William Davidson Graduate School of Jewish Education

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1 William Davidson Graduate School of Jewish Education In 1994, William Davidson of Detroit, MI, z l, established a $15,000,000 endowment at JTS to fund the William Davidson Graduate School of Jewish Education. The Davidson School prepares professionals for the field, provides development opportunities to practicing educators, and increases the knowledge base of the field of Jewish education through academic and practitioner research. The Davidson School offers both masters and doctoral degrees in its historic home on 3080 Broadway, where Rabbi Mordecai Kaplan became the dean of its predecessor, the Teachers Institute, in It also offers an MA degree online and an executive doctoral program. In addition, The Davidson School is involved with a variety of groundbreaking curriculum and leadership projects and works closely with the Melton Research Center for Jewish Education. Our Philosophy The Davidson School is informed by a vision of the Jewish educator that unites five strands: The Educator as Learner: Those wishing to become Jewish educators can build a strong foundation in Judaica at Davidson and develop the habits of mind that foster life-long Jewish learning. The Educator as Teacher: The Davidson School prides itself on preparing educators who are knowledgeable in the theory and practice of Jewish education. Our graduates apply contemporary pedagogy and educational policy to classrooms, camps, adult settings, and community centers. The Educator as Leader: Davidson School graduates are equipped to provide educational solutions to the challenges facing Jewish communities in North America, Israel, and world-wide. Learning for leadership takes place in the classroom, in field placements, and in co-curricular arenas. The Educator as Inquirer: Students on the master s level have the opportunity to improve their research skills in their course work. Qualified candidates can engage in undertaking original research under supervision. Doctoral students must complete a minimum of nine credits in various research methodologies in preparation for writing a dissertation. In addition, Davidson students incorporate reflective practice into their professional growth. The Educator as Religiously Thoughtful and Literate: The Davidson School is pluralistic, and our students represent all denominations as well as those who identify as secular or cultural Jews. However, we expect that all of our graduates will be knowledgeable about Jewish culture and ritual practice and thoughtful about their own Jewish identity. JTS is proud of its long tradition of commitment to Jewish texts in their original languages. Since Hebrew is at the core of Jewish culture, we expect a mastery of reading and understanding for all of our students. The degree of mastery differs in the MA program from that of the EdD program, and within the various tracks of the MA level. For example, students hoping to enter the field of Jewish day school education will require different Hebrew preparation than their peers entering early childhood education, synagogue school leadership, and early childhood education. 1

2 Degree Programs The MA and EdD are conferred by JTS upon recommendation of the faculty and completion of all stated requirements. All students are entitled to generous fellowships awarded by The Davidson School. Master of Arts The MA is designed to prepare students from diverse backgrounds to become Jewish educators. Students design their course of study by choosing one of three tracks: day school education, synagogue school leadership education, or informal/communal education. The program accommodates both full- and part-time students. All matriculated students in the MA program enroll in a core curriculum that provides a solid grounding in Judaica and education. MA Degree Requirements The MA curriculum is designed to provide all matriculated students with a strong foundation in Judaica and education, in addition to fostering religious development and personal growth. Unless indicated, all courses are assigned three academic credits. In order to meet graduation requirements, a student must earn a minimum of 46 credits above any course work needed to complete the Hebrew requirement and the prerequisites in Judaic studies listed below. Requirements differ depending on which track a student chooses. In the first year, each student is assigned a program adviser with whom the student will make decisions regarding course work, internships, and second-year practicum placements appropriate to their future career goals. The different areas of the curriculum are listed below and the current course table can be found at the end of this section. These guidelines apply to full-time, in-house students only. Policies for part-time and distance learning students are included later in this document. 1. Prerequisites in Judaic Studies The following courses in Judaic studies are prerequisites and do not count toward MA credit: Survey of the Pentateuch (BIB 5012) Introduction to Bible (BIB 5011) Introduction to Rabbinic Literature (TAL 5015) Classics of the Jewish Tradition II (MDS 5102) If a student demonstrates mastery of course material, or has previously taken a comparable course for credit at an accredited college or university, a waiver may be requested from the dean of The Davidson School for any or all of these courses. 2. Hebrew Requirements All entering students are required to take the Hebrew placement examination administered by the Hebrew Language Department. In order to receive the degree, students who choose the Day School track must demonstrate proficiency in Hebrew (speaking, reading, and writing) equivalent to the level of HEB 5301: 2

