWARDING EXCELLENCE WITH FINANCIAL AID It is the objective of the Social-Organizational Psychology Program to provide students with opportunities to obtain financial assistance. Financial assistance is subject to the availability of funds, with eligible students generally receiving higher levels of support early in their program tenure and decreasing levels of support over time. Students are considered for financial assistance at the date of enrollment in the Ph.D. program. Eligibility for financial assistance is based on requirements including, but not limited to: 1) cumulative grade point average; 2) completion of required teaching assistantships; 3) and compliance with internship and employment guidelines. Each of these requirements is described below. 1. Cumulative Grade Point Average All incoming students are eligible to receive financial assistance during their first semester, subject to availability. However, from the second semester forward, students must maintain a B+ or better cumulative grade point average and comply with the other requirements to be eligible for financial assistance. Cumulative G.P.A. will be assessed at the end of each semester. If a student’s cumulative G.P.A. is a B+ or better at the semester’s end, then the student will be eligible for assistance for the following semester. If a student’s cumulative grade point average drops below a B+ at the end of any given semester, the student will be on financial probation the following semester. The student will still receive financial assistance during the probation semester but they will not receive assistance from that point forward, unless their cumulative G.P.A. reflects a B+ or better. Students who raise their cumulative G.P.A. to a B+ or better will again be eligible for financial assistance. (Because eligibility is assessed at the end of each semester, the student will not be eligible for assistance during the semester in which they re-established the B+ cumulative average). 2. Teaching Assistantships In order to maintain eligibility for financial assistance, a required teaching assistantship must be completed during the first three years in the program. While many students may choose to TA during their first year in the program, all students must have made a commitment to TA a specific course by the end of their first year in the program. At the end of their first year in the program, students who have not either completed or committed to a specific course will not receive financial assistance in their second year. 3. Internships and Employment While we strongly encourage students to obtain teaching and research assistantships within Columbia University during the first two years in the doctoral program, full and part-time paid employment is not encouraged. In order to benefit most from your experience in the program, students need to be on campus and interacting with other students and faculty. This is especially important during the first two to three years of the program, when students are forming relationships and taking course work that will be the foundation for their doctoral experience. Ph.D. - 57 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Students employed full-time during the first two years of the doctoral program are therefore not eligible for financial assistance. While we encourage third year students to abstain from full and part-time employment, if a third year student chooses to do an internship or job related course work, the work must be limited to 20 hours per week in order to maintain eligibility for financial assistance. Students are required to provide written documentation about the existence and nature of their internship and job experiences from the organization or employer. This documentation should include the number of hours that are worked per week. For experiences relevant to the program, it should also include a brief description of job responsibilities, a student experience summary, and a written performance evaluation. The standard performance evaluation form utilized by the organization is acceptable. Forms are available in the Program office. During summers, students are encouraged to do full-time internships. Some students find that summer internships are useful for gaining more intensive work experience, dissertation data collection, and increasing their financial resources while not taking classes thereby allowing them more time to focus on course work during the academic year. Ph.D. - 58 SOCIAL-ORGANIZATIONAL PSYCHOLOGY TIPS FOR FINISHING THE DOCTORATE Ph.D. - 59 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Ph.D. - 60 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Ph.D. - 61 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Ph.D. - 62 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Ph.D. - 63 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Ph.D. - 64 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Ph.D. - 65 SOCIAL-ORGANIZATIONAL PSYCHOLOGY TELEPHONE DIRECTORY Listing Location Admissions 146 Horace Mann Broadway between 114th and 115th Streets (main campus) 197 Grace Dodge 3rd Floor Russell Hall Security, B-6 Whittier Hall 1224 Amsterdam at 120th St. Lerner Hall, lower level 2922 Broadway at 115th St. Student Life, 159 Thorndike Hall Alfred Lerner Hall Alumni Services Audiovisual Services Bicycle Racks Bookstore, Teachers College Bookstore, Columbia University Bulletin Boards Bus Service to Health Sciences Campus Morningside Shuttle Morningside Heights Evening Shuttle Morningside/LamontDoherty Earth Observatory Shuttle Campus Information, Columbia University Campus Information, Teachers College Career Services, Teachers College Career Services, Columbia University Center for Educational Outreach & Innovation (CEO&I) Computer Sales Desk Computer Supplies & Software Computing Help Desks Teachers College Columbia University Computer Labs Horace Mann Lab Macy Lab Departments (Academic) at Teachers College Arts and Humanities (A&H) Biobehavioral Studies (BBS) Parking Office Morningside Campus Security Office Parking Office Morningside Campus Security Office Phone number (212) Website 678-3710 http://www.tc.columbia.edu/admissions 854-5800 http://www.columbia.edu/cu/lernerhall/index.html 678-3215 678-3822 678-3098 http://www.tc.columbia.edu/alumni 678-3920 http://www.bkstore.com/teachers 854-4131 http://www.bkstore.com/columbia 678-3406 http://www.tc.columbia.edu/stlife http://www.tc.columbia.edu/security 854-5508 854-2796 854-2797 854-5508 854-2796 http://www.columbia.edu/cu/fm/msidesh.htm Parking Office Earth/Environmental Science Dept. Lamont-Doherty Earth Observatory 854-5508 854-5029 914-365-8550 Central Switchboard 854-1754 http://www.columbia.edu Central Switchboard 678-3000 http://www.tc.columbia.edu 44 Horace Mann Hall 678-3140 http://www.tc.columbia.edu/~career-services East Campus Building, Lower Level 854-5609 http://www.columbia.edu/cu/ccs 107 Main Hall 678-3987 http://www.tc.columbia.edu/ceoi 102 Philosophy Building J&R Computer Store, Philosophy Building Basement 854-8108 http://www.columbia.edu/acis/compcomm.html 854-8108 http://www.columbia.edu/acis/acsc/sales 234 Horace Mann Hall 101 Philosophy (general use labs) 242 Horace Mann 345 Macy 678-3302 854-1919 678-3300 678-3304 678-3807 http://www.tc.columbia.edu/computing http://www.columbia.edu/acis/compcomm.html 334B Horace Mann Hall 678-3799 or 6783469 http://www.tc.edu/departments/arts.htm 1159 Thorndike Hall 678-3895 http://www.tc.edu/departments/biobehavioral.htm Ph.D. - 66 http://www.tc.columbia.edu/computing/classrooms /labs.htm SOCIAL-ORGANIZATIONAL PSYCHOLOGY Counseling & Clinical Psychology (CCP) 428 Horace Mann Hall 678-3257 http://www.tc.edu/departments/counseling.htm Curriculum & Teaching (C&T) 306 Main Hall 678-3765 http://www.tc.edu/departments/curriculum.htm Health & Behavior Studies (HBS) 531 Thorndike Hall 678-3964 http://www.tc.edu/departments/health.htm Human Development (HUD) 453 Grace Dodge Hall 678-3882 http://www.tc.edu/departments/human.htm International & Transcultural Studies (ITS) Mathematics, Science, & Technology (MST) 348 Macy Hall 678-3947 http://www.tc.edu/departments/international.htm 321 Thompson Hall 678-3405 http://www.tc.edu/departments/mst.htm Organization & Leadership (ORL) Distance Learning Project 213 Main Hall 678-3258 http://www.tc.edu/departments/organization.htm 360 Grace Dodge Hall 1-888-633-6933 http://dlp.tc.columbia.edu Emergencies see also Security Main Hall 911 678-3333 Fax (general line) 18 Russell Hall 678-4048 Fitness Facilities Columbia University Dodge Fitness Center, CU 854-3439 basement of Thompson 678-3307 18 Russell Hall 678-3403 http://www.tc.columbia.edu/~wpcenter 158 Thorndike 4th Floor, John Jay 112 Main Hall 678-3406 854-2284 678-3175 http://www.tc.columbia.edu/stlife/health.htm http://www.health.columbia.edu http://www.tc.columbia.edu/administration/hr 232 Horace Mann Hall 678-3402 678-3289 http://www.tc.edu/academic/icccr Library Office, Columbia 201 Butler Hall (main campus) 854-2271 http://www.columbia.edu/cu/lweb Media Services 3rd Floor, Russell Teachers College Graphic Design, Editing, Publications Health Insurance Services Teachers College Columbia University Human Resources International Center for Cooperation and Conflict Resolution Milbank Memorial Library Circulation Administration Off-Campus Housing Assistance Office Organization & Leadership (dept office) Russell Hall 678-3822 or 6783823 678-3494 678-3028 678-3023 419 West 119th Street 854-2773 213 Main Hall 678-3258 Adult Learning & Leadership 201 Main Hall (ORLD) 678-3760 Education Leadership 212 Main Hall (ORLA) 678-3139 or 6783726 Higher & Postsecondary Education 206 Main Hall (ORLD) 678-3750 Nurse Executive 201 Main Hall (ORLN) 678-3421 Politics & Education 212 Main Hall (ORLF) 678-3726 or 678- Contact TC Security so they can direct emergency units to the proper location http://www.tc.columbia.edu/~wpcenter http://www.columbia.edu/cu/athletics/recreation_ facility/dodge_gym.html http://www.tc.columbia.edu/stlife/poolandfitness.ht m http://www.tc.columbia.edu/cis/media http://lweb.tc.columbia.edu http://www.columbia.edu/cu/ire/ocha http://www.tc.columbia.edu/academic/o&ldept Ph.D. - 67 SOCIAL-ORGANIZATIONAL PSYCHOLOGY 3139 Social-Organizational Psychology Parking Information Photocopying/Printing Police Station (local 26th Precinct) Registrar 222 Main Hall (ORLJ) 226 Thompson Hall B-4 Low Library 34 Main 678-3249 or 678-8152 854-5508 678-3403 152 Horace Mann 678-4050 Residence Halls Whittier Hall lobby 678-3235 Safety Escort Security, CU 854-SAFE Security non-emergencies emergencies B-6, Whittier Hall Main Hall 678-3098 911 and x3333 854-2796 678-3689 678-3853 (TTY) 678-3249 or 678-8152 678-3056 678-3714 678-3406 678-3406 