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Doctoral Hooding Ceremony

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Doctoral Hooding Ceremony


– [Announcer] Ladies and Gentlemen, please welcome William Ruekert Co-Chair of the Teachers College Board of Trustees. – As co-chairman of the Board of Trustees of Teachers College
along with my colleague Jack Hyland I have the
honor of officially opening, today’s ceremony. On behalf of the entire TC community, I welcome you to the 2016
Doctoral Hooding Ceremony. It’s now my great pleasure to introduce the President of Teachers College, Susan H. Fuhrman. (applause) – Good afternoon, welcome
to a most joyous occasion. As we honor the talented women and men, who have already achieved so much, and are just getting started. First, I wish to recognize
a most distinguished guest, he served his country as a
member of the Marine Corps, and devoted several decades of his life to serving the people of New York City with honor and distinction,
please join me in saluting the Professor
of Public Affairs at Columbia University,
and the 106 mayor of the city of New York, the
Honorable David N. Dinkins, Mr. Mayor. (cheers and applause) Please join me in congratulating the 2016 doctoral graduates of Teachers College. (cheers and applause) As I hope you heard the
Dean of the Graduate School of Arts and Sciences
at Columbia say this morning, the doctoral degree is a supreme degree, granted by academia, and we are here to celebrate the supreme degree achievers. (laughing) Let’s hear it graduates for those, yeah! (cheers and applause) Let’s hear it for those who helped you make it to this day. (cheers and applause) Our outstanding faculty and staff. (cheers and applause) And let’s all show our appreciation to your families, your partners, for their love encouragement and support. (cheers and applause) It’s a special thrill
to participate in the hooding of our doctoral students, because when I received
my doctorate at TC, we didn’t have a hooding ceremony. And I’ve always thought that hooding was a particularly powerful image of joining the full fledged ranks of academia. It’s also a joy to see
so many children here. By the time I finished my doctorate I had just given birth to my third. I know what it’s like
to have that balance. To, who’s gonna come first, the dissertation, or the baby. (laughter) And I know how much that’s
a part of doctoral students lives, so we’re so pleased
to have you all here today. Graduates, you now join the ranks of our doctoral alumni who are leaders in education, psychology, and health. Like them you now have great power. You have the power to reshape and energize the learning, caring,
and research environments where you work. You have the power to produce
ground breaking research. pedagogy’s and evidence
based policies and solutions. You have the power to build new bridges of understanding and productive engagement with diverse communities and cultures throughout the world. You have the power to improve performance at your organizations. And you have the power
to lead the revolution in educational technology to
benefit learners of all ages. And like our alumni you are dedicating your lives and careers to the
pursuit of social justice. A TC tradition that literally goes back to our founder, Grace Hoadley Dodge. It was her vision to establish a college that would prepare teachers to work with immigrant students
and their families, who had recently fled
poverty, war, and prejudice, and were still encountering
bias and penury. It was also Grace Dodge’s brilliance to recognize the need for
a new kind of educator. One with the skills,
cultural understanding, and self awareness to
understand and relate to immigrants educational, health,
and psychological needs. Thanks to Grace Dodge
Teachers College quickly became a force for increasing
educational opportunity and upward mobility, in New York City, and soon throughout the
nation and the world. TC’s commitment to
social justice that began with Grace Dodge has grown ever since. Through the work of so many, other TC faculty and
alumni from John Dewey and Maxine Green, to
Edmond Gordon and right down to the faculty and
graduates assembled here today. But now our work in social
justice takes on renewed urgency. For all the progress and
landmark achievements we’ve made America in
2016 is still confronted by the stubborn persistence of racism, and growing inequities
in education, health, and economic opportunity. The current manifestations of intolerance are seen in so many distressing
events and phenomena. The contamination of drinking
water if Flint, Michigan. The mass incarceration of young black men, the widening disparities in
high school graduation rates, income, health, and life expectancy. The mounting death toll
of unarmed people of color at the hands of police in various cities. And of course the continued repercussions of racial, religious, gender, and gender identity
prejudice, that are evident in political dialogue. And who among us can ignore
tragic global consequences of intolerance, violent
conflict, and the worst refugee crisis since
the end of World War II. Graduates we’re living in perilous times and yet I’ve been inspired by the many ways you, and our faculty have risen to the challenges of these times. First, you’ve helped the college become a more effective agent of social justice. Working with the Student Senate or Students for Quality Education. You’ve called on TC to
