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Academic Catalog 2017-2018

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Cognitive Science in Education

Department of - Human Development

Contact Information

(212) 678-4190
(212) 678-3837
Professor John B. Black

Program Description

In the Cognitive Science in Education Program, students examine the cognitive mechanisms that underlie learning and thinking in school and non-school settings. The program trains students in basic theories of human cognition, the practice and interpretation of empirical cognitive and developmental research, as well as how to use research to improve educational practices and develop innovative methods built around new technologies. Studies in cognitive, developmental and educational psychology, and computer science provide students with a valuable perspective on cognition and learning.


The curriculum and program requirements are designed to prepare graduates for careers in several possible settings. For the master's programs, these settings include

  • school systems seeking instructional technology coordinators and teachers who are knowledgeable about cognitive and developmental theories and research. 
  • publishers and software companies looking for people with knowledge of cognition and development and experience in instructional design. 
  • research organizations seeking people to conduct basic research and work on instructional applications of computers and related technologies. 

For the doctoral programs, work settings after graduation might include research organizations or universities seeking faculty in cognitive psychology, educational psychology, educational technology, reading, and learning analytics. 

Students in the Cognitive Science in Education Program begin by taking a set of core background courses, then pursue one of eight areas of focus: Cognition and Learning, Intelligent Technologies, Reading Research, Cognitive Science in Educational Practice, Children's Media, Creativity and Cognition, eLearning in the Workplace, or Learning Analytics. In addition, students register for research practicum seminars during which they complete a substantive project as a culminating experience for that degree. Choice of advanced courses and research seminars should be shaped by students' area of focus, as described below. Students whose interests do not fit one of these tracks may design their own area of focus in consultation with their advisors.

  • Area of focus in Cognition and Learning: The area of focus in Cognition and Learning is designed for students interested in theories of human cognition and learning and experimental approaches to learning, memory, language, reasoning, and problem solving. The culminating experience for master's students in this concentration is to conduct an empirical research study in the area of cognition or learning.

  • Area of focus in Intelligent Technologies: The Intelligent Technologies area of focus offers a program of study for students whose interests include developing cognitive science-based theoretical frameworks for informing the design of educational technology, as well as for students wishing to create educational applications that serve as test beds for such theoretical frameworks. By offering this area of focus, the Program in Cognitive Studies in Education recognizes the importance of computational and allied technologies to both guide and be guided by cognitive research. Many of the courses in this area of focus are cross-listed with the programs in Communication, Computing, and Instructional Technology in the Department of Mathematics, Science, and Technology. As a culminating experience, master's students in this area of focus create and evaluate an educational technology application.

  • Area of focus in Reading Research: This area of focus prepares students to do basic research in reading, research and theory on all aspects of the psychology of reading, (e.g., basic skills, comprehension, and aesthetic response) in order to improve educational practice. Students address the connections between written and oral language and between reading and writing skills. Individual differences are also addressed, especially with respect to students with learning disabilities, adult literacy, learning from text and educational policy issues. The culminating experience for master's students is an empirical study in the area of reading.
  • Area of focus in Cognitive Science in Educational Practice: This area of focus is for students interested in understanding and facilitating the thinking and learning involved in educational activities. Students will learn about cognitive processes involved in both formal and informal education and how they are influenced by various factors, including classroom structure, teacher belief systems, student motivation, and educational policy. The program's focus on understanding cognitive processes and development is designed to help prospective and practicing teachers and other educators improve educational practice. The culminating experience for master's students is an empirical study of cognition in a classroom setting. For more information, email Professor Herbert Ginsburg (ginsburg@tc.edu). 
  • Area of focus in Creativity and Cognition: This area of focus is for students who are interested in current ideas about the roles of creativity in cognition and human development and how these ideas affect the way we teach, run organizations, conduct research, and live our personal lives. This area of focus is offered in collaboration with the Program in Developmental Psychology. The culminating experience for master's students is an essay or project related to creativity. For more information, please contact Dr. Michael Hanson (mah59@columbia.edu).
  • Area of focus in Children's Media: This area of focus is for students interested in applying cognitive and developmental psychology research and theories to the development/production of educational media for children. Educational media is examined as wide ranging: print, television, hand-held devices, and internet-based applications. The culminating experience for master's students is preparing a proposal and psychological evaluation of a specific media artifact, website, or technical application. Please contact Dr. Jamie Krenn (jlg2102@tc.colubmia.edu) for more information.   
  • Learning Analytics: In this area of focus, students will learn key LA/EDM methodologies in technical detail and how to apply them to real-world problems. Students will learn how to use LA and EDM algorithms and tools appropriately and effectively, and about relevant policy, legal, and ethical issues involved in conducting analytics on educational data. Studies will be integrated with understanding of key theories of cognition and education, preparing students to apply learning analytics methods to make a difference in education. The skills students learn will prepare them for a range of 21st-century jobs, including working for educational technology companies and startups, educational think-tanks, and in data groups at city and state departments of education. Coursework will involve real-world data in a range of educational domains and applications, while integrating world-class offerings in cognition, educational theory, and statistics and measurement. For additional information, please contact Professor Ryan Baker.  
  • Area of focus in eLearning in the Workplace: This area of focus is for students interested in applying cognitive research and theories to the design of more effective eLearning programs in workplaces and other organizations. eLearning is online learning programs usually created on the World Wide Web for use by learners at any time and place. The culminating experience for master's students is the creation and evaluation of an eLearning program. Please contact Dr. David Guralnick (dg2236@tc.columbia.edu) for more information. 