678-3000 678-3200 678-4072 678-3359 678-4049 or 6783403 678-3789 http://supportservices.columbia.edu/parking.html http://www.tc.columbia.edu/~wpcenter 678-1311 Morningside (Columbia) Services for Students with Disabilities Social-Organizational Psychology Office Student Accounts Student Aid Student Life Student Senate Teachers College Touch-Tone Phone System Transcript Requests Video 111 Low Library Word Processing 18 Russell Writing Center Writing Course (only open to students in this dept.) 46B Horace Mann 212 Main Hall (see Marilyn Breeze) 162 Thorndike Hall 222 Main Hall 226 Thompson Hall 133 Thompson 138 Horace Mann 159 Thorndike 159 Thorndike 153 Horace Mann 678-3139 Ph.D. - 68 http://www.tc.columbia.edu/registrar http://www.tc.columbia.edu/~administration/reslife http://cpmcnet.columbia.edu/dept/security/operati ons.html http://www.tc.columbia.edu/security http://cpmcnet.columbia.edu/dept/security http://www.tc.columbia.edu/administration/ossd http://www.tc.columbia.edu/academic/o&ldept/soc ialorg/socorghome.html http://www.tc.columbia.edu/administration/bursar http://www.tc.edu/financialaid http://www.tc.columbia.edu/stlife http://www.tc.columbia.edu/students/senate http://www.tc.columbia.edu http://www.tc.columbia.edu/registrar/trans.htm http://www.tc.columbia.edu/cis/media/video.htm http://www.tc.columbia.edu/~wpcenter http://www.tc.columbia.edu/centers/writingcenter SOCIAL-ORGANIZATIONAL PSYCHOLOGY TEACHERS COLLEGE MAP WHEELCHAIR ACCESSIBILITY Ph.D. - 69 SOCIAL-ORGANIZATIONAL PSYCHOLOGY COLUMBIA UNIVERSITY MAP Ph.D. - 70 SOCIAL-ORGANIZATIONAL PSYCHOLOGY ACADEMIC SERVICES Ph.D. - 71 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Academic Services Office of the Registrar IMPORTANT: On the Touch-tone System, please remember to CONFIRM your registration and exit out of the system fully using the menus; if you do not, your registration may be cancelled. 152 Horace Mann Hall 212-678-4050 212-678-3005 (fax) http://www.tc.columbia.edu/registrar  The Office of the Registrar serves as a hub for all registration-related services and needs. The office oversees course-related issues in conjunction with the academic departments. In addition, it retains the files for all currently registered students and also facilitates the graduation processing for your M.A. program. PIN Registration A personal identification number (PIN) and your Teachers College student ID are necessary to access the Touch-tone and TC-Web services. If you forget or need to re-activate your PIN, you can reaccess it through the Office of the Registrar. Please bring photo identification. Registration Policies Adding Courses. Until the published deadlines, you can add courses using Touch-tone Services, TC-Web, or in-person at the Office of the Registrar. After the deadline, you can add only workshops starting later in the semester, prior to that course's first session. Dropping Courses. You may drop courses and receive full tuition credit if it is prior to the semester deadline. Courses or workshops with special start dates must be dropped before the course begins to qualify for full tuition credit. Failure to attend classes does not constitute an automatic dropping of courses or refunds. Changes of Points in Variable Point Courses. You may add or drop course points for selected classes. Consult the course schedule to find out which classes. This must be done before the published deadline. Class Registration Registration troubleshoots all registration issues. You can register for classes via three channels:  TC-Web: 1. Go to Teachers College website. 2. Login in to the Student Information System (located in the pull-down menu: “My TC” on the Teachers College website). 3. Your “User ID” is your social security number. Your PIN number is the 6 digit number issued to you at registration. 4. Once logged on, click on “Student Services and Financial Aid”. 5. Select “Registration.” 6. Select the applicable option from the menu (i.e., add/drop classes, etc.). Through TC Web you can change variable points for courses (not available on the Touch-Tone System), view your schedule, print unofficial transcripts and view grades and holds, obtain financial account information, and change your PIN.  In person in the Registrar’s Office. Withdrawal. After the drop-class deadline, you may withdraw from a course. These courses will remain on your academic record with a grade of “WD.” If you withdraw from TC or from individual classes, you will receive a proportion of your tuition back, based on the date of withdrawal (see http://www.tc.edu/controller/studentaccounts/refund_information.htm for more information). Failure to attend classes does not constitute an automatic withdrawal; you must file an application to withdraw in the Office of the Registrar, or withdraw through either TC-Web or the Touch-tone System. Only tuition charges, no other fees, are subject to this reduction. Touch-tone System: The Touch-Tone System is available from 8am to 11pm, Monday through Saturday. You can register using the system by calling (212) 678-3200 (or x3200 at TC). By using your student ID number (SSN or TC ID) and 6-digit PIN, you can access the system. Follow the prompts to register. Touch-tone services include the ability to register and add/drop classes, make credit card payments (not available on TC-Web), hear grades and current schedule, and change your PIN. Ph.D. - 72 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Cross Registration. If you are enrolled in a degree program at Teachers College, you may cross-register for courses at any of Columbia University’s college affiliates through Teachers College registration. Simply enter the call number of the course you wish to take when asked by the Student Information System of Touch-tone System for a CRN. If you wish to register for a course in any of the following schools, you must register with the consultation of your advisor.     Business School courses. Forms are available online at http://www.tc.columbia.edu/academic/o&ldept/soci alorg/links.html and instructions to the process will be sent via the social-organizational psychology listserv. School of Social Work courses. Register inperson with a signed approval from the Dean's Office. A signed TC registration or add/drop card is also required. School of International & Public Affairs (SIPA) courses. Register in-person with a signed approval from the Dean's Office on the 14th floor of the International Affairs Building. A signed TC registration or add/drop card is also required. Any 0-point course. All TC students taking any 0point course at Columbia must register in-person and must see the Associate Registrar. A signed TC registration or add/drop card is also required. Overrides. Overrides for waivers of prerequisites, corequisites, major restriction, degree restriction, or closed classes must be authorized in writing and recorded by the Registrar's Office or the department. You must still register via Touch-tone or TC-Web once your Special Permission/Override form has been processed. The program secretaries and Registrar’s Office cannot register you into the class; they simply remove the hold which permits you to register. Permanent name changes must be filed with the Office of the Registrar. Please bring one of the following pieces of supporting documentation: marriage license, divorce decree, passport, birth certificate, driver's license, court decree, or a notarized statement. 153 Horace Man Hall 212-678-4072 Transcript request must be in writing. The cost is $5 for the first, $3 for each additional within one order. You can request them in person a 153 Horace Mann Hall or send requests and payment to: Transcript Office, Box 311 Teachers College, Columbia University 525 West 120th Street New York, NY 10027 Please be sure to include your name (and any changes in your name since you were a student here), your dates of attendance and/or date of graduation, your student ID number and the address(es) to which the transcript(s) should be mailed. Please remember to sign your request. Forms: The following forms are downloadable at the site: http://www.tc.columbia.edu/registrar/forms.htm         Be aware that tuition rates vary according to the school. If you wish to take a non-TC course, you must pay the tuition rate of the school offering the course. However, deadline dates for TC registration and add/drop will apply to these courses, not the deadlines of other schools. Furthermore, only graduate courses approved by the major advisor may be used toward the degree program. Personal Information Updates TRANSCRIPT REQUESTS   Registration Worksheet Registration Instructions Special Approval/Override Form Change of Information Form Request for Enrollment Verification Certificate of Equivalency Grade Option Form Petition for Extension of Period of Candidacy for the M.A., M.S., and Ed.M. Degree Petition for Acceptance of A Columbia University Advanced Undergraduate Course for Graduate Credit in Teachers College The following forms are not downloadable, but are available in the Office of the Registrar, 152 Horace Mann. These forms must be submitted as originals.  