facilitate more robust discussions of race, gender, and class. You’ve advanced the Civic
Participation Project’s mission of making available new
knowledge in the service of greater forms of inclusion for those who’ve been marginalized,
oppressed, or excluded. And through your participation in the Racial Literacy Roundtable Series, you’ve helped to raise
awareness of the need to recognize and counter
the biases of race, class, and privilege to which none of us is completely immune. The second way you’ve
advanced social justice at TC, has been through your contributions to our teaching and research enterprise. All great institutions, of
higher learning, do research. What sets Teachers College
apart, is what also sets you apart, you’ve
been co-investigators, and co-authors, and authors
on ground breaking research! Aimed directly at addressing the world’s most challenging problems. Particularly those that fall
hardest on marginalized, vulnerable, and disadvantaged populations. You’ve contributed to faculty research on so many issues, problems, and phenomena. They include, learning
agility, resilience, the effect of poverty
on brain development. The link between conditions such as, asthma, poor vision, teen pregnancy, school violence and academic performance. The adaptation of
interpersonal therapy to help populations afflicted by war. Refugee crisis, pandemics,
or natural disasters. And powerful research
that can show the way to public policies that promote positive outcomes in education and health. The third way you’ve
advanced social justice has been in your individual research. Take Lauren Kelly who is receiving her doctorate in English Education. Lauren didn’t originally plan on becoming a leading scholar in the
field of hip hop pedagogy. As a public school english teacher she just knew that her
students found hip hop relevant and that it helped them to
connect with her lessons. While working on a proposal
to teach an entire course centered on hip hop, Lauren
discovered that hip hop had emerged as a distinct
field of critical study. And that the most innovative work was being done here at Teachers College. Since coming to TC, Lauren has flourished in the company of an
entire community of people working on hip hop pedagogy, not only here but across the United
States and around the world. She leads an annual hip
hop summit at TC for high school students
in the tri-state area. She also wrote a final
paper that encouraged by Professor Yolanda
Celia Ruiz, she submitted for journal publication. Since it appeared in 2013
teachers and high school students from as far away as New
Zealand have written to Lauren for guidance
on hip hop teaching. This fall Lauren will begin a
two year research scholarship at the Boston University
School of Education. Where she will examine the
impact of school curricula on the development of
critical consciousness among adolescents. Ultimately, she plans to
join graduate school faculty ranks and prepare teachers
of english education. While noting that hip
hop is deeply embedded in our popular culture and vocabulary, she’s also mindful that so many listeners of hip hop are teens
who may not be engaging in the social realities it portrays. She sees opportunities
for important discussion, disagreement, and
ultimately understanding. Lauren we’re all so
fortunate to have a scholar educator of your caliber
determined to shape education’s future, we know you will accomplish great things. (applause) We also expect great
things from Xing Ching Guo, who is receiving her
doctorate in Kinesiology. Xing Ching has helping to make
important medical evaluations more widely available and
affordable for children with neurologically
based movement disorders. Xing Ching’s mentors TC
professor, Andrew Gordon, and Columbia University
Neurobiologist Kathleen Freil, have dramatically improved
the outlook for many children with cerebral palsy
through two sophisticated intensive hand therapies. Recent studies suggest that
these intensive therapies may work best for children
whose brain hand connections are organized in certain patterns. However, identifying these
patterns currently requires extensive brain scans,
that aren’t, or often aren’t available in community
medical centers, or clinics. Enter Xing Ching, who
studied physical therapy and conducted motor
function research as an undergraduate in Taiwan. In preliminary studies
she’s gathered evidence that suggests that assessments
of some very simple hand movements may be used in place of expensive brain scans. These assessments may prove to be just as effective in predicting the outcomes of certain intensive treatments. Which would represent a major breakthrough in the delivery of quality
healthcare to children with neurologically
based movement disorders. This fall Xing Ching will
begin a research position at the University of
Calgary, where she’ll be studying the combined impact of behavioral interventions
and brain stimulation. We eagerly await more
breakthroughs that will bring healing and hope to so many
children and their families. Graduates we eagerly await