Degree Summary

Cognitive Science in Education (COGS)

  • Master of Arts (M.A.)
  • Doctor of Education (Ed.D.)
  • Doctor of Philosophy (Ph.D.)

Educational Psychology: Cognitive, Behavioral, and Developmental Analysis (COGF)

  • Master of Education (Ed.M.)

For a complete listing of degree requirements, please click the "Degrees" tab above

For a complete listing of degree requirements, please continue on to this program's "Degrees" section in this document

Degree Requirements

Master of Arts - 32 points

Program Requirements

Master of Arts:  32 points

Core Courses (9 points):

All three courses are required

  • HUDK 4029 Human cognition and learning (3)
  • HUDK 4080 Educational psychology (3)
  • HUDK 5023 Cognitive development (3) 

Statistics/Research Design (3 points):
At least one of the following:

  • HUD 4120 Methods of empirical research (3)
  • HUDM 4120 Basic concepts in statistics (3)
  • HUDM 4122 Probability and statistical inference (3)
  • HUDM 5122 Applied regression analysis (3)
  • HUDM 5123 Linear models and experimental design (3)

Research Practicum (3 points):

  • HUDK 5324 Research work practicum (2-3) or, by permission,
  • HUDK 6539 Research practicum in educational psychology, cognition, and learning (3) 

Specialized Courses (8-11 points):
Selected in consultation with an advisor and focusing on one of the following areas of focus:

Cognition and Learning

  • HUDK 4015 Psychology of thinking (3)
  • HUDK 4027 Development of mathematical thinking (3)
  • HUDK 5024 Language development (2-3)
  • HUDK 5025 Spatial thinking (3)
  • HUDK 5030 Visual explanations (3)
  • HUDM 5058 Choice and decision making (3)
  • HBSK 5096 Psychology of memory (3)
  • HUDK 5042 Motivation in education (3)
  • HUDK 5063 Cognitive development beyond childhood (3)

Intelligent Technologies:

  • HUDK 4015 Psychology of thinking (3)
  • HUDK 4035 Technology and human development (3)
  • HUDK 5025 Spatial thinking (3)
  • HUDK 5030 Visual explanations (3)
  • HUDK 5035 Psychology of media (3)
  • HUDK 5042 Motivation in education (3)
  • HUDK 5197 Psychology of eLearning in business and industry (3)
  • HUDK 4050 Core methods in educational data mining (3)
  • HUDK 4051 Learning analytics: Process and theory (3)
  • HUDK 5037 Psychology of children’s television (3)
  • HUDK 5063 Cognitive development beyond childhood (3)

Reading Research:

  • HUDK 4015 Psychology of thinking (3)
  • HUDK 5024 Language development (3)
  • HUDK 5035 Psychology of media (3)
  • HUDK 5042 Motivation in education (3)
  • HUDK 5063 Cognitive development beyond childhood (3)      
  • HUDK 5090 Psychology of language and reading (3)
  • HBSK 4074 Development of reading comprehension strategies and study skills (3)    

Cognitive Science in Educational Practice:

  • HUDK 4015 Psychology of thinking (3)
  • EDPS 4021 Sociology of education (3)
  • HUDK 4035 Technology and human development (3)
  • HBSK 4074 Reading comprehension strategies and study skills (3)
  • HUDK 5042 Motivation in education (3)
  • HUDK 5063 Cognitive development beyond childhood (3)
  • ORL 5522 Evaluation methods I (3)

Learning Analytics:

  • HUDK 4050 Core methods in educational data mining (3)
  • HUDK 4051 Learning analytics: process and theory (3)
  • HUDK 4052 Normative perspectives on the analysis of learning and learners (3)
  • HUDK 5053 Feature engineering studio (3)
  • HUDK 4054 Managing education data (3)

Children’s Media:

  • HUDK 4015 Psychology of thinking (2-3)
  • HUDK 4021 Developmental psychology – infancy (2-3)
  • HUDK 4022 Developmental psychology – childhood (2-3)
  • HUDK 4023 Developmental psychology – adolescence (2-3)
  • HUDK 4025 Cognition of handheld devices (3)
  • HUDK 4029 Cognition and learning (3)
  • HUDK 4035 Technology and human development (2-3)
  • HUDK 4040 Social media and users (3 )
  • HUDK 5035 Psychology of media (3)
  • HUDK 5036 Psychology of children’s television (3)
  • HUDK 5063 Cognitive development beyond childhood (3)

Creativity and Cognition:

  • HUDK 5020 Development of creativity (3) (required for area of focus)
  • HUDK 5025 Spatial thinking (3)
  • HUDK 5029 Personality development and socialization across the lifespan (3)
  • HUDK 5030 Visual explanations (3)
  • HUDK 5120 Development of creativity: the case study method (3)
  • HUDK 5125 Cross-cultural psychology (3)
  • HUDK 5063 Cognitive development beyond childhood (3)

  eLearning in the Workplace:

  • HUDK 5197 Psychology of eLearning in Business and Industry (required for area of focus) (3)
  • HUDK 4015 Psychology of thinking (3)
  • MSTU 4039 Video games in education (3)
  • MSTU 5000 Possibility of virtual worlds (3)
  • HUDK 5030 Visual explanations (3)
  • HUDK 5035 Psychology of media (3)
  • HUDK 5063 Cognitive development beyond childhood (3)
  • ORLD 4015 How adults learn (3)
  • ORLJ 4005  Organizational psychology (3)

Non-departmental Courses (minimum of 6 points):

At least 6 points in Teachers College courses outside the department selected in consultation with an advisor.