3 Advanced Hebrew I. In addition, they need to take Hebrew Fluency and participate in the Ivriyon during one of the summer sessions. Students who choose the Informal Communal track and the Synagogue Leadership track should demonstrate proficiency equivalent to the level of intermediate Hebrew II, Hebrew On certain occasions students may be required to take HEB 5009, Hebrew Grammar. Students are required to study Hebrew every semester until proficiency is attained. Hebrew courses are prerequisites and do not count toward MA credits. Hebrew credits Foundations of Hebrew Hebrew 1101R 4 Credits Intensive Elementary Hebrew I Hebrew 1101G 2 Credits Intensive Elementary Hebrew I Hebrew 2103R 4 Credits Intensive Elementary Hebrew II Hebrew 2103G 2 Credits Intensive Elementary Hebrew II Hebrew 2201R 2 Credit Intermediate Hebrew I Hebrew 2201G 1 Credit Intermediate Hebrew I Hebrew 5203R 2 Credits Intermediate Hebrew II Hebrew 5203O 1 Credit Intermediate Hebrew II Hebrew 5301R 2 Credits Advanced Hebrew I Hebrew 5301G 1 Credits Advanced Hebrew I Hebrew Credits Advanced Hebrew II 3. Judaica (15 credits) All students are required to take: Translating Jewish Theology in Educational Settings (EDU/PHI 5525) Teaching Prayer (EDU/LIT 5055) One Judaica elective Students in the day school track are required to take: Pentateuch with Rashi (BIB 5013) A Thematic Introduction to the Talmud (TAL 5027) Students in the other tracks may take these courses or two Judaica electives in their place. Students of The Davidson School who wish to take a course in Talmud above the level of Talmud 5027 must take the Talmud Diagnostic Exam. 4. Education (19 credits) All students are required to enroll in the following four courses: Skills for Teaching (EDU 5031) with concurrent registration in Supervised Field Work (EDU 5475, one credit) 3

4 Foundations of Jewish Education (EDU 5127) Developmental Issues in Jewish Education: Childhood (EDU 5116) Adolescence (EDU 5115) or Adulthood (EDU 5117) Curriculum and Instruction (EDU 5158) In addition, students must take two education electives at the 5000 level (doctoral level courses [8000 level] require permission of the instructor). 5. Visions and Voices of Israel Seminar During the winter break between the first and second semesters, The Davidson School sends its first-year students to two-week long educational seminar in Israel. This seminar enables students to confront different educational visions and voices within Israel. The seminar concentrates on three themes: the place of Israel in Diaspora Jewish identity; educational visions within Israel; and teaching Israel in the Diaspora. This seminar is required of first-year students. Students are required to attend meetings in preparation for the trip. 6. Mifgash Weekly Mifgash sessions, required of first-year students, provide a safe space for students to engage in conversations around professional goals and aspirations. Students explore questions and issues that the formal classroom may not allow. In the first semester, the focus of Mifgash is on building community, preparation for the Vision and Voices of Israel Seminar, and getting comfortable in New York, JTS, and Davidson. The second semester focuses on identity as a Jewish educator. 7. Practicum Students are required to complete a two-semester practicum consisting of either one-and-a-half days (in the case of the informal/communal and synagogue school tracks) or two days (in the case of the day school track) of fieldwork experience per week. The practicum takes place within the student s area of concentration. Practicum placements are arranged ONLY by the faculty practicum coordinators. 8. Areas of Concentration Students are required to choose one of the following three areas of concentration: Informal/Communal Education (12 credits) This track prepares students to work in educational roles in a variety of settings, including camps, retreat centers, Jewish community centers, federations, and boards of Jewish education, in capacities such as program and education directors and youth and adult education specialists. In addition to the education courses listed above, students in the informal/communal track are required to enroll in: Leading and Managing Jewish Nonprofits (EDU 5609) or Executive Leadership for Nonprofit Organizations: Theory and Practice (EDU 8610) Staff Development and Supervision in Jewish Educational Settings (EDU 5559) 4

