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335-336 Milbank Hall  
Department Assistant: Myles Nugent

Professor: Lee Anne Bell (The Barbara Silver Horowitz Director of Education)
Assistant Professor: Maria Rivera Maulucci
Associate: Daniela Kempf
Lecturers: Julie Broderick, Lisa Edstrom
Student Teacher Supervisor: Rachel Kliegman

Advisory Committee on Education:

Peter Balsam (Professor, Psychology), Scott Halvorson (Acting Dean of Students, School of General Studies), Lesley Sharp (Ann Whitney Olin Associate Professor, Anthropology), Herbert Sloan (Professor, History), Kathryn Yatrakis (Dean of Academic Affairs, Columbia College)


The mission of the Barnard College Education Program is to prepare students to become skilled and reflective teachers who can effectively respond to the learning needs of diverse learners, and create supportive and intellectually stimulating classroom communities. We are committed to strengthening public education and addressing issues of equity and social justice, particularly in urban schools. The Program serves all undergraduates of Barnard College and Columbia University, (Columbia College, General Studies and Fu School of Engineering), who are interested in becoming certified teachers, working with young people in human service agencies, or preparing for careers related to education.

Students combine their liberal arts major with coursework in psychology, educational foundations (History, Economics, Philosophy, and Sociology of Education; Contemporary Issues in Education), pedagogy (Methods of Teaching; Seminar in the Teaching-Learning Process), and field-based experience in urban classrooms (Practicum; Student Teaching). During senior year, students are placed with experienced teachers in New York City public schools for a semester of full-time student teaching.

Student Learning Outcomes

  1. Knowledge of Self: Students investigate how educational experiences in and out of school affect their vision for teaching and learning, use that knowledge to reflect upon and critique their practice, and set goals for continuing growth as equitable, multicultural educators.
  2. Knowledge of Students: Students understand the importance of getting to know the children and youth in their classrooms; develop specific strategies that aid in understanding students’ needs, capacities, interests, funds of knowledge, and social identities; and construct learning experiences that are responsive and relevant to their students.
  3. Knowledge of Content: Students develop knowledge and skills to critique the social, political, cultural, and historical forces that construct traditional content knowledge and design academic content that is dynamic, inquiry-based, and encompasses multiple literacies, and cultural perspectives.
  4. Knowledge of Pedagogy: Students experience, practice, evaluate, and reflect on a range of constructivist, inclusive, critical, collaborative, and authentic methods for engaging students in learning and in assessing learning outcomes
  5. Knowledge of Context: Students investigate the complex ways in which social, political, cultural, and historical forces shape school contexts, including students’ opportunities in schools, teacher empowerment, effective leadership, roles of parents and the community, and patterns of similarity and difference across schools.

The Education Program is accredited by the Regents and registered by the New York State Education Department to recommend students who complete the program for Initial Certification in either Childhood Education (Grades 1-6) or Adolescence Education (Grades 7-12). Graduates of the program are also eligible for membership in the Interstate Certification Agreement, a reciprocal certification among forty-one states. We provide ongoing support to those who teach in the New York City area through our New Teacher Network.

To apply, download an information packet from our website or pick one up in 336 Milbank. Students may apply for admission any time during the sophomore year but no later than the first Monday in October of the junior year. Those who plan to study abroad during junior year should apply and take the Methods and Practicum courses by the end of sophomore year. Admission criteria include good academic standing; evidence of commitment to the field of education; interest in issues of social justice as they affect education, particularly in urban schools; and capacity for growth as an intellectually resourceful and reflective teacher. Enrollment is limited.