Integrative Project: Varies according to selected areas of focus: Cognition and Learning—an empirical cognitive research study; Intelligent Technologies—creation and evaluation of an educational technology program; Reading Research—an empirical reading research paper; Cognitive Science of Educational Practice—an empirical study of cognition in a classroom setting; Creativity and Cognition—an essay or project related to creativity; eLearning in the Workplace -- creation and evaluation of an eLearning program; and Children’s media- a proposal and psychological evaluation of a media artifact, website, or technical application.

Areas of Focus:

Area of focus in Cognition and Learning: The area of focus in Cognition and Learning is designed for students interested in theories of human cognition and learning and experimental approaches to learning, memory, language, reasoning, and problem solving.  The culminating experience for master's students in this program is to conduct an empirical research study in the area of cognition or learning. 

Area of focus in Intelligent Technologies: The Intelligent Technologies area of focus offers a program of study for students whose interests include developing cognitive science-based theoretical frameworks for informing the design of educational technology, as well as for students wishing to create educational applications that serve as test-beds for such theoretical frameworks. By offering this area of focus, the Program in Cognitive Studies recognizes the importance of computational and allied technologies to both guide and be guided by cognitive research. Many of the courses in this area of focus are cross-listed with the Programs in Communication, Computing, and Instructional Technology (MSTU).  As a culminating experience, master’s students in this area of focus create and evaluate an educational technology application. 

Area of focus in Reading Research: This area of focus prepares students to conduct basic research in reading, research, and theory on all aspects of the psychology of reading (e.g. basic skills, comprehension and aesthetic response) in order to improve educational practice.  Students address the connections between written and oral language and between reading and writing skills.  Individual differences are also addressed, especially with respect to students with learning disabilities, adult literacy, learning from text, and educational policy issues.  The culminating experience for master’s students is an empirical study in the area of reading. 

Area of focus in Cognitive Science in Educational Practice: This area of focus is for students interested in understanding and facilitating the thinking and learning involved in educational activities.  Students will learn about cognitive processes involved in both formal and informal education and how they are influenced by various factors, including classroom structure, teacher belief systems, student motivation, and educational policy.  The program's focus on understanding cognitive processes and development is designed to help prospective and practicing teachers and other educators improve educational practice. The culminating experience for master’s students is an empirical study of cognition in a classroom setting.  For more information, email Dr. Herbert Ginsburg.

Area of focus in Creativity and Cognition: This area of focus is for students who are interested in current ideas about the roles of creativity in cognition and human development affect how we teach, run organizations, conduct research and live our personal lives.  This area of focus is offered in collaboration with the Program in Developmental Psychology.  The culminating experience for master’s students is an essay or project related to creativity. For further information, contact Dr. Michael Hanson.

Area of focus in Children’s Media: This area of focus is for students interested in applying cognitive and developmental psychology research and theories to the development/production of educational media for children. Educational media is examined as wide-ranging:  print, television, hand-held devices, and internet based applications.  The culminating experience for master’s students is preparing a proposal and psychological evaluation of a specific media artifact, website, or technical application. Please contact Dr. Jamie Krenn for more information.

Area of focus in Learning Analytics: In this focus, students will learn key LA/EDM methodologies in technical detail and how to apply them to real-world problems.  Students will learn how to use LA and EDM algorithms and tools appropriately and effectively and about relevant policy, legal, and ethical issues involved in conducting analytics on educational data.  Studies will be integrated with understanding of key theories of cognition and education, preparing students to apply learning analytics methods to make a difference in education. The skills students learn will prepare them for a range of 21st-century jobs, including working for educational technology companies and startups, educational think-tanks, and in data groups at city and state departments of education.  Coursework will involve real-world data in a range of educational domains and applications, while integrating world-class offerings in cognition, educational theory, and statistics and measurement. For additional information, please contact Professor Ryan Baker.

Area of focus in eLearning in the Workplace: This area of focus is for students interested in applying cognitive research and theories to the design of more effective eLearning programs in workplaces and other organizations.  eLearning is online learning programs usually created on the World Wide Web for use by learners at any time and place.  The culminating experience for master’s students is the creation and evaluation of an eLearning program. Please contact Dr. David Guralnick for further information.

Program of Study

At least 20 points must be earned in Teachers College courses.  The remaining coursework, through Teachers College registration, may be completed in Teachers College or other graduate divisions of the University, but no more than 12 points of graduate credit from other faculties of the University will be credited toward the minimum point requirement.  Graduate level courses in the University are numbered from 4000 and above. For the MA degree, no transfer credit is granted for work completed at other universities.

Satisfactory Progress

Students are expected to make satisfactory progress toward the completion of degree requirements.  If satisfactory progress is not maintained, a student may be dismissed from the program.  Program faculty annually reviews each student’s progress. Where there are concerns about satisfactory progress, students will be informed by the program faculty.  If a student is performing below expectations, remedial work within an appropriate timeline may be required.  If satisfactory progress is not maintained, a student may be dismissed from the program.