Application for the Master of Arts Degree  Application for the Master of Science Degree  Application for the Master of Education Degree ALL FORMS must be sent to: Office of the Registrar 525 West 120th Street Box 311 New York, NY 10027 Ph.D. - 73 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Methods of Payment Telephone—Touch-tone service. You can make payments with a credit card by calling the College’s Touch-tone Service at (212) 678-3200. The Touchtone System is available Monday through Saturday from 8:00 a.m. until 11:00 p.m. OFFICE OF STUDENT ACCOUNTS 133 Thompson Hall 212-678-3056 http://www.tc.edu/controller/studentaccounts/default.htm The Office of Student Accounts provides a range of services to students and staff of Teachers College. The services include: answering questions about tuition, housing, and other accounts receivable, billing and collecting tuition, housing, and other applicable fees; and disbursement of federal, private and institutional aid, and refund checks. In addition, the Office makes deferred payment arrangements for students who cannot make full payment, process all payments for students and staff or tuition, housing, and loan accounts; and interact with other offices to resolve discrepancies with accounts. Fax. You may make payments by faxing your name, ID number, the cardholders’ written authorization, corresponding card type, card number, card expiration date, and daytime telephone number of the cardholder. The fax number for payments is (212) 678-4139. In-person, drop-box, or mail. You may make payments in person at the Office of Student Accounts. Staff office hours are Monday through Thursday 9:00 a.m. until 6:00 p.m. and Friday 9:00 a.m. until 5:00 p.m. If the office is closed, you may drop your payment in the drop off payment box (Room 133 Thompson Hall). Do not place cash in this box. Checks or money orders must be made payable to the order of Teachers College. Tuition and Fee Rates Rates are set annually by the Board of Trustees. Noncredit courses vary in rate and you may locate these rates from the Office of Student Accounts or the Center for Educational Outreach and Innovation. For additional information, please consult the Office of Student Accounts. Teachers College accepts cash, check, money order, and most major credit cards to satisfy tuition costs. Forms of payment may be used individually or in combination. Checks or money orders no greater than the amount due should be made payable to Teachers College. Grants, scholarships, loans, and third-party billing agreements are also accepted to finance a Teachers College education. Columbia University’s tuition is assessed at a per-point rate determined by the University’s Board of Trustees. Each school’s rate may vary. Consult the Office of the Registrar for current rates. Any fees listed in this Student Guide are subject to change without prior notice. Additional fees may be added. Fees for Non-credit Workshops and Special Events. If you register for a course with credit, even if for one point only, you must pay the Admission Fee. If you register only for workshops, conferences, or other special events or a non-credit course, you are not required to pay the College Fee. Fees for non-credit registration in workshops are noted in the workshop description in the Center for Educational Outreach and Innovation brochure. Student Information System via credit card. Deferred Payment Plan. If you wish to postpone payments, you may participate in a deferred payment plan with the Office of Student Accounts. The deferred payment plan will allow you to spread tuition, housing, and other related charges (less any financial aid) over three (3) equal installments during the semester. Tuition Exemption If you are employed by the University, you may be eligible for tuition exemption. Authorized tuition exemption forms must be submitted in person and are accepted throughout the semester. All forms and payments are due at the beginning of the semester in order to avoid a late payment penalty. Please check with HR for exact dates for a given semester. Various fees are not covered by tuition exemption. Third-party Agreements If a third party (a bank, outside agency, etc.) agrees to pay all or part of your expenses, you must enroll under a third party agreement and submit an authorization form to the Office of Student Accounts for approval. The form must be signed by an official of the third party agency. A third party agreement between the College and the agency must be completed annually before the start of the academic year. Financial Aid If all required applications and documentation have been filed with the Office of Student Aid by the required deadline, financial aid awards should be available at the time of registration. Late application filing and anticipated student aid does not constitute a deferment. Since all tuition and fees are due at the time of in- Ph.D. - 74 SOCIAL-ORGANIZATIONAL PSYCHOLOGY person registration, late payment penalties will be assessed on any outstanding balance as described under the "Late Payment Penalties" section of this document. For further information about financial aid, consult the Academic Catalog 2002-2003. Late Payment Penalties If you do not make all of your payments on time, you may be subject to two late payment penalties. These fees can be substantially and rise after the first billing period. Student Refunds If any proceeds originating from student aid programs in excess of all student account charges, they will be mailed directly to you. Be sure the Registrar has your current address. OFFICE OF STUDENT AID   138 Horace Mann 212-678-3714 212-678-4089 (fax) http://www.tc.edu/financialaid Teachers College Costs To award need-based funds, the College makes up an academic year student budget, consisting of average costs of tuition, fees, and other expenses for a full-time student. This amount is adjusted accordingly based on full-time, three-quarter time, and half-time enrollment.  If enrollment plans change during the academic year, notify the Office of Student Aid in case it becomes necessary to adjust the aid package. Aid Application Process   Visit or call the Office of Student Aid. Fill out a Free Application for Federal Student Aid (FAFSA). The FAFSA is available by January of each year from the Office of Student Aid. Students can also find and file the FAFSA on the web at www.fafsa.ed.gov. TC's institutional code is G03979.  U.S. citizens must file a Free Application for Federal Student Aid (FAFSA), regardless of eligibility for Federal Aid.  Permanent residents must submit a copy of both sides of their Alien Registration Card to the Office of Student Aid. Permanent residency status must be confirmed with the Immigration and Naturalization Service before aid can be disbursed. Naturalized citizens may need to provide documents to verify citizenship.  New applicants refer to the Application for Admission packet sent to you by the Office of Ph.D. - 75 Admission; it contains detailed information regarding financial aid options. There is not official scholarship application for new students; individual programs make scholarship decisions based on the degree applications of the new students at the time of admission.  Continuing students must file the TC Student Aid application by Feb 1 to be considered for internal scholarships in the following year in addition to the FASFA application.  International students should review the Application Procedure for International Students (www.tc.columbia.edu/admissions /intlstd.htm). After filing the FAFSA, you will receive a Student Aid Report (SAR) which must be reviewed for accuracy. If there are questions, contact the Office of Student Aid. Complete an Entrance Interview. If you receive a federal loan, you must participate in a Loan Entrance Interview before receiving the initial funds and a Loan Exit Interview before graduation, leaving Teachers College, or dropping to less than half-time status. The Entrance Interview will review the terms and conditions of the loan, and the Exit Interview will cover repayment, deferment, and consolidation options. Forms of Financial Aid. Select one of several types of student loans available to Teachers College students. To qualify for any of the federal loans, you must be a U.S. citizen or permanent resident and must be enrolled at least half-time (6 points or the equivalent) in a degree program. International students may qualify for creditworthy loans from Teachers College by securing a cosigner who is a US citizen or permanent resident. Consult with a financial aid counselor for more information. 1. Direct and FFEL Stafford Loans. Stafford Loans are lent to you directly by the U.S. government. Under the FFEL Program, the funds for your loan are lent to you from a school, bank, credit union, or other lender that participates in the FFEL Program. Direct and FFEL Stafford Loans are either (or both) subsidized or unsubsidized.  A subsidized loan is awarded on the basis of financial need. You will not be charged any interest before you begin repayment or during authorized periods of deferment.  An unsubsidized loan is not awarded on the basis of need. You will be charged interest from the time the loan is disbursed until it is paid in full. If you allow the interest to accumulate, it will be capitalized that is, the interest will be added to the principal amount of your loan and SOCIAL-ORGANIZATIONAL PSYCHOLOGY 2. 3. 4. 5. 6. additional interest will be based upon the higher amount. Federal Perkins Loans (formerly NDSL). Federal Perkins Loans are awarded on the basis of exceptional need from a limited amount of federal funds allocated to Teachers College. The loan is made with government funds with a share contributed by the school. To ensure consideration for the Perkins Loan, file your FASFA by March 1st. Other Loans. If you either do not qualify for Federal funding or need additional funding, you can acquire a loan from a private institution. These institutions are usually banks (i.e., Chase Manhattan or Citibank) and require a processing fee, credit check, and in some cases, cosigner. Securing a cosigner can result in lower interest on the loan. Teachers College General Loans (TCGL). If you are able to demonstrate a need and are enrolled at least half-time (6 points or the equivalent), you may qualify for Teachers College General Loans. These funds are credited each semester after the student has signed a promissory note. The promissory note must be completed in the Office of Student Accounts. Work Study. Federal Work Study (FWS) is a need-based federal financial aid program through which the federal government provides funds to Teachers College for the purpose of providing job opportunities to our eligible students. FWS jobs allow you to earn wages that help cover expenses. The amount of FWS that appears on your Financial Aid Award Letter is an earning eligibility; it is not a guarantee of wages to be earned. You are paid only for actual hours worked. To view current workstudy positions available, visit TC's Human Resources website: http://www.tc.columbia.edu/hr. Grants and Scholarships. For new students there are no separate scholarship applications. Program faculty nominate new students for these scholarships based upon their admission applications. Continuing students in all other departments will automatically be considered for scholarship by their departments. Because some scholarships are based on need, all students should complete the FAFSA.. TC’s Financial Aid web page: http://www.tc.edu/financialaid/scholarships.htm links to a variety of scholarship opportunities (internal and external to TC). Further scholarship sources can be found on the Social-Organizational Psychology Department website: http://www.tc.columbia.edu/academic/ o&ldept/socialorg/socorgfunding.html. 7. Grants-in-Aid. Graduate Assistantships: If you are offered employment as a Graduate Assistant (payroll category 6181), you will receive 1 point of tuition for every $500 of salary up to a maximum of 3 points per semester, 6 points per academic year (Fall, Spring, Summer). Points may be used during the semester earned, or one semester beyond the earning period. 