5 During the second or third year of the program, students participate in a yearlong field placement and weekly seminar (EDU ). This practicum, designed with participating organizations in the metropolitan area, consists of 12 hours of fieldwork per week throughout the academic year. Students must successfully complete the following courses prior to enrolling in the practicum: Skills for Teaching (EDU 5031) with concurrent registration in Supervised Field Work (EDU 5475) Foundations of Jewish Education (EDU 5127) The following courses must be completed prior to or concurrent with the practicum: Leading and Managing Jewish Nonprofits (EDU 5609) or Executive Leadership for Nonprofit Organizations: Theory and Practice (EDU 8610) Curriculum and Instruction (EDU 5158) Day School Education (12 credits) This track prepares students for day school teaching positions. Students are required to take two of the following three classes: Theory and Practice of Hebrew Language Instruction in Jewish Educational Settings (EDU 5159) or a suitable methods/pedagogy substitution Hebrew Fluency (HEB 5117) Students must participate in the Ivriyon during one of the summers they are in residency. During the second or third year of the program, students participate in a yearlong student teaching placement and weekly seminar (EDU ). This practicum, designed in collaboration with participating day schools in the metropolitan area, consists of 16 hours of fieldwork per week throughout the academic year. In conjunction with the student teaching placement, a student is assigned an adviser, mentor, and supervisor. Students must successfully complete the following courses prior to enrolling in the practicum: Skills for Teaching (EDU 5031) with concurrent registration in Supervised Field Work (EDU 5475) Foundations of Jewish Education (EDU 5127) The following course must be taken prior to or concurrent with the practicum: Curriculum and Instruction (EDU 5158). Synagogue Education Leadership (12 credits) This track prepares students for senior leadership positions (educational directors and principals) in synagogue schools. In addition to the education courses listed above, students in the synagogue education and administration track are required to enroll in: 5

6 Leading and Managing Jewish Nonprofits (EDU 5609) or Executive Leadership for Nonprofit Organizations: Theory and Practice (EDU 8610) Staff Development and Supervision in Jewish Educational Settings (EDU 5559) During the second or third year of the program, students participate in a yearlong field placement and weekly seminar (EDU ). This practicum, designed with participating organizations in the metropolitan area, consists of 12 hours of fieldwork per week throughout the academic year. Students must successfully complete the following courses prior to enrolling in the practicum: Skills for Teaching (EDU 5031) with concurrent registration in Supervised Field Work (EDU 5475) Foundations of Jewish Education (EDU 5127) The following courses must be completed prior to or concurrent with the practicum: Leading and Managing Jewish Nonprofits (EDU 5609) or Executive Leadership for Nonprofit Organizations: Theory and Practice (EDU 8610) Curriculum and Instruction (EDU 5158) 9. Graduation with Honors In order to graduate with honors, students must fulfill the following 2 requirements: A cumulative GPA of at least 3.5 Completion of a master s project with a grade of at least A- Students who wish to write a master s project must apply to do so in the spring semester of their penultimate year of the program. A faculty subcommittee will review each application and, if it is accepted, the student should enroll in courses EDU : Methods of Research in Jewish Education I and II. 6