Master of Education - 60 points

Core Courses (9 points):

All 3 courses are required

  • HUDK 4029 Human cognition and learning (3)
  • HUDK 4080 Educational psychology (3)
  • HUDK 5023 Cognitive development (3) 


Statistics/Research Design (12 points):
At least four of the following:

  • HUD 4120 Methods of empirical research (3)
  • HUDM 4120 Basic concepts in statistics (3)
  • HUDM 4122 Probability and statistical inference (3)
  • HUDM 5122 Applied regression analysis (3)
  • HUDM 5123 Linear models and experimental design (3)

Research Practicum (3 points):

  • HUDK 5324 Research work practicum (2-3) or, by permission,
  • HUDK 6539 Research practicum in educational psychology, cognition, and learning (3) 

Specialized Courses (24-27 points):

Selected in consultation with an advisor and focusing on one of the following areas of focus: 

Cognition and Learning

  • HUDK 4015 Psychology of thinking (3)
  • HUDK 4027 Development of mathematical thinking (3)
  • HUDK 5024 Language development (2-3)
  • HUDK 5025 Spatial thinking (3)
  • HUDK 5030 Visual explanations (3)
  • HUDM 5058 Choice and decision making (3)
  • HBSK 5096 Psychology of memory (3)
  • HUDK 5042 Motivation in education (3)
  • HUDK 5063 Cognitive development beyond childhood (3)

Intelligent Technologies:

  • HUDK 4015 Psychology of thinking (3)
  • HUDK 4035 Technology and human development (3)
  • HUDK 5025 Spatial thinking (3)
  • HUDK 5030 Visual explanations (3)
  • HUDK 5035 Psychology of media (3)
  • HUDK 5042 Motivation in education (3)
  • HUDK 5197 Psychology of eLearning in business and industry (3)
  • HUDK 4050 Core methods in educational data mining (3)
  • HUDK 4051 Learning analytics:  process and theory (3)
  • HUDK 5037 Psychology of children’s television (3)
  • HUDK 5063 Cognitive development beyond childhood (3)

Reading Research:

  • HUDK 4015 Psychology of thinking (3)
  • HUDK 5024 Language development (3)
  • HUDK 5035 Psychology of media (3)
  • HUDK 5042 Motivation in education (3) 
  • HUDK 5063 Cognitive development beyond childhood (3)        
  • HUDK 5090 Psychology of language and reading (3)
  • HBSK 4074 Development of reading comprehension strategies and study skills (3)    

Cognitive Science in Educational Practice:

  • HUDK 4015 Psychology of thinking (3)
  • EDPS 4021 Sociology of education (3)
  • HUDK 4035 Technology and human development (3)
  • HBSK 4074 Reading comprehension strategies and study skills (3)
  • HUDK 5042 Motivation in education (3)
  • HUDK 5063 Cognitive development beyond childhood (3)
  • ORL 5522   Evaluation methods I (3)

Learning Analytics:

  • HUDK 4050 Core methods in educational data mining (3)
  • HUDK 4051 Learning analytics: process and theory (3)
  • HUDK 4052 Normative perspectives on the analysis of learning and learners (3)
  • HUDK 5053 Feature engineering studio (3)
  • HUDK 4054 Managing education data (3)

Children’s Media:

  • HUDK 4015 Psychology of thinking (2-3)
  • HUDK 4021 Developmental psychology – infancy (2-3)
  • HUDK 4022 Developmental psychology – childhood (2-3)
  • HUDK 4023 Developmental psychology – adolescence (2-3)
  • HUDK 4025 Cognition of handheld devices (3)
  • HUDK 4029 Cognition and learning (3)
  • HUDK 4035 Technology and human development (2-3)
  • HUDK 5035 Psychology of media (3)
  • HUDK 5036 Psychology of children’s television (3)
  • HUDK 5063 Cognitive development beyond childhood (3)

Creativity and Cognition:

  • HUDK 5020 Development of creativity (3) (required for area of focus)
  • HUDK 5025 Spatial thinking (3)
  • HUDK 5029 Personality development and socialization across the lifespan (3)
  • HUDK 5030 Visual explanations (3)
  • HUDK 5120 Development of creativity: the case study method (3)
  • HUDK 5125 Cross-cultural psychology (3)

  eLearning in the Workplace:

  • HUDK 5197 Psychology of eLearning in Business and Industry (required for area of focus) (3)
  • HUDK 4015 Psychology of thinking (3)
  • MSTU 4039 Video games in education (3)
  • MSTU 5000 Possibility of virtual worlds (3)
  • HUDK 5030 Visual explanations (3)
  • HUDK 5035 Psychology of media (3)
  • HUDK 5063 Cognitive development beyond childhood (3)
  • ORLD 4015 How adults learn (3)
  • ORLJ 4005  Organizational psychology (3)

 

Non-departmental Courses (minimum of 6 points):

At least 6 points outside the department selected in consultation with an advisor.

Integrative Project: Varies according to selected areas of focus: Cognition and Learning—an empirical cognitive research study; Intelligent Technologies—creation and evaluation of an educational technology program; Reading Research—an empirical reading research paper; Cognitive Studies of Educational Practice—an empirical study of cognition in a classroom setting; Creativity and Cognition—an essay or project related to creativity; eLearning in the Workplace -- creation and evaluation of an eLearning program; and Children’s media- a proposal and psychological evaluation of a media artifact, website, or technical application.

