Institute for Urban and Minority Education
Teachers College, Columbia University
Teachers College
Columbia University

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Join Us for the 2nd Annual Edmund Gordon Lecture

In collaboration with the Program in History and Education at Teachers College as well as the Center on History and Education, IUME is excited to highlight the "Educating Harlem" lecture series in 2014-2015, which is part of a larger initiative to better explore the forces that shaped education in Harlem. Esteemed scholar, Dr. Vanessa Siddle Walker, will kick off this year's lecture series at the 2nd Annual Edmund Gordon Lecture. Make sure to save the date: October 2nd, 2014, from 9:00am to 7:3pm -- click here to RSVP!

The lecture will conclude the Educating Harlem public conference, which is being held prior, with the goal of discussing the history of education in Harlem by bringing together leading voices in the history of education field. For more information about the Educating Harlem conference, click here.

Learn More About IUME's Literacy Teachers Initiative (LTI) Project

 IUME was excited to announce the launch of the Literacy Teachers Initiative (LTI) Project in spring, 2012. Since then, we have partnered with dynamic elementary and middle school teachers from Harlem and Brooklyn in an effort to collaboratively work toward finding increased pedagogical methods for students. The LTI Project is led by Dr. Jodene Morrell of Teachers College. We have grown in number and ideas each year, received competitive research grants, presented at Teachers College and state, national, and international conferences, and written for publication.

Check out our LTI page for more information and check out the biographies of the Teacher Fellows here!

Welcome to our newest IUME Postdoctoral and Faculty Fellows!

We are excited to welcome our newest group of accomplished and innovative IUME Fellows who will be working with us this year. Our IUME Faculty Fellows include Dr. Brian Lozenski, from Metropolitan State University, and Deron Wallace, from the University of Cambridge. In addition, Teachers College's Minority Postdoctoral Fellow, Dr. Monique Lane, from the University of California-Los Angeles (UCLA), will also be be a part of IUME research this year.

Learn more about them on our Faculty Fellow page and Postdoctoral Fellow page.


A Historic Evening at the Inaugural Edmund Gordon Lecture

On October 10th, 2013, IUME, in co-sponsorship with the Program in History and Education, hosted Professor Charles M. Payne who delivered the Inaugural Edmund Gordon Address at Teachers College in honor of IUME Founder and legendary figure Dr. Edmund Gordon. The address entitled, “Whatever Happened to the Negro Question? Educational Discourse and the Lost Question of Race”, drew a standing-room-only audience of nearly 200 to Milbank Chapel and helped illustrate how historical understanding is crucial for thinking about contemporary school improvement. In his address, Dr. Payne presented a broad critique of the educational community’s modern perceptions and attitudes towards school achievement, poverty, and race.

Click here to view the lecture on the IUME YouTube channel and here for pictures.

Learn More about the Youth Historians in Harlem Program!

The Youth Historians in Harlem (YHH) project, sponsored by IUME, is a new critical approach to teaching history in urban schools in Harlem, focusing on empowering minority youth through their own cultural experiences, involving students in the practice of "doing" history through guided projects, programs, and participatory action research. YHH seeks to increase students' interest in history through innovative and engaging pedagogical approaches that help them become historians, researching the rich historical past of ‘their’ Harlem community. While YHIH seeks to advance the historical knowledge of education in Harlem, above all, our project seeks to make history relevant to urban students and help increase academic achievement. To learn more about this exciting project, visit the official website here.

Subcribe to the new IUME Newsletter!

In 2013-2104, IUME redesigned its monthly newsletter in a way that not only increases dissemination, but most importantly, better shares all the events and news with the world. The newsletter is available in PDF format, but also available via hard copy at the IUME office at Teachers College. Make sure to subscribe to the newsletter and e-mail list on the bottom right-hand side of this IUME homepage.

For more information and to download/view past IUME newsletters, click here.

Getting Real III Public Videoconference Series Recap

This past fall over the span of 16 weeks, IUME partnered with the University of Wisconsin-Madison and New York University Hip-Hop Education Center to launch an innovative online seminar series called Getting Real III. Seminal scholars and leaders in the growing field of Hip-Hop studies focused their attention on how Hip-Hop culture, culturally relevant pedagogy and youth participatory action research can successfully be used to close the education gap in America's public schools.