7 First-Year Mifgash Series Facilitator: Rabbi Jonathan Lipnick The First-Year Mifgash series is an opportunity for the first-year students to meet as a cohort in a weekly forum for community building and reflection on what it means to be an emerging Jewish educator. The Wednesday morning Mifgash sessions begin with a school tefilah at 7:45 am, continues with breakfast at 8:30 am, and conversations around professional goals and aspirations. Students are able to explore questions and issues that the formal classroom may not allow. In the first semester, the focus of Mifgash is on building community, preparation for the Vision and Voices of Israel Seminar, and getting comfortable in New York. The second semester focus is on your identity as a Jewish educator. Additionally, during the first semester, students focus on crafting a personal mission statement as students look at their pasts in order to determine their futures as Jewish educators. Participants in the Mifgash are awarded practicum credit hours during the year that they are enrolled in their field placement in any of the three tracks equivalent to the number of hours they participate in the Mifgash. Visions and Voices of Israel Seminar One of the greatest challenges to contemporary world Jewry is the place of Israel in Diaspora Jewish identity. The Davidson School recognizes that, in order to enable its students to truly grapple with the complex issues at the heart of this challenge, Israel and Zionism must be a central component in students experiences throughout the MA program. To that end, every first-year Davidson student is required to spend their first winter semester break in Israel. The Visions and Voices of Israel Seminar is an educational experience in Israel in which our students are confronted with the questions about Israel with which every contemporary Jewish educator must engage. The seminar has three themes woven through it: Israel-Diaspora relations: Why is Israel important to us as Diaspora Jews? What does it mean to be a Zionist today? What should our relationship be with Israel as Jews in the United States? How does Israel play its part in our Jewish identity? Educational visions in Israel: What are some of the different educational visions that Israeli institutions and programs are developing? How do these visions of Jewish education relate to visions we might have for our institutions and programs? What conversations about vision can American Jewish educators and Israeli educators have? Engaging with Israel: What different modes are there of visiting Israel? How do we talk about Israel with our students in America? What is the Israel that we should be exposing them to? What kinds of engagement with Israel should we be trying to engender in our students? How can we get our students to engage with the complexity of Israel? 7

8 In addition to these three themes, an underlying goal of the seminar is to build the Davidson student community. Students and faculty work together to become a reflective, learning group of colleagues and friends, sharing wisdom, ideas, practices, hopes, and dreams with each other. The seminar requires participants to create, teach, and work together. The seminar is based in Oranim College in the north of Israel, with extended visits to the south of the country, Tel-Aviv, and Jerusalem. During orientation and the fall semester, students receive more information about the program. The dates of the trip are December 22, January 7, The cost of the trip is underwritten in its entirety by The Davidson School; students pay for a few lunches and dinners during free time. There may be the possibility of extending the stay in Israel after the trip at a cost to the student. Please note that Davidson School cannot guarantee such requests, but will do its best to accommodate them. If the students want to make such a request, they need to contact the Dean s Office as soon as possible. The Visions and Voices of Israel Seminar is a required part of the Davidson curriculum for fulltime students. If there are extreme extenuating circumstances that would make attendance on the trip a true hardship, students can apply to the dean s office for an exemption. Students should be aware, though, that Davidson School views the seminar attendance with utmost importance and will only grant exemptions in exceptional circumstances. JTS Special Registration Categories Students who are not taking courses are required to register for one of the following categories until the resumption of course work, the completion of all other degree requirements, graduation, or official withdrawal from JTS. Leave of Absence Students in the MA program of The Graduate School and The Davidson School, or the MSM (who have already received the diploma of hazzan) and DSM programs of H. L. Miller Cantorial School, who have finished all course work but have other requirements (such as examinations, theses, dissertations) to complete must register for this category. MAs who have completed their course work but have not turned in a (required or optional) thesis. Continuous Registration Distance Learning students who are unable to take courses due to course availability issues must register as Continuous Registration to maintain their status as current students. Continuous Registration for Distance Learning students must be approved by a dean of The Davidson School. 8