Areas of Focus:

Area of focus in Cognition and Learning:The area of focus in Cognition and Learning is designed for students interested in theories of human cognition and learning, and experimental approaches to learning, memory, language, reasoning, and problem solving.  The culminating experience for master's students in this program is to conduct an empirical research study in the area of cognition or learning.

Area of focus in Intelligent Technologies: The Intelligent Technologies area of focus offers a program of study for students whose interests include developing cognitive science-based theoretical frameworks for informing the design of educational technology, as well as for students wishing to create educational applications that serve as test-beds for such theoretical frameworks.

By offering this area of focus, the Program in Cognitive Science recognizes the importance of computational and allied technologies to both guide and be guided by cognitive research. Many of the courses in this area of focus are cross-listed with the Program in Communication, Media, and Learning Technologies Design Computing (MSTU).  As a culminating experience, master’s students in this area of focus create and evaluate an educational technology application.

Area of focus in Reading Research: This area of focus prepares students to conduct basic research in reading, research, and theory on all aspects of the psychology of reading (e.g. basic skills, comprehension and aesthetic response) in order to improve educational practice.  Students address the connections between written and oral language and between reading and writing skills.  Individual differences are also addressed, especially with respect to students with learning disabilities, adult literacy, learning from text and educational policy issues.  The culminating experience for master’s students is an empirical study in the area of reading.

Area of focus in Cognitive Science in Educational Practice: This area of focus is for students interested in understanding and facilitating the thinking and learning involved in educational activities.  Students will learn about cognitive processes involved in both formal and informal education and how they are influenced by various factors, including classroom structure, teacher belief systems, student motivation, and educational policy.  The program's focus on understanding cognitive processes and development is designed to help prospective and practicing teachers and other educators improve educational practice. The culminating experience for master’s students is an empirical study of cognition in a classroom setting.

Area of focus in Creativity and Cognition: This area of focus is for students who are interested in current ideas about the roles of creativity in cognition and human development affect how we teach, run organizations, conduct research, and live our personal lives.  This area of focus is offered in collaboration with the Program in Developmental Psychology.  The culminating experience for master’s students is an essay or project related to creativity. For further information, contact Dr. Michael Hanson.

Area of focus in Children’s Media: This area of focus is for students interested in applying cognitive and developmental psychology research and theories to the development/production of educational media for children.  Educational media is examined as wide-ranging:  print, television, hand-held devices, and internet-based applications.  The culminating experience for master’s students is preparing a proposal and psychological evaluation of a specific media artifact, website, or technical application. Please contact Dr. Jamie Krenn for more information.

Area of focus in Learning Analytics: In this focus, students will learn key LA/EDM methodologies in technical detail and how to apply them to real-world problems.  Students will learn how to use LA and EDM algorithms and tools appropriately and effectively, and about relevant policy, legal, and ethical issues involved in conducting analytics on educational data.  Studies will be integrated with understanding of key theories of cognition and education, preparing students to apply learning analytics methods to make a difference in education. The skills students learn will prepare them for a range of 21st-century jobs, including working for educational technology companies and startups, educational think-tanks, and in data groups at city and state departments of education.  Coursework will involve real-world data in a range of educational domains and applications, while integrating world-class offerings in cognition, educational theory, and statistics and measurement.  For additional information, please contact Professor Ryan Baker.

Area of focus in eLearning in the Workplace: This area of focus is for students interested in applying cognitive research and theories to the design of more effective eLearning programs in workplaces and other organizations.  eLearning is online learning programs usually created on the World Wide Web for use by learners at any time and place.  The culminating experience for master’s students is the creation and evaluation of an eLearning program. Please contact Dr. David Guralnick for further information.

Program of Study

Thirty points must be completed under the auspices of Teachers College, including 18 points in Teachers College courses. A maximum of 30 points of graduate credit may be transferred from other recognized institutions. Candidates who have completed an M.A. or M.S. degree through Teachers College must register for a minimum of 45 points of the required 60 through Teachers College.

Satisfactory Progress

Students are expected to make satisfactory progress toward the completion of degree requirements.  If satisfactory progress is not maintained, a student may be dismissed from the program.  Program faculty annually reviews each student’s progress. Where there are concerns about satisfactory progress, students will be informed by the program faculty.  If a student is performing below expectations, remedial work within an appropriate timeline may be required.  If satisfactory progress is not maintained, a student may be dismissed from the program.


Doctor of Education - 90 points

Doctor of Education - 90 points

Required Courses (9 points):

  • HUDK 4029 Human cognition and learning (3)
  • HUDK 4080 Educational psychology (3)
  • HUDK 5023 Cognitive development (3) 

Statistics (12 points):

Optional: HUDM 4120: Basic concepts in statistics (3) This course is not recommended for those who have taken undergraduate statistics. 