8. Endowed Funds. There are over 300 endowed funds provided by the generosity of donors. The majority are specific to a particular program. Program faculty make the awards generally before the beginning of the academic year. Depending on the fund, new and/or continuing students are eligible. The endowed scholarships listed on the Financial Aid web page are available to students from many programs. Additional scholarship-location services can be found at the following websites:  http://www.tc.edu/financialaid/scholarships.htm #services  http://www.tc.columbia.edu/academic/o&ldept/ admissions.html  Complete the necessary documentation. Aid Disbursement Process The disbursement process follows the general timeline:  Loan forms are completed.  TC sends the loan information to the Department of Education/private banking institution.  TC sends the Promissory note to you which you sign and return.  The Department of Education/bank releases the money to TC.  TC Office of Accounts uses the money to pay all outstanding bills and then disburses the remaining funds to you. Federal loans are disbursed when you have met the following criteria:  Accepted into a degree program  Registered for at least half time  Completed an entrance interview  Completed income and residency verification  Filed a master promissory note with loan guarantor Scholarships are disbursed to your account on the first day of in-person registration once you have registered in a degree program for the semester. Students must be enrolled in 6 credits of more in order to qualify for funding and, after graduation or dropping below ½-time enrollment, they have a 6 month grace period before they are required to begin paying back the loan. Ph.D. - 76 SOCIAL-ORGANIZATIONAL PSYCHOLOGY LIBRARIES  Teachers College Milbank Memorial Library Russell Hall Circulation: 212-678-3028 Administration: 212-678-3023 Lweb.tc.columbia.edu Teachers College Milbank Memorial Library maintains a large collection of printed volumes together with substantial non-print collections in subjects ranging from education to psychology to the health service professions. In conjunction with the Columbia University library system, TC students also have access to over 400 online subscription databases in almost every academic area. Workshops, courses, and tours are offered on subjects ranging from the various library databases to research methods. For more information regarding workshop listings and enrollment, visit: http://lweb.tc.columbia.edu/cs/sessionmenu.html Course reserve readings are available in the Milbank Library. Consult the librarian at the main desk for access to these readings. Educat, Teachers College on-line service is maintained by Milbank Memorial Library. Through Educat, you can access circulation, course reserves, cataloging, serials control and ordering and receiving. http://www.columbia.edu/cu/libraries/indexes/educat.htm  Course Reserves, Archival Materials, New titles, Offsite Review Databases and research databases (i.e. LexisNexis) are also available online. Students can also access the online catalogs for the following institutions: Cornell, CUNY, Harvard, Metropolitan Museum, MoMA, New York Academy of Medicine, New York Botanical Gardens, New York Public Library, New York University Library, University of Pennsylvania, Princeton, Rutgers, and Yale. Columbia University Libraries Library Information Office (LIO) Room 201 Butler Library (212) 854-2271 http://www.columbia.edu/cu/lweb/ Columbia University maintains a network of over 20 libraries. These are open to Teachers College students. Also accessible on-line are the catalogs for many of these libraries. These include:   1978 and all books cataloged since 1990 (Hebrew and Latin). Pegasus, Columbia University Law School Library (includes: U.S. federal and state law, selected Commonwealth jurisdictions, major foreign language collections [e.g., the legal literature of Germany, France, Italy and Argentina] and, since 1983, vernacular and Western language materials pertaining to law in Japan and the People's Rep. of China). Sophia, Union and General Theological Seminaries, (records for items cataloged since 1976/77, including Biblical studies, canon law, church history, comparative religion, ecumenics, hymnology, general theology, missiology, patristics, and sacred music). CLIO, the online catalog for materials added to the Columbia University Libraries since 1981, and for some material acquired before that date. http://www.columbia.edu/cu/lweb/eresources/clio. html Aleph, Jewish Theological Seminary of America Library (Latin character books cataloged since Ph.D. - 77 SOCIAL-ORGANIZATIONAL PSYCHOLOGY COLUMBIA UNIVERSITY LIBRARIES INDEX Library Location Phone number Teachers College Russell Hall 678-3494 Area Studies Avery Architectural & Fine Arts Barnard College Library 309 International Affairs 420 W. 118th St. 300 Avery, main campus Lehman Hall 854-8046 854-3501 854-3953 3009 Broadway Biology 601 Fairchild, main campus 854-4715 Business & Economics 130 Uris, main campus 854-7804 Butler Library main campus 854-2271 Chemistry 454 Chandler, main campus 854-4709 CU Archives & Columbiana 210 Low Library, main campus 854-3786 East Asian 300 Kent, main campus 854-4318 Engineering 422 S.W. Mudd, main campus 854-2976 Geology 601 Schermerhorn, main campus 854-4713 th Health Sciences 701 West 168 Street 305-3692 Journalism 203 Journalism, main campus 854-3916 Law 316 Greene 854-3737 Lehman Social Sciences 300 International Affairs 420 W. 118th St. 854-4170 Mathematics & Science 303 Mathematics, main campus 854-4712 Music & Arts 701 Dodge, main campus 854-4711 Physics/Astronomy Pupin, 8th Floor, main campus 854-3943 Psychology 409 Schermerhorn, main campus 854-4714 Rare Books & Manuscripts Butler Library, 6th Fl. East 854-5153 Social Work 3rd Floor International Affairs 854-4170 Union Theological Seminary 3041 Broadway 280-1314 Ph.D. - 78 SOCIAL-ORGANIZATIONAL PSYCHOLOGY COLUMBIA UNIVERSITY LIBRARY MAP Ph.D. - 79 SOCIAL-ORGANIZATIONAL PSYCHOLOGY can be accessed by selecting “My TC” from the black bar across the top of Teachers College homepage. COMPUTING AND INFORMATION SERVICES (CIS) Help Desk & Support CU, 212-854-1919 http://www.tc.columbia.edu/cis E-mail Two e-mail servers (and consequently addresses) are used at Teachers College:  Exchange: used for internal College correspondence for staff and faculty.  Cunix: the Columbia email for students, staff, and faculty. It offers Cunix access to the Columbia libraries and scholarly resources as well as e-mail. Creating your account. To create an exchange account, call the CIS Help Desk at x3300 to set up an account. To create a Cunix account: 1. Go to Columbia’s homepage: http://www.columbia.edu 2. Click on the “Computing and E-mail” button 3. On the resulting page, select “ACTIVATE/Manage account” 4. Select: “AcIS Computer Account Maintenance for Current Faculty, Staff and Students” 5. Select: “Create/Activate a NEW Account” and follow the prompts. “My TC Portal” is a personalized view of TC incorporating discussions, announcements, calendars, news and events on a single page. It also offers and online option for managing courses. In addition, under groups, you will find the Org Psych PhD site which contains a number of files with useful information for PhD students in our program. It can be accessed by selecting “My TC” from the bar across the top of Teachers College homepage. Student Information System (SIS) “SIS” is an online computer system that allows you to update your personal information, register for classes, and maintain TC-related financial accounts. It can be accessed by selecting “My TC” from the black bar across the top of Teachers College homepage. You will then be assigned a user id based upon your initials followed by a number (e.g., gs2002). This user id followed by “@columbia.edu” then becomes your email address (e.g., gs2002@columbia.edu). In the event that the process fails, call the Academic Computing office at x3302. Labs Changing or forwarding your preferred -email account. To change your preferred e-mail address: 1. Go into the TC website and enter the Student Resources section: http://www.tc.columbia.edu/student-resources/ 2. Log onto the Student Information System. 3. Click on Personal Information then click on Update E-mail Address. Public Kiosks Public Kiosks are public access computer workstations located throughout the College. They provide quick access to e-mail, the Internet, Student Information System, and Class Web. A wide variety of applications and services are available including word processing, desktop publishing, graphics software, digital video editing, and statistical analysis software as well as access e-mail and the Internet, and work with a variety of programs ranging from Dreamweaver for web design to Endnote for organizing bibliographic materials. The labs provide Macintosh and PC platforms, laser printing, color laser printing, OCR and graphical scanners, Zip drives, CD-ROM and DVD-ROM drives, and CD recording equipment. Class Web/My TC Portal Class Web is a computer site that facilitates increased communication between faculty and students. It allows faculty members to put their syllabus online, email an entire class, and manage web-based discussions. It Ph.D. - 80 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Lab General General Instructional Media Lab Purpose all-purpose all-purpose specific projects with multi media rich content Statistics Lab iDesign Lab Special Access Lab (OAID) Milbank Library General This is the server that you will dial-in to if you connect from home. The modem bank is a local (212) area code, so those calling from outside the region will have to pay long distance or toll charges on their phone bill. An alternative would be to use another Internet Service Provider which provides either 800 number or local telephone connections. Location 242 Horace Mann 345 Macy Hall 265 Macy 556 Grace Dodge web design, graphic design adaptive technology facilities for students with disabilities library database access 24-hour, all purpose Once on the Net, you can connect to most Columbia resources. There are many Internet Service Providers to choose from, some local, some national and international, and some free. Some examples of free Internet Service Providers are Juno and Netzero. 