9 Davidson School students who are dually enrolled in the JTS rabbinical or cantorial schools and who cannot take courses in The Davidson School during their required semester or year in Israel should enroll as Continuous Registration in The Davidson School. Students who have completed all requirements for the degree but who must wait for the next commencement exercises before receiving their degrees must register each semester for this category until their degrees are awarded. Although this category carries no fee, it does require registration each semester until the degree is awarded. Confirmation in writing from the dean of the school is required. Full payment of the commencement fee is due at spring registration. MAs who complete work in the summer but cannot graduate until October must register for this in the fall. MAs who complete work in the fall but cannot graduate until May must register for this in the spring. 9

10 Academic Standards Attendance Regular attendance is expected. Instructors shall have the right to stipulate attendance requirements and penalties that may be incurred as a result of failure to comply with these requirements, provided that students are informed within the first two weeks of the semester. Grades The grading system is as follows: A, excellent; B, good; C, fair; D, poor; F, fail. No credit will be given for grades of C- or lower. Once a grade has been received in the Office of the Registrar, it may be changed by the course instructor only upon written application from the instructor to the dean of the school. The dean s approval is required. Full-time graduate students are permitted to take one course per year with a grade of pass/fail, with the permission of the departmental or program adviser. Auditing The grade R signifies that the student has attended classes and completed all course work except for the final exam and/or paper. Students must notify the Office of the Registrar, in writing, by the date stipulated in the academic calendar of their intention to audit. Failure to do so will mean that the course is being taken for credit. No credit will be given for courses taken for the grade R; such courses will not count toward fulfilling the requirements for the degree. Students cannot audit online courses. Withdrawal With the permission of their adviser, students may withdraw from a course by the date listed in the academic calendar. In such cases, the symbol W will appear on the transcript. Students are responsible for tuition and fees for classes from which they withdraw. Students who discontinue attendance in a course and who fail to withdraw formally within the designated period will receive the appropriate alternate letter grade. Academic Probation An MA student who receives in any one semester one grade of D (or lower) or two grades of C (or lower) will be placed on academic probation the following semester. To be restored to good standing, a student must register for course work for the next semester equivalent to the number of credits which led to the probation and may neither receive a grade lower than B- or take an Incomplete during the semester of probation. Failure to meet this standard will constitute grounds for dismissal. Fellowships will be suspended while students are on probation. The 10

11 student will have the right to appeal in accordance with the Student Disciplinary Procedures, available in the Office of the Registrar. A student who receives two grades of B- (or lower) in a semester will receive a letter of warning along with a request to schedule a meeting with his/her advisor and the dean. No student will be permitted more than one semester of probation toward the degree. An EdD student who receives a grade lower than B will be placed on academic probation the following semester. To be restored to good standing, the student must register for the next semester and may neither receive a grade lower than B nor take an Incomplete during the semester of probation. Failure to meet this standard will constitute grounds for dismissal. The student shall have the right to appeal in accordance with the Student Disciplinary Procedures, available in the Office of the Registrar. No student will be permitted more than one semester of probation toward the degree. 11

12 Incompletes A student who, for compelling reasons, finds it necessary to postpone the submission of required course work may petition for the grade of Incomplete (INC). The student must obtain a Request for Incomplete Form from the Office of the Registrar. This form must contain all information requested, including a description of the work to be completed and the due date, which cannot be later than the date specified in the academic calendar. The form must be signed by the student, instructor, and dean or academic adviser. The form must be returned to the Office of the Registrar. The last day to request an Incomplete and submit the form is indicated in the academic calendar. All outstanding course work must be submitted to the Office of the Registrar by the date specified in the academic calendar. Generally, this date is six weeks from the end of the final examination period. The registrar shall record that work has been submitted and provide a written receipt to the student for the work received. The registrar will transmit the completed work to the instructor. No work should be sent or given directly to the instructor by the student. The student is advised to retain a copy of all work submitted to the Office of the Registrar. The grade of INC shall remain on the student s transcript until a grade has been submitted by the instructor. If a student fails to submit the outstanding work to the Office of the Registrar by the specified due date, the grade of INC will be converted to the alternate letter grade previously submitted by the instructor. This alternate grade reflects the instructor s assessment of a student s performance, taking into account the fact that work is missing. Students should be aware that the missing work may have been counted as an F (or 0) in the computation of the final grade for the course. In special circumstances, the dean has the authority to grant an extension for the submission of overdue work as long as it is agreeable to the instructor. This extension must be sent in writing by the dean to the Office of the Registrar. Students may not request an INC for any course during the semester of their graduation. Absence from Final Examinations A student who, because of illness or personal emergency, cannot be present for a scheduled final examination must inform the Office of the Registrar as soon as possible to indicate the reasons for the absence. The Office of the Registrar will inform the instructor and the dean of the student s absence. The student must arrange with the instructor for a makeup examination if the student cannot be present for the regularly scheduled makeup examination day. The instructor will inform the Office of the Registrar of the arrangement and provide the office with the exam so that it can be given to the student. 12