Required:

  • HUDM 4122 Probability and statistical inference (3)
  • HUDM 5122 Applied regression analysis (3)
  • HUDM 5123 Linear models and experimental design (3)
  • HUDM 6122 Multivariate analysis (3)

Specialized Courses (minimum of 30 points): Selected in consultation with an advisor and focusing on one of the following areas: 

Cognition and Learning:

  • HBSK 5096 Psychology of memory (3)
  • HUDK 4015 Psychology of thinking (3)
  • HUDK 4027 Development of mathematical thinking (3)
  • HUDK 5024 Language development (2-3)
  • HUDK 5025 Spatial thinking (3)
  • HUDK 5030 Visual explanations (3)
  • HUDK 5042 Motivation in education (3)
  • HUDK 5063 Cognitive development beyond childhood (3)
  • HUDM 5058 Choice and decision making (3)


Intelligent Technologies:

  • HUDK 4015 Psychology of thinking (3)
  • HUDK 4035 Technology and human development (3)
  • HUDK 4050 Core methods in educational data mining (3)
  • HUDK 4051 Learning analytics: process and theory (3)
  • HUDK 5025 Spatial thinking (3)
  • HUDK 5030 Visual explanations (3)
  • HUDK 5035 Psychology of media (3)
  • HUDK 5037 Psychology of children's television (3)
  • HUDK 5042 Motivation in education (3)
  • HUDK 5063 Cognitive development beyond childhood (3)
  • HUDK 5197 Psychology of elearning in business and industry (3)

Reading Research:

  • HBSK 4074 Development of reading comprehension strategies and study skills (3)
  • HUDK 4015 Psychology of thinking (3)
  • HUDK 5024 Language development (3)
  • HUDK 5035 Psychology of media (3)
  • HUDK 5042 Motivation in education (3)
  • HUDK 5063 Cognitive development beyond childhood (3)
  • HUDK 5090 Psychology of language and reading (3)

Cognitive Science in Educational Practice: 

  • EDPS 4021 Sociology of education (3)
  • HBSK 4074 Development of reading comprehension strategies and study skills (3)
  • HUDK 4015 Psychology of thinking (3)
  • HUDK 4035 Technology and human development (3)
  • HUDK 5042 Motivation in education (3)
  • HUDK 5063 Cognitive development beyond childhood (3)
  • ORL 5522 Evaluation methods I (3)

Learning Analytics:  

  • HUDK 4050 Core methods in educational data mining (3)
  • HUDK 4051 Learning analytics: process and theory (3)
  • HUDK 4052 Normative perspectives on the analysis of learning and learners (3)
  • HUDK 4054 Managing education data (3)
  • HUDK 5053 Feature engineering studio (3)              

Research Apprenticeship (6 points): 
Two semesters in a research practicum: 
HUDK 6539 Research practicum in educational psychology, cognition, and learning (1-3), two semesters for 3 pts each required

Special Seminars (minimum of 5 points): 

  • HUD 6500 Doctoral proseminar (1-2), taken during the Fall and Spring of the first year -- one point during the Fall term and 2 points during the Spring. 
  • HUDK 7502 Dissertation seminar (1-3), taken two semesters for minimum of 1 point each
  • HUDK 8901 Dissertation advisement (0)

Breadth/Foundation Courses (12 Points):

One course (minimum of 3 points) in each of the 4 following areas:

1. Biological Basis of Behavior:

  • BBS 5068-5069 Brain and behavior I and II (combined for 3 points)
  • BBSN 4000 Cognitive neuroscience 
  • BBSN 5033 Human clinical neuropsychology 
  • MSTC 5000 Neurocognitive models of information processing 

2. Cognitive Basis of Behavior: 

  • HBSK 5096 Psychology of memory 
  • HUDK 4015 Psychology of thinking  
  • HUDK 5025 Spatial thinking 
  • HUDK 5090 Psychology of language and reading 

3. Social Cultural Factors and Individual Differences:

  • CCPX 5034 Child psychopathology 
  • HBSK 5031 Family as a context for child development 
  • HUDK 5029 Personality development and socialization across the lifespan 
  • HUDK 5040 Development and psychopathology: Atypical contexts and populations 
  • HUDK 5121 Personality development and socialization in childhood 
  • HUDK 5125 Cross-cultural psychology 
  • ORLJ  5017 Small group intervention: Theory and method 
  • ORLJ  5540 Pro-seminar in social and organizational psychology 

4. Measurement:

  • HUDM 5059 Psychological measurement 

Please note: Courses used to fill Breadth/Foundation course requirements may not be used to fulfill requirements in another area. 

Non-departmental Courses (minimum of 8 points):  
At least three courses outside the department selected in consultation with an advisor. 

Additional Requirements:  

  • Two approved papers: an empirical study and an integrative research literature survey 
  • Successful performance on the Certification Examination 
  • Approved dissertation  

Transfer Credit:    
Relevant courses with earned grades of B or higher taken in other recognized graduate schools to a maximum of 45 points. For more information, please contact the Transfer Credit Coordinator in the Registrar's Office. 

Satisfactory Progress: 
Students are expected to make satisfactory progress toward the completion of degree requirements. If satisfactory progress is not maintained, a student may be dismissed from the program. Where there are concerns about satisfactory progress, students will be informed by the program faculty. 


Doctor of Philosophy - 75 points

Doctor of Philosophy-75 points 

Required Courses (9 points):

  • HUDK 4029 Human cognition and learning (3)
  • HUDK 4080 Educational psychology (3)
  • HUDK 5023 Cognitive development (3)

Statistics (12 points):
Optional: HUDM 4120 Basic concepts in statistics (3) This course is not recommended for those who have taken undergraduate statistics. 