322 Thompson 307 Russell Russell Hall Lerner, CU The hours depend on the time of year, as well as any special holidays that may occur. For hours or questions, please call:    Video and Media Services Media Services Russell Hall 3rd floor 212-678-3822/3823 mediaservices@tc.columbia.edu 212-678-3304 (242 HM) 212-678-3807 (345 Macy) or visit: http://www.tc.columbia.edu/cis Columbia University also maintains a number of computer labs that are open to TC students. You can find the locations and hours of these labs by visiting:  http://www.columbia.edu/acis/labs Laptops Student lounge and library connectivity. Personal laptops can be brought in and connected for Internet connectivity in the Student Lounge and the Library. These computers should be registered with CIS before attempting to connect. Call the Help Desk at x3300 to register. Laptops can be borrowed from Media Services by faculty to take to conferences or by students for presentations within the College. Media Services provides access to media and video equipment (tv/vcr, PowerPoint presentation equipment, PA system) and media consoles or video facilities. To reserve equipment, please use the web-based Media Manager reservation request form located at: http://www.tc.columbia.edu/computing/media/default.htm Video Services Macy 264 212-678-3359 Video Services provides access to video recording equipment (digital camera, video recording cameras, etc.). Call for more information. Home Computer Access Workshops & Training For off-campus connections, Columbia can be used as the Internet Service Provider for free through telephone dial-up to Columbia’s modem bank. The Columbia server is colum.cc.columbia.edu.  For students, a great deal of software is available on the Columbia dial-up software CD (which may include a nominal fee) in 242 HM or in Columbia University’s campus computer store (in the basement of Philosophy). Software on the CD includes all the software needed to use Columbia as your Internet Service Provider from home. Workshops for students are two- to six-hour classes on a wide variety applications. Although a number of workshops are free for students, some are offered for a small fee. Also computer-based training CD-ROMs on the most popular applications are available for selfpaced learning. Classes include topics such as computer basics, data analysis, learning tools, web design, communication tools, graphics and multimedia, My TC Portal and ClassWeb. For a more information visit: http://www.tc.columbia.edu/cis. Ph.D. - 81 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Columbia University Campus Computer Services and Bookstore 102 Philosophy, Main Campus 854-1919 (helpline) 854-8108 (J&R) http://www.columbia.edu/acis/acsc/sales Columbia University maintains a help desk. Walk-ins are available in 102 Philosophy M-F from 8am to 5pm. They also offer a Computer Sales Desk. For prepurchase advice, visit 102 Philosophy or call the Computing help line. A branch of J&R Computer World is located in the basement of Philosophy. They sell computers and computer software at educational prices. Word Processing Fax, & Duplicating 18 Russell Hall basement of Main Hall 212-678-3403 http://www.tc.columbia.edu/~wpcenter The Document Services/Word Processing Center office at Teachers College, Columbia University, offers a variety of services. These services include: standard and color copying, laminating, binding, fax, and word processing (printing resumes, newsletters, flyers and brochures, transcription of audio cassette tapes, scanning of text and graphics onto floppy disks for IBMcompatible machines). You can also pick up course packs at the Work Processing Center. Ph.D. - 82 SOCIAL-ORGANIZATIONAL PSYCHOLOGY CAREER SERVICES Teachers College 44 Horace Mann Hall 212-678-3140 212-678-3107 (fax) http://www.tc.columbia.edu/~career-services     The Career Services Center provides those graduating and alumni with the career planning resources requisite to the development and refinement of their job search skills. The mission is supported by a coordinated program of education, counseling, marketing, and referral activities. A sampling of the Career Services Center services include:  Career Development and Departmental Workshops. Individual consultations and group workshops on career planning and job development equip participants with the skills necessary for a successful job search. Workshop topics may include Self-Assessment, Résumé & Cover Letter Development, Interviewing for Success, Networking, Researching Organizations, Job Searching on the Internet, and Job Searching for Students of Color.  Online Job Postings. Students and alumni have online capabilities to search databases of employers and job descriptions, submit resumes and cover letters, and sign up for on-campus and off-campus interviews. In addition, a range of other job opportunities, external to the on-campus recruitment program, are available as online postings that students and alumni can review and apply to directly.  Alumni Mentoring Initiative. The goal of the Alumni Mentoring Initiative is to connect Teachers College matriculants and alumni with alumni mentors for purposes of informational interviewing and networking. alumni and students can connect    to engage in networking and information sharing. For those students and alumni requiring a centralized location for letters of reference and other pertinent materials for graduate school applications and/or their job search a 24-hour online service is available. Resume review. Resume and cover letter review are available if you have already developed a resume or cover letter and would like it critiqued by a Career Services advisor. Recruiting Program. Corporate recruiting is scheduled during both the fall and spring semesters. Recruiting for positions in human services occurs at the Resume and Information Exchange each February. Career services runs a recruiting program in which they will mail resumes directly to the employers. Learn more on the website: http://www.tc.columbia.edu/~careerservices/recruitguidelines.htm Job Fairs. Various job fairs are offered throughout the academic year. Reciprocity. The Career Services Center maintains reciprocal relationships with Columbia University career services offices and with colleges and universities that are members of the American Association for Employment in Education. Career Services Center Library. The center maintains a collection of reference volumes, periodicals, grant resources, and job postings. Organizational Psychology Resume & Information Exchange Resume Book. A book is compiled annually of Teachers College student resumes and then distributed among potential employers. Job Postings. Jobs are posted throughout the year either on the website, on the Career Services Center’s bulletin boards, or in binders located in the Career Resource Library. Columbia University Career Services East Campus Building, Lower Level 2960 Broadway, MC 5727 212-854-5609 212-854-5640 (fax) http://www.columbia.edu/cu/ccs/ Columbia University Career Services Center offers a wide variety of services also available to TC students. These include: use of the Center’s library, access to Columbia’s on-line Monster-Track job search engine, access to job fairs (both virtual and physical), and the job binders. Visit the Center for more information. Ph.D. - 83 SOCIAL-ORGANIZATIONAL PSYCHOLOGY CENTER FOR EDUCATIONAL OUTREACH AND INNOVATION (CEO&I) 107 Main Hall 212-678-3987 212-678-8417 (fax) http://www.tc.columbia.edu/ceoi Founded in 1996, the Center for Educational Outreach and Innovation conducts over 250 programs each year in a variety of formats, including traditional classes and distance learning courses, institutes and lectures, symposia, conferences, film series and debates. DISTANCE LEARNING PROJECT PROFESSIONAL ORGANIZATIONS TO JOIN   Academy of Management: http://www.aom.pace.edu  Society of Industrial/Organizational Psychology http://wwwl.siop.org  American Society for Training and Development: http://www.astd.org  International Association for Training and Development  New York Association of Career Management  Organizational Development Network: http://www.odnetwork.org OD Network Of Greater New York: http://www.odnofgny.org  Society for Human Resource Management (SHRM): http://www.shrm.org  Society of Industrial Organizational Psychology: http://www.siop.org More helpful links:  http://www.tcm.com/trdev/t2.html  http://www.human-resources.org/ 360 Grace Dodge Hall 1-888-633-6933 or e-mail dlp@columbia.edu http://dlp.tc.columbia.edu/ Distance Learning Teachers College offers a variety of online courses, seminars, and certificates. To learn more, visit the Distance Learning Project website: http://dlp.tc.columbia.edu or call toll free at 1-888-6336933 or e-mail dlp@columbia.edu. Teachers College also supports a wide variety of research and service centers. These centers vary in subject from the arts to education to conflict resolution. Many outside funding sources are also available these centers. For a complete listing and more detailed information, visit: http://www.tc.columbia.edu/research. Ph.D. - 84 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Student Services Ph.D. - 85 SOCIAL-ORGANIZATIONAL PSYCHOLOGY           STUDENT LIFE 161 Thorndike Hall 212-678-3406 http://www.tc.columbia.edu/stlife The Student Life Center serves as a hub for TC students, connecting you to TC, CU, and NYC events. TC Calendar of Events Although there is no comprehensive Teachers College calendar of events, many student life events can be found on the following web page:       http://www.tc.columbia.edu/stlife/eventscalnedar.htm Columbia University Calendar of Events CU also offers a wide variety of events throughout the year. For more information, go to:      http://www.columbia.edu/cu/news/calendar/ Student Activities 158E Thorndike Hall      Student Activities offers support and advisement for all official student organizations, leadership training workshops, and weekly social activities. Student Senate http://www.tc.columbia.edu/students/senate is a student staffed leadership council. The Senate provides students with a voice. Historically, many organizational psychology students have participate. Student Organizations. There are approximately 25 organizations active at Teachers College. If you would like further information about any student organization, visit the following link or contact Student Activities. http://www.tc.columbia.edu/stlife/studentorganizations .htm Student Handbook http://www.tc.columbia.edu/administration/studenthandbook. The Student Handbook is a comprehensive explanation of all Teachers College resources, activities, policies and procedures. TC Sponsored Student Organizations:  American Society for Training and Development  Black Student Network  Canadian Student Association  Caribbean Student Association  Chinese Student Association  Christian Fellowship  Communication, Computing, and Technology in Education Ph.D. - 86 Coalition For Latino/a Scholars Council for Exceptional Children Current Issues in Comparative Education Forum for Human Rights and Ethics Friends of Japan Future Educators Re-Creating Education Inter-Varsity Christian Fellowship Kappa Delta Pi Korean