breakthroughs from the important work that all of you are doing in pursuit of social justice. All of you will have a hand in changing the trajectories of lives
you’ve touched for the better. And they will change you. Why, because your quest for social justice is more than a resolve to confront what’s wrong in our
society and make it right. It’s also a summons for you to continue applying your exquisitely trained minds to deepening your understanding
of all the lives you touch. Their cultures, their
experiences, their realities, so you can work with them to
achieve a brighter future. The challenges confronting our society remain as daunting as ever. But my faculty, colleagues, and I are optimistic about the future. Because we’ve taken the full measure of your talents, integrity, and fitness to become leading thinkers,
educators, advocates, professionals, and scholars. We’re confident that
individually and collectively you will make the greatest
possible difference in the world. This is your time. Keep bright the chain of social justice that started for all
of us at TC’s founding. Congratulations. (applause) We’ve now reached the
moment in this ceremony when we honor an extraordinary individual whose life’s work has advanced
the cause of education, while upholding TC’s core mission to foster excellence in
equity in the fields we serve. This year, we honor four preeminent scholars and practitioners,
Thomas Freeden, Chris Gutierrez, Susan Fiske,
and Sandra Jackson-Dumont. I’m pleased to welcome TC
professor, George Gushue joined by Provost Thomas
James, to introduce Susan Fiske, thank you. (applause) – Good afternoon, I’d like to invite the recipient of the TC Medal
for Distinguished Service, Susan Fiske, to join Provost
James, and me at the podium. Susan T. Fiske, in introducing
the first edition of your seminal text, Social
Cognition, the psychologist Phillip Zombardo singled you out for extending the boundaries
of traditional psychology into realms vital to
contributing to solutions for real world problems. Indeed, you have transformed
both academic and public discourse on prejudiced,
stereotyping, discrimination, and other aspects of human
judgement and perception. You have redefined the
vocabulary of social psychology by introducing concepts
such as, ambivalent sexism. Cognitive miser, stereotype content model. And power as control theory. Recently, you have
characterized the intersection of social perception
and affect, as envy up, and scorn down. These contributions
have enlarged societies understanding of the many forces at play in biases such as sexism. Demonstrating for example,
how so called benevolent sexism, the idealizing
and protection of women, can be just as damaging
as it’s more hostile and explicit counterpart. You have revealed, that the
same cognitive shortcuts that helped people to economize energy in the face of potential
information overload, can also amplify prejudice. Your stereotype content
model has focused attention on the interplay of
perceptions about a given social group status in terms of power and competition for resources and whether that group is seen as benevolent, or threatening. You have also suggested how these same stereotype content based prejudices might be interrupted. Fittingly, you were the
first social psychologist to testify before the
United States Supreme Court. In a gender discrimination case. More recently, you have
examined the neuro psychological systems involved in the formation of impressions, stereotyping, and hostility between different groups. And social cognition
remains the undisputed bible of the field for
students around the world. Even your title at Princeton, Eugene Higgins, Professor of
Psychology and Public Affairs, underscores your impact
as one of the preeminent psychologists of this or any era. – Susan T. Fiske, for creating
a better understanding of human frailties and promoting more positive attitudes and relationships. For nurturing generations of researchers at the Princeton laboratory
that bares your name. And for redefining and reinvigorating social psychology itself. We proudly present you
with the Teachers College Medal for Distinguished Service. (applause) We’re going to get a picture. – We’ll take a photo. – Well I’m deeply, deeply honored. And it’s particularly nice that I get to wear my academic robe, and I think that graduates are discovering the advantages of an academic robe. You can be wearing your
pajamas underneath it, right? (laughter) Or the most fancy dress, it could be. And I actually kind of like the concept of an academic robe because it’s very equalizing, you know, it’s about your head, not about
anything below your neck. Because that’s all covered up. So I’m thinking maybe we
should wear them more often. They by the way make, if
you invested in yours, they make good bathrobes. (laughter) So congratulations, on
wearing an academic robe, and soon on being hooded. I like the terminology
that the doctoral degree is the supreme degree. And it recognizes your expertise that you have developed since entering whatever your specialty area may
be in Arts and Humanities, Biobehavioral Sciences,
International Transcultural Studies, Organization and Leadership,
or a dozen others. Welcome to the society of
scholars and practitioners. It’s a big accomplishment, so. (applause) So such success is wonderful and I’m sure that you will be