Required:                 

  • HUDM 4122 Probability and statistical inference (3)
  • HUDM 5122 Applied regression analysis (3)
  • HUDM 5123 Linear models and experimental design (3)
  • HUDM 6122 Multivariate analysis (3)

Specialized Courses (minimum of 15 points): Selected in consultation with an advisor and focusing on one of the following areas of focus: 

Cognition and Learning:

  • HBSK 5096 Psychology of memory (3)
  • HUDK 4015 Psychology of thinking (3)
  • HUDK 4027 Development of mathematical thinking (3)
  • HUDK 5024 Language development (2-3)
  • HUDK 5025 Spatial thinking (3)
  • HUDK 5030 Visual explanations (3)
  • HUDK 5042 Motivation in education (3)
  • HUDK 5063 Cognitive developmnent beyond childhood (3) 
  • HUDM 5058 Choice and decision making (3) 

Intelligent Technologies:

  • HUDK 4015 Psychology of thinking (3)
  • HUDK 4035 Technology and human development (3)
  • HUDK 4050 Core methods in educational data mining (3)
  • HUDK 4051 Learning analytics: process and theory (3)
  • HUDK 5025 Spatial thinking (3)
  • HUDK 5030 Visual explanations (3)
  • HUDK 5035 Psychology of media (3)
  • HUDK 5037 Psychology of children's television (3)
  • HUDK 5042 Motivation in education (3) 
  • HUDK 5063 Cognitive development beyond childhood (3)
  • HUDK 5197 Psychology of eLearning in business and industry (3) 

Reading Research:

  • HBSK 4074 Development of reading comprehension strategies and study skills (3)
  • HUDK 4015 Psychology of thinking (3)
  • HUDK 5024 Language development (3)
  • HUDK 5035 Psychology of media (3)
  • HUDK 5042 Motivation in education (3)
  • HUDK 5063 Cognitive development beyond childhood (3)
  • HUDK 5090 Psychology of language and reading (3)

Cognitive Science in Educational Practice:

  • EDPS 4021 Sociology of education (3)
  • HBSK 4074 Development of reading comprehension strategies and study skills (3)
  • HUDK 4015 Psychology of thinking (3)
  • HUDK 4035 Technology and human development(3)
  • HUDK 5042 Motivation in education (3) 
  • HUDK 5063 Cognitive development beyond childhood (3)
  • ORL    5522 Evaluation methods I (3)  

Learning Analytics: 

  • HUDK 4050 Core methods in educational data mining (3) 
  • HUDK 4051 Learning analytics: process and theory (3)
  • HUDK 4052 Normative perspectives on the analysis of learners and learning (3)
  • HUDK 4054 Managing education data (3)
  • HUDK 5053 Feature engineering studio (3) 

Research Apprenticeship (6 points):
Two semesters in a research practicum:

  • HUDK 6539 Research practicum in educational psychology, cognition, and learning (1-3), two semesters for 3 pts each required. 

Special Seminars (minimum of 5 points):

  • HUD 6500 Doctoral Proseminar (1-2), taken during the Fall and Spring of the first year -- one point during the Fall term and 2 points during the Spring 
  • HUDK 7502 Dissertation seminar (1-3), taken two semesters for minimum of 1 pt each 
  • HUDK 8901 Dissertation Advisement (0), taken after registration in HUDK 7502 and until registration for TI 8900 
  • TI 8900 PhD Dissertation defense 

Breadth/Foundation Courses (12 Points):

One course (minimum of 3 points) in each of the 4 following areas:

1. Biological Basis of Behavior:

  • BBS   5068-5069 Brain and behavior I and II (combined for 3 points)
  • BBSN 4000 Cognitive neuroscience 
  • BBSN 5033 Human clinical neuropsychology
  • MSTC 5000 Neurocognitive models of information processing        

2. Cognitive Basis of Behavior:

  • HBSK 5096 Psychology of memory
  • HUDK 4015 Psychology of thinking 
  • HUDK 5025 Spatial thinking 
  • HUDK 5090 Psychology of language and reading 

3. Social Cultural Factors and Individual Differences:

  • CCPX 5034 Child psychopathology
  • HBSK 5031 Family as a context for child development
  • HUDK 5029 Personality development and socialization across the lifespan
  • HUDK 5040 Development and psychopathology: atypical contexts and populations 
  • HUDK 5121 Personality development and socialization in childhood
  • HUDK 5125 Cross-cultural psychology 
  • ORLJ 5017 Small group intervention: theory and method 
  • ORLJ 5540 Pro-seminar in social and organizational psychology 

4. Measurement:

  • HUDM 5059 Psychological measurement (3)

*Please note: Courses used to fill Breadth/Foundation course requirements may not be used to fulfill requirements in another area. 

Non-departmental Courses (minimum of 8 points): 

At least three courses outside the department and selected in consultation with an advisor. 

Additional Requirements: 

  • Two approved papers: an empirical study and an integrative research literature survey 
  • Successful performance on the Certification Examination 
  • Approved dissertation 

M.Phil. Degree:

The M. Phil is an en passant degree awarded to those nearing the completion of the Ph.D. degree. The student contacts the Office of Doctoral Studies to file for award of the degree. 

To receive the M. Phil., the student must satisfactorily complete the following requirements: 

  1. File an approved "Program Plan of Study" with the Office of Doctoral Studies 
  2. Complete at least six courses with evaluative grades under Teachers College registration
  3. Pass the Certification Examination 
  4. Complete an approved empirical research paper 
  5. Complete an approved theoretical research paper 
  6. Complete all 75 points of coursework required for the degree. 