This online public videoconference series was highly successful. The final four lectures were at Teachers College, and can be viewed in full HERE -- so check them out! The TC speakers featured Professor Chris Emdin, Professor Ernest Morrell, Jen Johnson, and Sam Seidel with Dave "TC" Ellis. (Original lineup here.)

Subscribe to our IUME YouTube Channel!

Have you visited the official IUME YouTube page recently? Want to learn more about IUME? Make sure to stop by our YouTube page here and watch a few of our videos and subscribe!. Not only do we keep a collection of IUME events and Colloquia, but our video team prepares short clips on critical research. The most recent Beyond Bullying presentation is now available, as is our December Colloquium and other great clips that should be shared!

In our increasingly digital and mutlimodal era, we believe strongly in collaborative educational content, so make sure to check back often and subscribe to your channel.

Announcements



Announcements > Professor Edmund Gordon to Lead Commission on the Future of Assessment in K-12 Education

Professor Edmund Gordon to Lead Commission on the Future of Assessment in K-12 Education

Present-day knowledge and technology may be insufficient to meet the
changing demands of the U.S. education enterprise

Princeton, N.J. (April 28, 2011) — Concerns over current and future emerging changes in the U.S. education enterprise have led one of the nation's premier educational psychologists, Professor Edmund W. Gordon, to lead a two-year study group — the Gordon Commission on the Future of Assessment in K–12 Education.

The commission will consider what educational assessment will look like, and what it should be capable of doing now and through the middle of the 21st century, given the possibility that the present-day knowledge and technological bases for educational assessment could be insufficient to meet the changing demands of the education enterprise in the next 40 years.

Dr. Gordon, a professor emeritus at both Yale and Columbia Universities says, "We need to address these changes now in order to improve the educational opportunities for all people and drive innovation in educational assessment. The work of this commission will be completely transparent and serve to inform teaching and learning in the pursuit of excellence and equity in education."

Comprising more than 20 of the most distinguished scholars in the fields of education sciences, psychometrics, and public policy, and chaired by Dr. Gordon, the commission will try to determine whether future assessments and practices in education should be the same as, or different from, the past and present in terms of:

  • Purpose
  • Structure and design
  • Modes of delivery and scoring
  • Uses of instruments and assessment data
  • The management and interpretation of assessment, program, and student characteristics and performance data

"It is critical that we further examine how to effectively tap into emerging research and development in order to improve teaching and learning through assessment and the better use of educational measurement." Dr. Gordon adds, "Just as the paradigms for education are shifting, our models for assessment will need to change — perhaps moving from a primary concern for accountability and prediction to a greater focus on descriptive diagnosis to inform teaching and learning transactions."

During year one the commission will explore: what education is expected to become and should be by 2050; what will be the consequent demands on the educational assessment enterprise; and what technical and theoretical solutions to those demands are conceivable.

During year two the commission will turn its attention to the development of specifications for procedures, instrumentation, data management systems and administrative policies and practices that are appropriate to the identified changing demands, as well as the development of policy positions that are responsive to those demands.

Professor Gordon expressed the appreciation of his Commission members and himself to Educational Testing Service for the initial funding and logistical support provided for the Gordon Commission, but stressed that the Commission will conduct its work autonomously and independently. Professor Gordon indicated that the Commission will seek additional funding from other corporate, public and philanthropic sources.

About the Gordon Commission on the Future of Assessment in K–12 Education

A two-year study group comprised of thought leaders, trailblazers and innovators in academia, research and policy, the Gordon Commission seeks to harness emerging developments in the pedagogical, cognitive and technological sciences to improve K–12 educational assessment — now and into the mid-21st century. Its mission is to analyze the best assessment practices and our nation's current and future educational needs, and generate recommendations that will improve pedagogical practice, educational measurement and student achievement. 

For more information on the Gordon Commission please contact Paola Heincke, 609-683-2153, or pheincke@ets.org

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