celebrating it this afternoon. But I’m here to tell you a story about failure and obstacles which are also real. I’m not trying to rain on your parade, but I want to give you advice, ’cause that’s what I’m supposed to do as a graduation speaker, I think. How you metabolize failure
shows your grit and resilience. Anybody can deal with success that’s easy. But all of us face obstacles
and that’s the key, what you do with those obstacles. So the story I’m going to tell you is about a hard working
you woman who got her PhD at a time when there were
few women role models in her department, and
only one ethnic minority. But she worked with an
inspiring female role model. And was very motivated
to put her expertise to work when she finished. Her first job was not in
her favorite location, she didn’t have a lot of local friends. But there were generous terms that were conducive to getting her work done. She worked hard, played by the rules, did her teaching, her research,
her university service, and a book, she did
some public service too. And developed a budding
national reputation. At a pretenure evaluation several years later she was fired. She was given a special
terminal promotion, whatever that is. Basically the message was
you can have a couple years, but please leave as soon as possible. She was blindsided and shocked,
and unprepared for this. What do I do now? No plans to move, but
I guess now there were. Bad for the relationship. A professional crisis, humiliating locally and embarrassing nationally. What do you do when your
colleagues find out? Do you give up? Do you change careers, what do you do? Well, it was a turning point personally. She didn’t want to do anything else, she wasn’t trained to do anything else. She had passion for the
field and its impact. So what next, metabolizing failure required getting back on the
horse, it required going to national meetings
with people who might be talking about you behind your back. It was the biggest
transformation in my career. But it renewed my commitment
and it made me realize that success requires both
competence and warmth. People have to both respect and like you. So I engaged in revenge productivity. (laughter) That’s the bottom line,
you have to reduce things. But also it reminded
me to pay attention to professional relationships,
and not be naive. Not to neglect the politics
of professional life. People have to want to live with you, if they’re gonna give
you tenure they’re making a commitment to live with you the rest of your professional life. But it also reminded me that service, while important, is not portable. We all want to give back, that’s why you guys are at TC. But women and minorities get
over invited to do service. And so don’t be a chump,
do what you want to do, and what you can do well. But don’t do absolutely everything that is asked of you, if you’re being asked to do more than other people. But the bottom line is
to do what you love. There’s a lot of perseverance
required in getting a doctorate degree and
you do it because there’s no alternative because
this is really, really what you wanted to do. And you tolerated the
first year irritants, people often choose
careers whose entry level annoyances they can tolerate. Because then you can go on to do what you really want to do
and at the end of the day it’s rewarding. So the moral of my story
is, metabolizing failure what you do with the inevitable obstacles and failures that you hit, determines the success
of your career and your personal life as well. Stuff happens, so on this wonderful day, I’m reminding you that
there will be set backs, and anyone can deal with smooth sailing. Most people can handle
success pretty well. But it’s how you handle failure
that shows your real grit. Psychologist Carol Dweck
reminded people that they’re different mindsets for dealing with academia among other things. And interestingly it’s
people’s parents belief about what failure means that
effects them as children, how they deal with failure. So, some parents believe that
failure is a confirmation of inadequacy, other parents believe it’s an opportunity for growth. So how you handle failure depends on this kind of mindset that you bring to these obstacles that are inevitable. And my own advice as I’ve implied is that there are two dimensions to a career. One is competence and agency,
and ability of course. But also warmth, and friendliness, and trustworthiness,
showing your colleagues that you have worthy intentions. And because I study stereotyping I have to say that there are different kinds of obstacles that different kinds of people are likely to face. Let me tell you about two traps, briefly. One trap is being seen as
being confident, but cold. This tends to target career women, Asians, Jews, enterprising
outsiders in any given society. So these folks have to show
their cooperative intent. The second type of stereotype trap is being seen as warm but incompetent, so traditional female roles
are often seen this way, older people, and people with disabilities often face this kind of stereotype. So these folks have to
work on earning respect, for their status and competence. Okay so enough of all this bad news. Educators are among the most admired occupations in our country. Both respected, and liked,