Please note: Students must submit a copy of their "Program Plan of Study"  and both research papers to the Department of Human Development for record keeping purposes. 

Transfer Credit:    
Relevant graduate courses with earned grades of B or higher taken in other recognized graduate schools to a maximum of 30 points, or 45 points if completed in another Faculty of Columbia University, may be accepted toward the minimum point requirement for the Ph.D. degree. For more information, please contact the Transfer Credit Coordinator in the Registrar's Office. 

Satisfactory Progress: 
Students are expected to make satisfactory progress toward the completion of degree requirements. If satisfactory progress is not maintained, a student may be dismissed from the program. Where there are concerns about satisfactory progress, students will be informed by the program faculty.


Application Information

The GRE General Test is required for admission to the doctoral programs.

Faculty List

Faculty

Lecturers

Visiting Faculty

Adjunct

Full-Time Instructors

Instructors

Instructor
Cleveland E. Dodge Professor of Telecommunications & Ed.
Assistant Professor of Cognitive Studies
Professor of Statistics and Education
Professor of Psychology and Education
Adjunct Assistant Professor
Jacob H. Schiff Foundations Professor Emeritus of Psychology & Education
Associate Professor of Neuroscience and Education
Adjunct Assistant Professor
Adjunct Assistant Professor
Adjunct Assistant Professor
Adjunct Assistant Professor
Professor of Psychology and Education
Professor of Cognitive Studies
Adjunct Associate Professor
Ruth L. Gottesman Prof. in Educ. Research
Professor of Psychology and Education
Professor Emerita of Psychology and Education

For up to date information about course offerings including faculty information, please visit the online course schedule.

Course List

HUDK 4015 Psychology of thinking
Examines cognitive psychology theories and research about various kinds of thinking, what each kind is best suited for, and problems people have with it. Also examines the best ways of learning from each kind of thinking. Critically examines the various thinking skills curricula that have been proposed.
HUDK 4027 Development of mathematical thinking

The development of informal and formal mathematical thinking from infancy through childhood with implications for education.

HUDK 4029 Human cognition and learning
Cognitive and information-processing approaches to attention, learning, language, memory, and reasoning. Fee: $20.
HUDK 4035 Technology and human development
Examines the use and design of various educational technologies (computer software, multimedia shareware, TV, World Wide Web sites, etc.) from the perspective of basic research and theory in human cognitive and social development. Provides a framework for reasoning about the most developmentally appropriate uses of technology for people at different ages.
HUDK 4080 Educational psychology
Examines landmark issues in educational psychology, highlighting philosophical underpinnings and empirical evidence, tracing each issue from its roots to contemporary debates and evaluating current educational practice.
HUDK 4902 Research and independent study
Permission required.
HUDK 5020 The development of creativity
Major theories and contemporary research in creative work, emphasizing case studies of exceptional and historically influential individuals.
HUDK 5023 Cognitive development
Theory and research on the development of cognitive processes across the lifespan.
HUDK 5025 Spatial thinking
Analyzes research on how people learn, mentally represent, mentally transform, describe, and act on the spaces they encounter. Mental models of and transformations of space underlie the way people think about abstract domains, so thought about space has implications for thought in general. Implications for education and HCI are considered.
HUDK 5030 Visual explanations
Surveys production and comprehension of visualizations ranging from ancient cave paintings and petroglyphs to diagrams, charts, graphs, comics, picture books, photographs, gesture, and film to extract and apply techniques for conveying objects, actions, forces relations, and emotions, meanings that are both inherently visible and non-visible. Implications for education, art, media, and HCI are drawn.
HUDK 5035 Psychology of media
Covers psychological theories and research that relate to various media and what people learn directly and indirectly from them.
HUDK 5063 Cognitive development beyond childhood

Examination of all aspects of cognitive functioning over the major portion of the life cycle that occurs beyond childhood, addressing both common patterns and individual and cultural variations. A particular focus will be critical examination of the research methods by which such knowledge is gained.

HUDK 5090 Psychology of language and reading
Basic theories, empirical findings, and educational applications in the psychology of language and reading: the cognitive processes involved in the perception and production of oral and written language.
HUDK 5197 Psychology of training in e-learning and industry

Design of e-learning in workplace environments, from a perspective that looks to put academic research into practice. Real-world cases, including numerous demonstrations of real-life courses and systems, will be used to explore uses of e-learning in the workplace for both training and "just-in-time" performance support purposes. 

HUDK 5324 Research work practicum
Students learn research skills by participating actively in an ongoing faculty research project.
HUDK 6523 Seminar in cognitive development
Permission required. Advanced topics in research and theory in cognitive development.
HUDK 6539 Research practicum in educational psychology, cognition, and learning
Permission required. Limited to doctoral candidates in psychology.
HUDK 6902 Advanced research and independent study
Permission required.
HUDK 7502 Dissertation seminar
Permission required. Development of doctoral dissertation and presentation of plans for approval. Registration limited to two terms.
HUDK 8901 Dissertation advisement - Human cognition and learning

Individual advisement on doctoral dissertation. Fee to equal 3 points at current tuition rate for each term. See catalog section on Continuous Registration for Ed.D./Ph.D. degrees.