13 Students may not request Incompletes in advance for an in-class final examination. The student must take the makeup examination as soon as possible, but no later than the date indicated in the academic calendar governing the completion of outstanding work. Leave of Absence Students who, for compelling reasons, are unable to take courses or continue with appropriate academic progress in a particular semester may request a leave of absence from the dean and must register for a leave of absence each semester until they resume their studies. MA students may generally not be granted a leave of absence for more than one semester; doctoral students, for not more than two semesters. During the period of leave, a student may not take an examination, written or oral; be advised by the academic adviser; or submit any part of an essay or dissertation required for the completion of a degree. 13

14 MA Degree Opportunities Part-time MA Students Part-time students cover the same comprehensive curriculum as their full-time colleagues. Parttime students designation is granted upon admission and students must take six credits, two courses each semester. In rare cases, a full-time student may change status with the permission of the Dean s Office. Part-time students are not eligible to join The Davidson Israel Seminar or The Davidson School Mifgash. Online Master s Degree Participants in the online program cover the same comprehensive curriculum as their colleagues who study at our New York campus, but take the majority of their courses via the Internet. Students are accepted into the school with a Distance Learning designation and are also designated as part-time students. In rare instances, in-house students may change their status with the permission of the Dean s Office. In addition to online work, students take a minimum of four courses at our New York campus. These courses may be completed over two or more intensive one-month summer sessions or during the academic year. JTS does not offer Hebrew language online and therefore Distance Learning students must take Hebrew in their home communities (either at accredited universities or with private tutors) until they reach the required Hebrew proficiency level. Students may also choose to take Hebrew on-site at JTS over the summer. Distance Learners are entitled to the same generous fellowships as on-site students. Distance Learning students do not participate in The Davidson School Mifgash. MA in Jewish Education and MA in an Area of Jewish Studies Davidson students may, after their first semester of study, apply to The Graduate School of The Jewish Theological Seminary for an MA in any field of Jewish Studies. (However, The Davidson School students must have completed Hebrew 5203 by the time they matriculate into The Graduate School.) Nine credits of Judaica from The Davidson School transcript may be counted toward The Graduate School s credit requirements, subject to the approval of The Graduate School academic adviser. Likewise, students enrolled in The Graduate School (upon completion of all Graduate School prerequisites and Hebrew requirements) may apply for the MA in Jewish Education through The Davidson School and count nine credits of subject-area Judaica from The Graduate School transcript toward The Davidson School MA. Graduates of List College entering Davidson School MA Program Graduates of List College and American Jewish University in Los-Angeles, California are permitted to apply three credits of graduate-level Education course work and nine credits of graduate-level Judaica courses from the BA transcript towards the MA in Jewish Education. Each student must meet with the dean of each school and the departmental adviser to determine exactly what combination of elective and major credits toward the B.A. will be accepted for the MA, and what additional course work will be required. MA in Jewish Education and Rabbinic Ordination In order to receive the MA in Jewish Education, rabbinical students take 19 education credits: 14