and this is really important, and you should keep that,
hold that, because nobody else is as respected and liked. Go forth and be successful, be bold. But when stuff happens know the traps, use the setbacks as challenges,
opportunities for growth, and cherish your work. Thank you. (applause) – [Announcer] Ladies and
gentlemen please welcome Judy Lewis, and Andrea Moss candidates in the Music and Music Education Program Department of Arts and Humanities. ♫ You’ve got to be taught ♫ To hate and fear ♫ You’ve got to be taught ♫ From year to year ♫ Its got to be drummed
in your dear little ear ♫ You’ve got to be carefully taught ♫ You’ve got to be taught to be afraid ♫ Of people whose eyes are oddly made ♫ Of people whose skin
is a diff’rent shade ♫ You’ve got to be carefully taught ♫ You’ve got to be taught
before it’s too late ♫ Before you are six or seven or eight ♫ To hate all the people
your relatives hate ♫ You’ve got to be carefully taught ♫ You’ve got to be carefully taught ♫ Careful the things you say ♫ Children will listen ♫ Careful the things
you do children will see ♫ And learn ♫ Children may not obey ♫ But children will listen ♫ Children will look to you ♫ For which way to turn ♫ To learn what to be ♫ Careful before you say ♫ Listen to me ♫ Children will listen ♫ Careful the wish you make ♫ Wishes are children ♫ Careful the path they take ♫ Wishes come true ♫ Not free ♫ Careful the spell you cast ♫ Not just on children ♫ Sometimes the spell may last ♫ Past what you can see ♫ And turn against you ♫ Careful of the tale you tell ♫ That is the spell ♫ Children will listen ♫ (applause) – [Announcer] And now the hooding of our graduates, by Provost Thomas James. Professor Lori Custodero, for the Department of Arts and Humanities. – Welcome graduates, families and friends, trustees, honored guests, and colleagues, to this glorious day where
we celebrate the journey taken and reflect on what has been carefully taught and learned. I humbly represent the Department
of Arts and Humanities. Among the most diverse
departments of Teachers College. We represent fields of study
including the Histories and Philosophies of
Education, the Cultures and Complexities of Language
and Learning Language. The Social and Global
Context of Meaning Making. And the Expression of
that Meaning in Music, and in the Visual Arts. Teachers College has provided resources to help you flourish. Rabindranath Tagore the
Bengali Nobel poet, wrote, an institution, should not only train up ones limbs and mind to be
ready for all emergencies. But to be attuned to the response between life and world. The first important lesson in such a place would be that of improvisation. The ready made having
been banished to give constant occasion to explore ones capacity through surprise achievements. This implies a lesson not in simple life, but in a creative life. Indeed we the faculty
are delighted in sharing your journey and are happy
to call you colleagues. You have accomplished
an enormous undertaking, a challenge that was in no way simple. You are now the inheritors of a legacy, of deep thinkers and engaged doer’s. Others whose atunement
to life in the world has led to the banishing of the ready made in favor of the creative. Tagore also wrote of your future. I asked of destiny, tell
me who with relentless hand pushes me on, destiny
told me to look behind. I turned and saw my own self behind. Pushing forward the self in front. We look forward to the continued results of your self propelled journey, and today celebrate this
incredible milestone. And with those wishes
let us begin the hooding, of the artful, the musical,
and the philosophic. Let us honor the historical, linguistic, and the socially engaged,
all these wonderful attributes that today you embody, tonight celebrate, and tomorrow you enact. Carrie McGibbon Adelle Bruney Ashleigh Sara Cryder Rebecca Fabricant Andrea Davis Heather Von Uchson Lewis Christopher Zublianis Yong Kang Christina Romeo Marcelle Mentor Jennifer Johnson Lauren Lee Kelly Sara Paracombe Karen Lebontay Alicia Lehrman Gina Raypit Marta Cabral Evelyn Degraffe Warren Churchill Huyn Hay Yun Barbara Chung Cynthia Elise Toby Bryan Verde Shulameet Hoffman Joel Jeb Joseph Bunk Jo Geirtson Fredrickson John Fantuzo Gabriel Thoreau Judy Lewis and Andrea Moss. (applause) – [Announcer] Department
Chair Carol Ewing Garber, for the Department of
Biobehavioral Services. – On behalf of the faculty and staff of the Department of
Biobehavioral Sciences let me extend my heartfelt congratulations to graduates, and families on this incredible accomplishment. Our students are brilliant,
bold, and spirited. The Department of Biobehavioral Sciences offers programs in Communications
Sciences and Disorders. Physical Education, Movement
Sciences, and Kinesiology, and Neurosciences. Our research focuses on the application of the biological, physiological, behavioral, cognitive, and
socio-cultural sciences, that underlie human communication,
movement, and function. And we apply these areas to clinical, educational,
and community settings. The scientific knowledge
obtained from research, in these specialties, is
applied to enhance the educational, functional, and
communicative capacities, and capabilities, and health of disabled, and non disabled people of