Graduate Student Association Lesbian, Bisexual, Gay, and Transgender Community Muslim Student Association National Art Education Association Persian American Research Society Phi Delta Kappa Positive Progress Professional Association of Counseling Students Society for Human Resource Management Society for International Education Soka Gakkai International-USA South Asian Educators Association Student Alliance on Multicultural & Mental Health Issues Student Senate Studio Artists at TC Taiwanese Student Association Taiko Society Zen Club http://www.tc.columbia.edu/stlife/studentorgani zations.htm#clubs TC ID Discounts. With the use of the CU/TC ID, Teachers College students have access to many discounts throughout NYC. These discounts include:  Museum of Modern Art  Metropolitan Museum of Art  Whitney Museum  he 92nd Street Y  Lincoln Center  The Julliard School  The Center for Environmental Research and Conservation (CERC)  The New York Botanical Garden  American Museum of Natural History  The Wildlife Conservation Society  The Wildlife Preservation Trust International  The Greater Harlem Chamber of Commerce  The Morningside Area Alliance  The Upper Manhattan Empowerment Zone  The Schomburg Center for Research in Black Culture  The Audubon Biomedical Science and Technology Park  Barnes and Noble bookstore SOCIAL-ORGANIZATIONAL PSYCHOLOGY Student Life also provides discount tickets to on- and off-Broadway shows, concerts, and movies (all tickets are sold on a first-come first-served basis at the Student Life Center, 158 Thorndike) as well as The NY Times and The Wall Street Journal. plan. All service providers must be registered with our office in order to be paid for services rendered; a list of registered service providers is available at OASID upon request. For more information: http://www.tc.columbia.edu/stlife/offcampus.htm http://www.tc.columbia.edu/stlife/ID.htm Most commonly utilized services are: editor, general academic assistant, library services, orientation, accommodations, reader, research assistant, registration accommodations, sign-language interpreter, test accommodations, tutor, and note taker. OFF-CAMPUS STUDENT ACTIVITIES INTERNATIONAL SERVICES Student Life encourages students to participate in offcampus programs designed to enrich the overall educational experience for students through community service. For more information, go to: http://cpmcnet.columbia.edu/dept/ps/community. 163 Thorndike Hall 212-678-3406 212-678-4048 Attn: International Services http://www.tc.columbia.edu/~international/ The International Services Teachers College office offers international students aid with visa/immigration, registration, employment, housing, health, and more. ALFRED LERNER HALL CU Main Campus 212-854-5800 http://www.columbia.edu/cu/lernerhall ON-CAMPUS DINING There are many on-campus cafes and cafeterias for you to choose from, when it comes to on-campus eating. Teachers College Cafeteria is in the basement of Grace Dodge Hall. Other popular cafeterias are in Uris Hall, the business school building, or Alfred Lerner Hall, located on Columbia’s main campus. Columbia University’s student center, Alfred Lerner Hall, offers a wide variety of services to TC students. These include: dining services, catering, university bookstore, copy center, computer labs, conference rooms, electronic banking center, ticketing services/box offices, and a billiard and game room. FITNESS FACILITIES Teachers College Swimming Pool, Ground Floor, 41 Thompson Hall 212-678-3307 SERVICES FOR STUDENTS WITH DISABILITIES The pool is open to TC students, and our Morningside area neighbors. A nominal fee is charged for the use of these facilities. 162 Thorndike Hall 212-678-3689 212-678-3853 (TTY) 212-678-4048 (fax) rmk21@columbia.edu http://www.tc.columbia.edu/administration/ossd/ By registering at Office of Access and Service for Students with Disabilities (OASID), a broad range of accommodations are available to meet individuals' academic and employment needs. Applicability for each service is negotiated on an individual basis and described in an individual's written accommodation Ph.D. - 87 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Columbia University Columbia University Bookstore Marcellus Hartley Dodge Physical Fitness Center 212-854-3439 2922 Broadway (115th/Broadway) 212-854-4131 212-866-8713 (fax) http://www.bkstore.com/columbia TC students are also eligible to use Columbia's main physical fitness facility free of charge. Present your TC Student ID at the front desk for entry. Pools, tennis courts, handball and squash courts, indoor running track, weight rooms, and a variety of other facilities are available. A wide variety of intramural activities and sports are also offered. Check out the Columbia University Fitness Center Web for detailed information regarding schedules and facilities. http://www.gocolumbialions.com. Columbia University Bookstore is located in the basement of Lerner Hall. They sell a variety of merchandise including school paraphernalia, books, and kitchen, and school, living supplies. THE WRITING CENTER 46 Horace Mann 212-678-3789 http://www.tc.columbia.edu/centers/writing center The Writing Skills Center is an on-campus tutorial service offering students assistance with their academic writing, including term papers and dissertations, lesson plans, journals, literature reviews, proposals, dissertations, reaction papers, and data-based research studies. They specialize in helping native English speakers, as well as non-native speakers. Some fees apply. The Center maintains two computers available for client use as well as thesauri, dictionaries, a small library on writing issues, and writing handouts. BOOKSTORES Teachers College Bookstore 212-678-3920 212-678-3985 (fax) 1224 Amsterdam Avenue (corner of 120th/Amsterdam). teachers@bkstore.com http://www.bkstore.com/teachers Teachers College Bookstore sells all text books. You can also reserve your textbooks online for in-store pickup through the store website. They are a division of Barnes and Nobles textbooks and, as such, are able to special order any other books that you might need. Teachers College Bookstore also sells TC merchandise, gift cards, picture frames, and school supplies, among other things. The bookstore accepts cash, Visa, MasterCard, Discover, American Express, personal checks, and Barnes & Noble Gift Certificates. Ph.D. - 88 SOCIAL-ORGANIZATIONAL PSYCHOLOGY If you are allotted space which you choose to accept, a deposit will be required when you return your signed housing contract. RESIDENCE LIFE On-Campus Housing Teachers College 212-678-3235 212-678-3222 (fax) http://www.tc.columbia.edu/~administration/res-life/ Off-Campus Housing Columbia University Off-Campus Housing Assistance (OCHA) Teachers College offers a variety of housing options for single and married students, students with domestic partners, and single parents.   Fill out the housing application. Applications can be found in the Teachers College handbook or downloaded from the following website: http://www.tc.columbia.edu/~administration/reslife/applform.htm Select a form of housing. For Teachers College housing options, visit: http://www.tc.columbia.edu/~administration/reslife/reshall.htm For rates: http://www.tc.columbia.edu/~administration/reslife/rates.htm  Mail the completed application to: Teachers College Office of Housing and Residence Life 525 W. 120th St., Box 312 New York, NY 10027 Be sure to include the application fee (cash, money order, or check payable to Teachers College) with your application. When applying, keep in mind that housing is extremely competitive due to a limited number of available spots. Applications are accepted for housing up to one year before you plan to begin your studies. To be considered for housing, the following application timeline is recommended:     For Fall term entry: February 1 For Spring term entry: September 1 For Summer A term entry: December 1 For Summer B term entry: January 1 Those students who live outside a 50-mile radius of New York City have the highest priority. Date of application is the other consideration when allotting spaces. In order to maintain eligibility to occupy a residence hall unit, residents must be fully admitted to Teachers College and be registered for a minimum of 24 credits during a 12-month period beginning with the fall semester. 419 W 119th Street (Lower Level) New York, NY10027 212-854-2773 212-854-5333 (fax) http://www.columbia.edu/cu/ire/ocha/ The Off-Campus Housing Assistance (OCHA) office helps Columbia affiliates in their search for rental housing in non-Columbia owned buildings located in the metropolitan area. OCHA maintains a website and regular office hours to provide advice, resources, and an online database of available housing. OCHA's Free Services:  Web site: http://www.columbia.edu/cu/ire/ocha. For information on how OCHA operates, how to find or list rental housing in the metropolitan area, and to search OCHA's online listings of available apartments.  Advice: Our staff is available during posted office hours to provide advice on finding rental housing. The office is equipped with computers that can be used to search OCHA's online database and is stocked with printed information relevant to your search such as lists of realtors and temporary housing as well as neighborhood and transit maps and more  Online database: The online database contains listings of non-Columbia owned rooms and apartments for lease, sublet, or share; long or short or term; furnished or unfurnished; throughout New York City. Columbia affiliates with a Columbia University Identification (CUID) and password (provided by OCHA) may search the listings. The services offered by OCHA are for the use of students, graduates within the past five years, faculty, and staff of the schools of Columbia and Columbia affiliates such as Barnard and Teachers College. When visiting our office, you must bring proof of your affiliation by presenting either: 1) current Columbia identification; 2) letter of acceptance/appointment from Columbia; 3) proof of employment; or 4) current alumni card or proof of graduation within the past five years. You may also fax this information to the office. Ph.D. - 89 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Immunization Information: NYC HOUSING OPTIONS  Columbia University’s International House http://www.ihouse-nyc.org 500 Riverside Drive New York, NY 10027-3916 (212) 316-8400 admissions@ihouse-nyc.org  Village Voice Classifieds: http://www.villagevoice.com/classifieds  Lootusa.com  Educational Housing Services: http://www.studenthousing.org  Metro International: http://www.metrointl.org  Contract with a NYC broker. A broker will act