15 Skills for Teaching (EDU 5031) with concurrent registration in Supervised Field Work (EDU 5475, one credit) Foundations of Jewish Education (EDU 5127) Developmental Issues in Jewish Education Childhood (EDU 5116), Adolescence (EDU 5115), or Adulthood (EDU 5117) Curriculum and Instruction (EDU 5158) Two education electives at the 5000 level 12 track credits 15 Judaica credits, 12 of which may be transferred in from The Rabbinical School transcript. These 15 Judaica credits must include: o Translating Jewish Theology (EDU/PHI 5525) o Teaching Prayer (EDU/LIT 5055) MA in Jewish Education and Cantorial Investiture Cantorial students who apply for the MA in Jewish Education will be required to pass Hebrew requirements according to their track selection in addition to their Hebrew requirements for the H. L. Miller Cantorial School and College of Jewish Music. In order to receive the MA in Jewish education, cantorial students must take the 19 education credits: Skills for Teaching (EDU 5031) with concurrent registration in Supervised Field Work (EDU 5475, 1 credit) Foundations of Jewish Education (EDU 5127) Developmental Issues in Jewish Education: Childhood (EDU 5116), Adolescence (EDU 5115), or Adulthood (EDU 5117) Curriculum and Instruction (EDU 5158) Two education electives at the 5000 level 12 track credits 15 Judaica credits, 12 of which may be transferred in from the H. L. Miller Cantorial School transcript. These 15 Judaica credits must include the courses: o Translating Jewish Theology (EDU/PHI 5525) o Teaching Prayer (EDU/LIT 5055) 15

16 Study at Other Institutions Consortium All matriculated students in The Davidson School may take courses offered through Teachers College at Columbia University and Union Theological Seminary. Students must receive the approval of their adviser and register for those courses through the JTS registrar. 16

17 Transfer Credit A student who wishes to transfer credit for graduate-level courses taken at other institutions of higher learning must submit an official transcript with complete course descriptions to The Davidson School Admissions Office, which will consult with the appropriate department. Credits counted toward another degree will not be considered. The maximum number of credits accepted for transfer is nine. No credit will be accepted for transfer from courses in which a grade lower than B was earned. Summer Study Courses offered during the summer sessions may be used to fulfill program requirements. Summer school is also open to graduate students in Jewish studies and related fields from other academic institutions. For information and application forms, contact the Summer School Office at (212)

18 Prizes and Awards Returning students who have shown academic excellence are eligible for these awards. Consult the dean's office of each school for specific information. William Davidson Graduate School of Jewish Education Chaim Davidson Prize: Established by the Davidson and Casslar families; awarded to students who demonstrate a commitment to Clal Yisrael and the Hebrew language. Rabbi Carl and Barbara Friedman Award: Established in their memory; awarded annually to a graduate student in the field of Jewish education. Lisa and James Schlesinger Prize: Established in honor of the fiftieth wedding anniversary of Lisa and James Schlesinger; awarded to a graduating student who has had an impact on Camp Ramah. Lena Socolow Memorial Award: Awarded to an outstanding student who shows promise of contributing to the enrichment of Jewish educational leadership in the United States, to be used toward study in Israel. 18

19 Jewish Education Professors Barry Holtz Carol K. Ingall Assistant Professors Aryeh Davidson Shira D. Epstein Michael Greenbaum Jeffrey Kress, Chair Michelle Lynn-Sachs Adjunct Assistant Professors Ari Ackerman Ofra Backenroth Amy Wallk Katz Meredith Katz Alvan Kaunfer Alvin Mars Deborah Miller Alex Sinclair The Department of Jewish Education prepares students for careers in the field of Jewish education, offering a variety of programs for students with differing professional goals. All of its programs incorporate the extensive scholarly resources of JTS, translating educational scholarship into practice. For admissions and degree requirements, please refer to this section William Davidson Graduate School of Jewish Education. Search the Course Catalog for EDU courses 19