all ages and health status. Our doctoral graduates
will go on to assume challenging research, academic
and professional roles in educational, clinical, governmental, and non governmental settings. Now I’m proud to introduce to you our 2016 doctoral graduates, from the Department of
Biobehavioral Sciences. Aviva Wolf Noberto Chilles Xing Ching Guo Elizabeth Coker Gemma Moya Galay Miriam Bygoring Guanon Mandy Xian Phillip Avery III – [Announcer] Department
Chair, Marie Miville. For the Department of Counseling
and Clinical Psychology. – Good afternoon, as you’ve heard today, our students are a very important part of who we are and what we
do at Teachers College. The faculty, the Department of Counseling and Clinical Psychology,
cherish the many roles we take on, when we work with our students for the many years they’re here. We service teachers,
supervisors, research advisors, mentors, and now most
happily, colleagues and peers. The graduates, my
faculty colleagues, and I are pleased to introduce to you today, our professional psychologists
who all have been trained to be knowledgeable and
innovative researchers. Culturally competent practitioners, and strong community
leaders and advocates. And now please share our pride and joy, as we introduce to you, our graduates. Jessica Esposito Charles Levi Burton Carissa Chambers Min Chiang Wong Chin Wang Joy Yong Geo Arika Dimenish Emily Limon Rachel Curdon Bott (long yell) (laughter) Alright, Yakov Burton congratulations graduates! (applause) – [Announcer] Department Chair Nancy Lesko for the Department of
Curriculum and Teaching. – So often we hear reports
of the inadequacy of teachers of immigrant families and of gender parody in education in developing regions. There are additional stories, and the 2016 graduates of the Department of Curriculum and Teaching, have worked to complicate the stories we hear about schools and families, teaching and learning. For example Szu Yang Chu’s dissertation focused on teachers
working together to develop interdisciplinary curriculum,
the elementary school teachers he studied worked
together constantly. And their connections
overran standard categories such as, authentic, or
contrived, collaborative tasks. Megan Lawless also
studied teacher learning. But in the context of
university supervisors of beginning teachers. She examined how university
based teacher education programs are preparing
and supporting supervisors ongoing development. Vasiliki Stavropoulos
examined how the relationships between student teachers,
and mentor teachers influence beginning teachers
thinking and attitudes. Yasmin Morales-Alexander
studied Mexican immigrant mothers in a New York City neighborhood in order to understand their conceptions of child development,
and their relationships with pre-kindergarten programs. Shenila Khoja-Moolji dissertation pieced together the history of girls and women’s education in Pakistan. In order to understand
the pressures and possible limitations of current
international education development efforts that focus on the girl. These are all timely topics. Teacher learning, university supervision, of beginning teachers and mentor teachers. Immigrant families perspective’s
on child development. And the history and context of girl’s and women’s education in Pakistan. Please join me in
recognizing these graduates, and their contributions
to critically complicating our ideas of teaching,
learning, and schooling. (applause) Megan Lawless Shenila Khoja-Moolji Vasiliki Stavropoulos Yasmin Morales-Alexander. – [Announcer] Department
Chair Jeffrey Henig for the Department of Education, Policy, and Social Analysis. – If things like curriculum
and good teaching are the meat and potatoes of schooling, then education policy
can be likened to the supply line that determines
whether ingredients arrived safely, or are fairly allocated, and of high quality. The faculty and programs of the Department of Education,
Policy, and Social Analysis, EPSA, are focused on
how government, markets, and societal conditions, shape schooling and the broader enterprise of creating a citizenry that’s informed about the challenges and opportunities it confronts, able to critically analyze
its needs and interests, and prepare to work together
to make a better world. EPSA offers four degree programs, in Economics and Education,
Politics and Education, Sociology and Education, and
an Interdisciplinary Degree in Education Policy, let’s bring ’em on. Gee Hi Kim Vikosh Ready Jean Lee Ha Jin Yao Nga Fung Kathleen Hayes Veronica Manaya Lazarte Robert Chant congratulations doctors. (applause) – [Announcer] Department
Chair, Stephen Peverly for the Department of
Health and Behavior Studies. – Good Afternoon, the Department of Behavioral
Health and Studies consists of clusters of programs in Health, Applied Educational Psychology, and Special Education. Our collective mission is to improve the health learning and
social well being of children and adults in schools and other settings throughout the lifespan. On behalf of our department,
I want to present to you the wonderfully talented, men and women who have worked so hard
to earn their doctorates and appear before you today. And before I begin I