as a real estate agent in helping you search for housing. All students born on or after January 1, 1957 must provide proof of immunity to measles, mumps, and rubella. All information must be submitted to The Student Life Center. Make copies of your records before you submit them to Student Life. All documents should be submitted to the Office of Student Life, Thorndike Lobby. Students registering for the first time the fall, who are residents of New York State, will have until October 4 to submit immunization records. Students from outside New York State have until October 18 to submit. Students who do not submit will be placed on administrative suspension as required by New York State law. HEALTH SERVICES OTHER SERVICES 4th Floor, John Jay Hall 212-854-2284 158 Thorndike Hall 212-678-3406 212-678-4048 (fax) http://www.tc.columbia.edu/stlife/health.htm Columbia Athletics Dodge Fitness Center: 854-2548 Lion Line: 212-854-3030 http://www.gocolumbialions.com/ E-mail: athletics@columbia.edu Health Services provides a comprehensive range of programs. Primary care, women’s health, counseling, travel, and wellness services are offered free or at nominal charge to students who have paid the Health Service fee. All Health Service records are confidential. All students registered for 12 or more credits must enroll in the Health Service and Insurance. Health Service and Medical Insurance Plan Brochures are available from the Student Life Center, 159 Thorndike Lobby. For policy details, you may access the CU Heath Service web site at http://www.columbia.edu/cu/heath Miller Theatre 2960 Broadway (at 116th St.) New York, NY 10027 212-854-1633 Fax: 212-854-7740 Box Office: 212-854-7799 http://www.columbia.edu/cu/arts/miller/ Students who have comparable insurance may waive the Medical Insurance Plan by completing the Enrollment/Waiver Form which is available from the Office of Student Life, 159 Thorndike Lobby, and the Office of the Registrar, 152 Horace Mann. Ph.D. - 90 SOCIAL-ORGANIZATIONAL PSYCHOLOGY tuition exemption. See the Human Resource website for postings.  Work study (Federal Work Study program): Work study positions are available throughout the College. To check for openings, go to http://www.tc.columbia.edu/administration/hr/openp ages/wsopen.htm. All job listings are posted on HR office bulletin board by Main Hall 112, outside of the Financial Aid office, and online. Full-time Employment at Columbia or affiliates: Most of the positions offer tuition exemption, and there are usually conditions allowing for tuition exemption to spouses. TEACHERS COLLEGE HUMAN RESOURCES Columbia University: http://www.columbia.edu/cu/jobs 112 Main Hall 212-678-3175 212-678-3178 (fax) http://www.tc.columbia.edu/administration/hr/ Barnard College: http://www.barnard.edu/hr Full-time employment opportunities are also available at Teachers College. Job postings include positions such as professional and secretarial roles. Full-time employment includes health benefits, tuition exemption, and other perks. Part-time employment at Teachers College is also available. A variety of part-time job postings exist. A sampling of them includes:  Course Assistant: Course assistants are essentially teaching assistants. These select students are invited by faculty members who have the course assistant allocations. Generally, this occurs when a course has 40 or more students enrolled. The course assistant supports the faculty member with designing and copying of handouts, office hours, tutorial sessions, lecture preparations, and other related tasks. The compensation is $800 per course for the semester.  Graduate Assistant: Because of the pedagogical nature of some courses or special research needs for grant projects, students may have an opportunity to work as a researcher or course facilitator under the classification of serving as a graduate assistant. Usually, the graduate assistant positions are offered to advanced students in a particular field where the student’s expertise warrants this position. Graduate assistant salaries vary and are dependent on work schedules, past experience, and skills set. When appointed as a graduate assistant, the academic program may elect to issue scholarship points (maximum 3 points per semester and 6 per year).  Part-time Professional: Various research and administrative part-time positions exist at the College. These positions usually include some Part-time positions at Columbia or affiliates: Some part-time positions around the Columbia environs offer special packages which may be in one of the following forms:  Hourly rate  Monthly stipend  Monthly stipend with some tuition points  Free housing  Free housing and meal card at Columbia cafeterias Ph.D. - 91 SOCIAL-ORGANIZATIONAL PSYCHOLOGY LIVING IN … NEW YORK CITY Ph.D. - 92 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Living in New York City LAUNDRY Beyond the traditional classroom instruction, New York City is a vibrant location to expand your academic experience. Included in this section is a starter list of resources. For more information visit: http://www.newyork.citysearch.com/ http://www.go-newyorkcity.com/ http://www.visitnyc.com http://www.nytimes.com The two largest banks in the City are Citibank and Chase Manhattan. Both these banks have cash stations all around the city. Citibank offers a special student account for Columbia students. To enroll in a student account with Citibank, you must either sign up during the promotion week in the fall (in Lerner hall, CU), or call the Citibank 800 number and enroll over the phone (the local branches do not have the forms). If you have direct deposit, this account gives you free checking and e-banking. There is a Citibank cash station on campus in Lerner and on Broadway at 111th St. Columbia University also operates a credit union. http://www.bethexfcu.org/ GROCERY STORES Morningside Heights hosts several grocery stores. A few include:    Morton Williams, 116th/Broadway The Met, 125th/Amsterdam Fairway, 132nd/Riverside GYMS Aside from TC and CU’s gyms, other workout facilities include:  Bally Fitness Center, www.ballyfitness.com  Crunch, www.crunch.com  Equinox, www.equinoxnyc.com  Golds Gym, www.goldsgym.com  New York Sports Club, www.nycs.com BANKING The nearest Chase Manhattan ATM is only a few blocks south of campus (at 113th) on Broadway. Local laundry and dry cleaning facilities include:  A & M Automatic Laundry Inc., 2783 Broadway  Harlem Laundry Center, 449 W 125th St.  Joe Far Laundry, 601 W 112th St.  251 W 116th St Laundry Corp., 251 W 116th St.  Ye Olde Dry Cleaners, 1221 Amsterdam Ave. RESTAURANTS Amsterdam and Broadway are a lined with restaurants of every kind. A few include:  Ajanta Indian Restaurant, Amsterdam/121  Amir’s, Broadway/113-114 (Middle Eastern)  Amsterdam Café, Amsteram/119-120 (American)  Amsterdam Pizza, Amsterdam/119-120  Café Pertutti, Broadway/112 (Italian)  Bistro 110 (110th and Amerstadam)  Camille’s, Amsterdam/116 (Italian and American)  Flor de Mayo, Broadway/100-101 (Chino Latino)  Kitchenette, Amsterdam/123 (American)  McDonald’s, Broadway/125  Metisse, Amsterdam/105 (French)  Ollie’s, Broadway/116 (Chinese)  107 West, Broadway/107 (Cajun)  Sezz Medi, Amsterdam/122 (Italian)  Subs Conscious, Amsterdam/119-120  V&T Pizzeria, Amsterdam/110 LIBRARIES Other useful stores:  Columbia Hardware, 114th/Broadway  Duane Reade, 123rd/Amsterdam NY Public Library offers New Yorkers access to hundreds of thousands of book, magazines, newspapers and other literary resources through any one of 85 sites located throughout the metro area. POST OFFICES The main branch (the one in “Ghostbusters”) is located on 42nd/Fifth Avenue. It houses art collections, exhibits, a job information center, and various other resources. A stamp machine is located in the basement of Main Hall. The closest Federal Post Office branches are located on 112th between Broadway and Amsterdam and on 125th, near Martin Luther King Blvd. The nearest branch to TC is the Morningside Branch, located at 115th/Broadway. Ph.D. - 93 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Some of these museums are free, discounted with a student ID, or pay-what-you-wish on specified days. For example: PARKS Three Parks are located within walking distance of TC.    Morningside Park (from 110th-122nd between Amsterdam and Morningside), moringsidepark.org Riverside Park (from 72nd-145th between Riverside and West Side Highway), riversidepark.org Central Park (entrance at Central park West and 110th Street), centralpark.org Each of these parks hosts events throughout the year. Visit their websites for more information.        MUSEUMS  NYC is home to an incredible array of museums. A few of them include:                 American Museum of Natural History, http://www.amnh.org Whitney Museum of Folk Art, www.whitney.org The Metropolitan Museum of Art (The Cloisters), http://www.metmuseum.org Museum of Modern Art, www.moma.org Brooklyn Museum of Art, http://www.brooklynart.org/ Solomon R. Guggenheim Museum, http://www.guggenheim.org The Jewish Museum, http://www.thejewishmuseum.org/ Cooper-Hewitt National Design Museum, http://ndm.si.edu/ Museum of the City of New York, http://www.mcny.org/ The Frick Collection, www.frick.org El Museo del Barrio, http://www.elmuseo.org/ Museum of Television and Radio, http://www.mtr.org Newseum/NY, http:// www.newsuem.org Intrepid Sea, Air, and Space Museum, http://www.intrepidmuseum.org/     American Craft Museum (free Thurs 6--8pm); Bronx Zoo (free Wed) Brooklyn Botanical Garden (free all day Tues, Sat 10am—noon) Brooklyn Museum of Art (free 5pm, first Sat of every month) The Cooper-Hewitt National Design Museum (free Tues, 5-9pm) Solomon R. Guggenheim Museum (pay-whatever Fri 6-8pm) The Jewish Museum (pay-whatever Tues 5pm-8pm) Museum of Modern Art (pay-whatever Fri 4:308:15pm) New Museum of Contemporary Art (free Thurs 68pm) New York Botanical Garden (free all day Wed, Sat 10am-noon) Studio Museum in Harlem (free, first Sat of every month) Museum of American Folk Art (always free) Queens Botanical Gardens (always free) Whitney Museum of American Art (free Fri 6--9pm). For a more complete listing of museums, visit: http://www.readio.com/museums/nycmuseums.html Ph.D. - 94 SOCIAL-ORGANIZATIONAL PSYCHOLOGY ANNUAL EVENTS New York City hosts an incredible variety of events each year. The following are just a sampling of these events. To keep on top of NYC happenings, read the New York Times (nytimes.com) or visit websites such as www.nycvisit.com or www.nyctoursit.com or www.allny.com. Brooklyn Museum of Art First Saturdays. Free dancing, concerts, admission to museum the first Saturday of every month. Starts around 6:30/7pm. http://www.brooklynart.org/ JANUARY Chinese New Year. Every year Chinatown celebrates the Chinese New Year with two weeks of celebrations. These include: parades, dancing, fireworks, and concerts. 