want to thank all of you for all the support you have provided to help them obtain their dreams. Alexandra Disorbo Steven Orosko Julio Rodriguez Kenneth Musman Lisa Vernally Fusco. Ajaya Williams Lauren Meltzer Asrat Amnay Iyu Sow Crystal Lowe Erica Byers Amanda Phillip Lamese Baliden Jennifer Lee Jennifer Weaver Keba Haranchuck Shirley Charles Sherri Donahue Corrine Bonjourno Julia Silvestre Maria Hartman Constance Deckas Lindsay Plunkett Carlianne Zuckerman Dusty Hackler Lorraine Chewy Sara Mendez Martha Bolson thank you and have a wonderful day. (applause) – [Announcer] Department
Chair Matthew Johnson, for the Department of Human Development. – It is my honor to represent the Department of Human
Development here today. The department has doctoral programs in Developmental Psychology,
Cognitive Studies and Education, and in Measurement and Evaluation. Research by the graduates
I present to you today, has examined the cognitive mechanisms behind how individuals learn. Methods for measuring what
individuals have learned. And the external factors that can effect an individuals development. And further using the knowledge gained from this research to
develop, and evaluate educational interventions. On behalf of the Department
of Human Development it is my pleasure to present
the 2016 doctoral graduates, from our department. Joon Yong Park Maria Ophelia San Pedro Xian Xao Jong Diego Luna Nicole Decreccio Chin Mu Julia Xing Huan Chin Lee Rachel Labreck Nicole Zilmer Laura Hamburger Julia Zavala Leah Papathomas congratulations Human
Development graduates. (applause) – [Announcer] Department
Chair Herve Varenne for the Department of International and Transcultural Studies. I am very honored to
represent the faculty of the Department for International
and Transcultural Studies in this most significant moment, we are proud to introduce
our new colleagues, whom we can now finally address as doctor. Together we conduct research
on education in all its forms and settings, in homes,
and government offices, in small town and refugee camps, in the United States and around the world. To name but a few of the places where our graduates have worked, they have worked in Afghanistan, in Pakistan, in Cambodia, in Detroit, and even in
the Financial District of New York City. Together we seek to understand education through systematic comparison. And we work at finding ways to apply this knowledge where difficult issues must be faced, and where
the stakes are high. All of us probably agree with the philosopher Jacques Ranciere, the difference is not the problem, but an occasion to
exercise our intelligence. I’m proud to present, our graduates. Maria Roseig Bermel Danielle Zoulelas (laughter) Deanna Rodriguez Gomez Arouche Terwig Darby Roberts Amy Crompton Summer Farab Denzel Street Sumanda Sumadar Garrato (laughing) congratulations to all. – [Announcer] Department
Chair O. Roger Anderson for the Department of Mathematics,
Science, and Technology. Good Afternoon I’m pleased to represent the faculty of MST, we
prepare our graduates in the academic professions
of Mathematics, Science, and Technology, including, Communications, Media, and Learning Technology Design. May I please present our candidates. Tara Conley Jessica Bealva Soomi Kim Lewis Lahana Jim Cuwhata Melanie Hibbard Catherine Williams Yugoveny Miloman Jacob Curler Chow Chow Kelly Feeney Flanagan Raghda Daftadar Abdahadi – [Sheila] Hi Dr. Anderson. – So good to see you,
wonderful, wonderful! – [Sheila] Good to see you too! – Sheila Borges (laughter) Cynthia Ferrar Jeremy Hyman Patrick Ashby Spearadon Varthos congratulations to our graduates, and I wish you all the best. (applause) – [Announcer] Department Chair Anna Newman for the Department of
Organization and Leadership. – President Fuhrman and Provost James, colleagues, honored
graduates, family and friends. Teachers College is known
for producing leaders. But what makes the graduates of the Department of Organization
and Leadership distinctive? I have three responses, learning, disciplined
inquiry, and research. The faculty and students
in the departments five academic programs, Adult
Learning and Leadership, Educational Leadership, Higher
and Post Secondary Education, Nurse Executive, and Social
and Organizational Psychology. Produce and supply research on cooperation and conflict resolution. The value of diversity
within organizations. And how to support the
learning and development of younger and older adults. Our influence reaches into a remarkable array of settings, K12 schools, colleges, and universities, hospitals, and public health organizations. The military, humanitarian
relief organizations, fortune 500 companies, to name but a few. Organization and Leadership
doctoral graduates, come to us having already demonstrated their capacity to be
extraordinary leaders. Through doctoral study
they learn to harness their knowledge of leadership. And merge it with the disciplined inquiry to support others and their
quest to become leaders and learners, it is my very great honor to present to you the
doctoral graduates of TC’s Department of Organization and Leadership. (applause) Nicholas Reading Stacy Lynn Repke Nyasha George Michelle Amos Welton Clonk Alma Sanchez Regina Boyd Adam Mitchenson Rebecca Stillwell Lynda Chin Giselle Melendez Eileen Inglekey Eileen Thomas Amy Lobe Dawn Abbel Robert Curner Kimberly Bonette Ramona Theresa Sharp Mariana Bedgara congratulations everyone. (applause) – [Announcer] Please
join us in celebrating the class of 2016! (cheers and applause) Please be seated. And now ladies and
gentlemen please welcome TC alumni, and Trustee Edith Shih. – 40 years ago I set foot on American soil and came to Teachers College. From then on my life was transformed. When I graduated from TC I was ready to go an conquer the world. I like to let you know
now that I’m old enough to do so, in the days to
come your life might be dotted with challenges and hardship. Ups and downs, and I’d
like to share this piece of music that you’re very familiar with. In particular the prelude
which is less popular. That no matter how miserable and hopeless the circumstances are hold onto
your conviction and dreams, because behind the
rain, storm and thunder, the rainbow will emerge. Beyond which your dreams will come true, over the rainbow. ♫ And when the world was a hopeless jumble ♫ And the raindrops tumble all around ♫ Heaven opens a magic lane ♫ And when the clouds darken up the skyway ♫ There’s a rainbow highway to be found ♫ Leading from your windowpane ♫ To a place behind the sun ♫ Just a step beyond the rain ♫ Somewhere, over the rainbow ♫ Way up high ♫ There’s a land that I heard of ♫ Once in a lullaby ♫ Somewhere, over the rainbow ♫ Skies are blue ♫ Where the dreams that you dare to dream ♫ Really do come true ♫ Some day I’ll wish upon a star ♫ And wake up where the
clouds are far behind me ♫ Where troubles melt like lemon drops ♫ Away above the chimney tops ♫ That’s where you’ll find me ♫ Somewhere, over the rainbow ♫ Blue birds fly ♫ Birds fly over the rainbow ♫ Why then, oh, why can’t I ♫ If happy little bluebirds fly ♫ Beyond the rainbow ♫ Why, oh, why can’t I ♫ Thank you. (applause) – [Announcer] Ladies and gentlemen Jeffrey Putnam President
of the Teachers College Alumni Association. (applause) – Alumni, let me say that again, alumni, (cheers and applause) it is my distinct pleasure to formally welcome you to the Teachers
College Alumni Association. As you stand here before
this esteemed group, of trustees, administrators, your faculty, family and friends, and
alongside your peers, we look on with great pride. Today at this moment you
join our alumni association. A network of over 90,000 strong. Comprising alumni from all
10 academic departments, and all walks of life, and career stages. Who have made a significant
impact in the world. And we have no doubt that
you will carry forward this legacy too. Your fellow Teachers
College alumni have truly made a global mark shaping many fields of inquiry and practice. They have done so because
of their intelligence, sensitivity, drive, knowledge,
experience, and wisdom. They have also done so
because of the people like the ones around you today. Building solid support systems and a network of peer mentors. And many would argue
that they have done so because of their Teachers
College preparation. And we know that you too will
follow in these footsteps. And make your own mark in
your respective fields. Just as you occasionally
needed some support throughout your time at TC, we know you will need similar resources as you embark on your careers. I am here today to tell
you how valuable your participation in your
alumni association can be. We are colleagues, and collaborators. Supporters, and challengers. Mentors, and mentees. And most important, we are your peers. What holds us all together
is our alma mater, Teachers College. While everyone had a
slightly different journey, I am certain that no
ones path to this place was free of challenges. I am also certain that along the way you found inspiration, insight, and joy. And many of you have
developed what will be, lifelong friendships. I encourage you to stay
connected with your classmates and fellow graduates, as you
move forward in your careers. And to tap into the deep pool of expertise and knowledge offered by
the broader TC community. We hope to not only see you
at future alumni events, but also feature you in future newsletters and give you awards. (laughter) That’s right. Please remember that you
will always have a home and rich community at
TC, which you can access physically, and virtually. On behalf of your fellow alumni, we all wish you the
best in your endeavors, and we hope to have the opportunity to join you along the way. Congratulations again, and welcome to the TC Alumni Association. (applause) – [Announcer] Ladies and
gentlemen, Jack Hyland. – On behalf of myself and
Co-Chair Bill Ruekert, we’d like to thank all the
children who came today. It’s remarkable. (laughs) (applause) And we’d also like to thank
our Co-Chair, Edith Shih for standing up and
singing one of the great songs of all time. (applause) But principally we’d like to congratulate each of you on your
extraordinary achievement. We thank your family and
friends, for joining with the faculty and staff of Teachers College to recognize you our doctoral graduates,
of the class of 2016, doctors all! (applause) Please join us for light
refreshments in Russell Courtyard, at Teachers College,
and friends and family, we ask you to remain seated until our newly appointed doctors have departed, thank you! (applause) (organ music)

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