212/373-1800. Mid-January. Westminster Kennel Club Dog Show. Over 30,000 dog fans gather in Madison Square Garden for the most famous dog show. www.westminsterkennelclub.org. Mid-late February. MARCH St. Patrick’s Day Parade. More than 150,000 marchers join in the world’s largest civilian parade on Fifth Avenue (from 44th to 86th Streets). 212/484-1222. March 17. APRIL The Easter Parade. This parade has no bands or baton twirlers. Instead this springtime parade on Fifth Avenue (from 48th to 57th Street) is a contest of exhibitionism. 212/484-1222. Easter Sunday. MAY Bike New York: The Great Five Boro Bike Tour. The largest mass-participation cycling event in the US attracts about 30,000 cyclists from all over the world. The track runs through each of the five boroughs. www.bikenewyork.org. First or second Sunday in May. Fleet Week. Come visit the ships and aircraft carriers as they dock in at the piers on the west side of Manhattan and watch exhibitions by the US Marines. The week-long celebration is hosted by the Intrepid Sea-Air-Space Museum. 212/245-0072 or www.ussintrepid.com. Late May. Washington Square Outdoor Art Exhibition. This Greenwich Village tradition features the works of 250 artists displayed on 20 blocks in and around Washington Square Park. 212/982-6255. Memorial Day weekend and the following weekend and again in September. JUNE Restaurant Week. Each January some of New York’s most exclusive and expensive restaurants allow you to lunch for only $20.03. Reserve in advance as spots fill up fast. www.restaurantweek.com. Late January or early February. FEBRUARY Ninth Avenue International Food Festival. Foods from all over the world join with street musicians, bands, and vendors to create one of New York’s more festive street fairs. 212/581-7217. One weekend in mid-May. Museum Mile Festival. One of New York's most significant cultural traditions, nine of the most prestigious and diverse museums in the country are open free to the public as 5th Avenue closes for foot traffic. Live bands, musicians, and street entertainers create a convivial atmosphere along a mile of Fifth Avenue. www.museummile.org. Second Tuesday in June. SummerStage. A summer-long festival of free or lowcost outdoor concerts in Central Park, featuring world music, pop, fold, and jazz artists begins. 212/360-2777 or www.summerstage.org. Metropolitan Opera in the Parks and New York Symphony. Free evening performances are given in city parks. 212/362-6000 or www.metopera.org. June through July. Shakespeare in the Park. The Delacorte Theater in Central Park stages first-rate free outdoor performances. 212/539-8750 or www.publictheater.org. June through August. NYC Restaurant Week. New York City's best restaurants serve three-course lunches for $20.03. www.restaurantweek.com. One week late in June (although some extend their offers through Labor Day). Harlem Meer Performance Festival. Enjoy the sounds of jazz, blues, Latin and gospel for free in Central Park’s Harlem Meer. Through September. South Street Seaport. "Home Before Midnight Concert Series" and CenterStage Concert Series. Enjoy all kinds of free music throughout the summer. http://www.southstreetseaport.com Bryant Park. This park, located on Fifth Avenue and 42nd Street behind the main branch of the New York Ph.D. - 95 SOCIAL-ORGANIZATIONAL PSYCHOLOGY Public Library, hosts a variety of free activities throughout the summer. These include :  Mondays: movies at dusk  Thursdays: 7:30 pm concerts  Fridays: 7-9am ABC Good Morning America concert series http://www.bryantpark.org/html/calendar02.htm Activities include the Black Film Festival, Harlem Jazz and Music Festival, and the Taste of Harlem Food Festival. http://www.harlemweek.com or http://www.discoverharlem.com. Throughout August. SEPTEMBER JULY Independence Day Harbor Festival and Fourth of July Fireworks Spectacular. Start the day with the Great July Fourth Festival in Lower Manhattan and then catch Macy’s famous fireworks display over the East River (the best vantage point is from the FDR Drive). 212/484-1222. July 4. Lincoln Center Festival. This festival celebrates the best of the performing arts from all over the world. Schedules are available Mid-March, tickets go on sale late-May. 212/546-2656 or www.lincolncenter.org. July. Midsummer Night’s Swing. Lincoln Center Plaza fills with the sounds of big-band, salsa, tango, African music and dancers all summer long. Dance lessons are offered with the purchase of a ticket. 212/875-5766 or www.loncolncenter.org. July and August. Mostly Mozart. World-renown ensembles and soloists are featured at this month-long series at Avery Fisher Hall. Schedules are usually available mid-April and tickets in early May. One concert each summer is usually open to anyone free of charge. 212/874-5030 or www/lincolncenter.org/mostlymozart. Late July through August. AUGUST Lincoln Center Out-of-Doors. This series of free music and dance performances is held outdoors at Lincoln Center. 212/875-5108 or http://www.lincolncenter.org. August to September. New York Fringe Festival. Held in a variety of tiny Lower East Side venues, this arts festival presents alternative as well as traditional theater, musicals, dance, comedy, etc. Hundreds of events are held at all hours over about 10 days in late August. 888/FRINGENYC or http://www.fingenyc.org. Mid-late August. US Open Tennis Championships. The final Grand Slam event of the tennis season is held at the Flushing Meadows Park in Queens. Tickets go on sale in May or early June. http://www.usopen.org. Two weeks surrounding Labor Day. Harlem Week. The world’s largest black and Hispanic cultural festival spans almost the whole month. West Indian-American Day Parade. This annual Brooklyn event is one of New York’s largest street celebrations. Music, costumes, and food fill the streets. The parade runs down Eastern Parkway in Brooklyn. 212/484-1222. Labor Day. Wigstock. Hundreds of drag queens celebrate Wigstock which has outgrown its original East Village location and has been held on the pier at 11 th Street on the Hudson River in recent years. 212/620-7310 or http://www.wigstock.nu Broadway on Broadway. A free afternoon featuring the songs and casts from virtually every Broadway production performing on a stage erected in the middle of Times Square. 212/768-1560 or http://www.timesqurebid.org. Early or mid-September. Feast of San Gennaro. Little Italy celebrates the patron saint of Naples with food, music, vendors, and games on Mulberry Street, north of Canal. 212/768-9320 or http://www.sangennaro.org. Usually 10 days in midSeptember. New York Film Festival. Big and small films premier at this Lincoln Center festival. 212/875-5601 or http://www.filmlinc.org. Two weeks from late September to early October. BAM New Wave Festival. The Brooklyn Academy of Music showcases experimental dance, theater, and musical works. 718/636-4100 or http://www.bam.org. September through December. OCTOBER Ice-Skating. Show off your skating at the Rockefeller Center rink (212/332-7654), open from mid-October to mid-March, or at the larger Wollman Rink in Central Park at 59th Street and Sixth Ave (212/396-1010) through April. Feast of St. Francis. Animals from goldfish to elephants are blessed at the Cathedral of St. John the Divine. A festive fair follows the blessings and music events. Buy tickets in advance. 212/316-7540 or http://www.stjohndivine.org. First Sunday in October. Greenwich Village Halloween Parade. Halloween at its most outrageous. A little bit of everyone comes out for this after-hours parade. It starts after sunset at Spring Street and marches up Sixth Ave to 23rd Street. http://www.halloween-nyc.com. October 31. Ph.D. - 96 SOCIAL-ORGANIZATIONAL PSYCHOLOGY NOVEMBER New York City Marathon. Some 30,000 hopefuls from around the world participate in the largest US marathon. If you aren’t running, cheer on the runners at the finish line in Central park. 212/860-4455 or http://www.nyrr.org. First Sunday in November. Radio City Music Hall Christmas Spectacular. The Rockettes join the Radio City Music Hall cast for the classic show. 212/307-1000. Mid-November through January. New Year’s Eve. Hundreds of thousands of revelers fill up Times Square to bring in the new year. 212/7681560 or http://www.timessquarebid.org. December 31. Also on New Years, a 5K Midnight Run in Central Park sponsored by the New York Road Runner’s Club (http://www.nyrr.org) The Cathedral of St. John the Divine’s annual New Year’s Eve Concert for Peace. Reserved tickets are pricey, but general-admission seating is free. 212/3167540 or www.stjohndivine.org . Macy’s Thanksgiving day Parade. The famous procession goes from Central Park West and 77th Street and down Broadway to Herald Square at 34 th Street. The night before you can often see the big blow-up on Central Park West at 79th Street. 212/484-1222. Thanksgiving Day. The Nutcracker. Tchaikovsky’s holiday favorite is performed by the New York City Ballet at Lincoln Center. Tickets usually go on sale in early October. 212/870-5570 or http://www.nycballet.com. Late November through early January. DECEMBER Lighting of the Rockefeller Center Christmas Tree. The annual lighting ceremony is accompanied by an iceskating show, singing, entertainment, and a huge crowd. The tree stays lit around the clock until after the New Year. 212/632-3975. Early December. Holiday Trimmings. Stroll down Fifth Avenue and you’ll see doormen dressed as wooden soldiers at FAO Schwartz, a 27-foot sparkling snowflake floating over the intersection outside Tiffany’s, the Cartier building ribboned and bowed in red, wreaths around the necks of the New York Public Library’s lions, window displays in Saks Fifth Avenue and Lord & Taylor and much more. Throughout December. Christmas Traditions. In addition to The Nutcracker and the Radio City Music Hall Christmas Spectacular, traditional holiday events include A Christmas Carol at the Madison Square Garden theater (212/465-6741 or http://www.thegarden.com). Also, at Avery Fisher Hall is the National Chorale’s sing-along performance of Handel’s Messiah (212/875-5030 or http://www.lincolncenter.org). Lighting of the Hanukkah Menorah. The world’s largest menorah is at Manhattan’s Grand Army Plaza, Fifth Avenue and 59th Street. Hanukkah celebrations begin at sunset with the lighting of the first of the giant electric candles. Ph.D. - 97

program in social-organizational psychology - TC-CMS

Related documents

Products

Support

program in social-organizational psychology - TC-CMS

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib