Mathematics, Science & Technology

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The Department of Mathematics, Science & Technology

Our Mission

Programs in the Department of Mathematics, Science & Technology focus on issues in educational practice and related professions in mathematics, science and technology, including the relationships between these disciplines.

The world has been transformed by the achievements in the pure and applied disciplines grounded in mathematics, science and technology. Current reforms in education place increasing significance on wide public understanding of these three fields of human endeavor. Presently, a focus on Science, Technology, Engineering, and Math (STEM) and Science, Technology, Engineering, Arts, and Math (STEAM) in education shows the recognized importance of an interdisciplinary approach to help make these fields engaging and meaningful to students of all ages. The study of communication and technology in education is broadly based and enriched by cultural and historical wisdom that provides a scholarly perspective on the role of media and technology in society, particularly in educational subject areas. Within this unifying view, the Department of Mathematics, Science & Technology includes specialized degree programs to address the needs of professional practitioners in each area.

The Department incorporates academic Programs in three areas: Mathematics Education; Science Education; and Communication, Media, and Learning Technologies Design (CMLTD).

The Mathematics Education and Science Education Programs include scholars who address the preparation of mathematics and science teachers and teacher educators. They focus particularly on supporting students in acquiring scientific and mathematical literacy to foster the future development of science and technology; understanding environmental sciences, improved global stewardship of the environment, and the link between science and society; and using computers, computer modeling, and instrumentation in mathematics and science instruction. These scholars have extensive experience, both international- and U.S.-based, in their subject matter disciplines and in educational theory and practice. In addition, the Science Education Program offers a joint degree (DDS/MA) in collaboration with the College of Dental Medicine at Columbia University for medical practitioners who are planning to become professors of dental education.

The Program in Communication, Media, and Learning Technologies Design (CMLTD) provides a cluster of degree programs for students who seek to develop leadership capacities for the use of information and communication technologies in education across subject domains. The degree programs prepare candidates for leadership roles in integrating digital technologies into education and society and for entry into creative work in the educational uses of new media. CMLTD doctoral degree programs develop scholars who use the social and human sciences to study how applications of advanced technologies in education act as social and historical forces, empowering educators to seek new solutions to established problems. Graduate study in CMLTD is tightly integrated with design and implementation projects situated in several externally funded centers and institutes at Teachers College and Columbia University. This Program is led by faculty with extensive international- and U.S.-based experience and also links the College to ongoing university initiatives in communication and information technologies worldwide. Faculty and students of this Program examine technology, as well as the role of computers and various media, in influencing communication in education and the assessment of educational performance in a wide variety of institutional settings. The Program includes areas such as literacy, teacher education, educational technology, the development of digital games, online learning, media and culture, instructional technology and media, and maker education.

While each Program has a unique focus and set of perspectives, the faculty members in the Department of Mathematics, Science & Technology share common scholarly perspectives, educational ideals, and a strong commitment to the improvement of society through excellence in the scholarly practice of educating professions and the enhancement of human potential.

Graduates who plan to work in a state other than New York, must know Teachers College has not made a determination if our degree programs meet the educational requirements for certification or professional licensure in any other state, Washington D.C., or Puerto Rico. We recommend that you review the state’s licensing board or teacher certification website for that state’s qualifications. The Office of Teacher Education will complete any necessary forms and/or letters for out-of-state certification on the completion of approved teacher preparation programs at the College.



  • Faculty

    • O. Roger Anderson Professor Emeritus of Natural Science
    • Paulo Blikstein Associate Professor of Communications, Media and Learning Technologies Design
    • Christopher Emdin Professor of Science Education
    • Nathan R. Holbert Associate Professor of Communication, Media and Learning Technology Design
    • Alexander P. Karp Professor of Mathematics Education
    • Louis James Klarevas Research Professor
    • Ioana Literat Associate Professor of Communication, Media and Learning Technologies Design
    • Irina Lyublinskaya Professor of Mathematics and Education
    • Ellen B. Meier Professor of Practice
    • Felicia Mensah Professor of Science and Education
    • Sandra Okita Associate Professor of Technology and Education
    • Ann Rivet Associate Professor of Science Education
    • Lalitha M Vasudevan Professor of Technology and Education
    • Erica Walker Clifford Brewster Upton Professor of Mathematical Education
    • Nicholas Henning Wasserman Associate Professor of Mathematics Education
  • Visiting Faculty

    • Roni Ellington Visiting Associate Professor - Math Education
    • Daniel L. Goroff
    • Neil Grabois
    • Monica Lynn Miles Visiting Assistant Professor - STEM Education
    • J Philip Smith Visiting Professor
  • Emeriti

    • Charles Kinzer Professor Emeritus of Education
  • Lecturers

    • Yoo Kyung Chang Senior Lecturer
    • Jessica Lee Chen Lecturer, Science Education Program
    • Chaya R Flint Lecturer
    • Mario Khreiche
    • Jin Kuwata Lecturer
    • Joey Lee Senior Lecturer
    • Denise Marcia Mahfood Lecturer
    • Jessica Fitzsimons Riccio Senior Lecturer
    • Stuart Allan Weinberg Lecturer
  • Adjunct Faculty

    • Anna Christina Conover Adjunct Assistant Professor - CMLTD Program
    • Mark Dzula Adjunct Assistant Professor
    • Joseph Peter Garrity Adjunct Professor
    • Tucker Brown Harding Adjunct Assistant Professor
    • Andrea Morgan Horowitz Adjunct Assistant Professor - Science Education Program
    • Shu-Yi Hsu Adjunct Assistant Professor - CMLTD Program
    • Iva Son Li Adjunct Assistant Professor - CMLTD Program
    • Daoquan Li Adjunct Assistant Professor - CMLTD Program
    • Susan Lowes Associate Director
    • Christopher Moffett Research Scholar
    • Reshan Benedict Richards Adjunct Assistant Professor
    • Sian Elizabeth Zelbo Mathematics Education Program Advisor
  • Instructors

    • Abubakr Abdelbagi
    • Fernanda Albuquerque De Araujo Part Time Instructor - Science Education
    • Daniel Leo Buckley Part Time Instructor
    • Yiran Du Part Time Instructor
    • Ariel Fleurimond Part Time Instructor
    • Kristin Gorski Director of Academic Administration
    • Roseanna Graham
    • Elliot Matthew Hu-Au Part Time Instructor
    • Joseph Malkevitch
    • Monica S Meng
    • Dennis Ray Morgan Part Time Instructor
    • Lorna Otero Part Time Instructor
    • Emelia Joan Pelliccio Part Time Instructor
    • Henry O Pollak
    • Detra Michelle Price-Dennis
    • Robin Stern
    • Thomas Lyndall Toynton Part Time Instructor
    • Lucius Von Joo Graduate Research Assistant
    • Emily Bailin Wells
    • Laureen Anne Zubiaurre Bitzer


  • MSTC 4000 - Science in secondary school
    Foundations of science education. Planning, assessment, and management of instruction. Required of initial science students.
  • MSTC 4007 - Urban and multicultural science education
    Students will explore the intersections of policy, science, and society and the impact these have on standard K-12 urban science curriculum and multicultural teaching practices. This course challenges commonly used practices where multiculturalism is often taught as one distinct and often separate component of the science curriculum.
  • MSTC 4010 - Hip hop and the cultural studies of urban science education
    Studies about the teaching and learning of science in urban settings have been a large component of contemporary research in science education. This course provides a means to interrogate the teaching and learning of science in urban settings through an exploration of the sociopolitical and aesthetic aspects of hip-hop/youth culture.
  • MSTC 4040 - Science in childhood education
    This is an integrated lecture/laboratory course. This course provides an introduction to the creation of science curriculum and instruction that attends to current state and national standards. The course is based in constructivist perspectives and has as a goal the teaching of science well with all children.
  • MSTC 4043 - Science in the environment
    Exploration of environmental science from an earth physiology perspective. Focus on connections between contemporary environmental issues and environmental science concepts. A community study utilizing scientific inquiry procedures and applying pertinent environmental science concepts will be conducted.
  • MSTC 4044 - Biology methods and curriculum laboratory
    Theoretical basis of secondary school science education and its practical application to biology teaching and laboratory experiences.
  • MSTC 4045 - Earth science methods and curriculum laboratory
    Theoretical basis of secondary school science education and its practical application to earth science teaching and laboratory experiences.
  • MSTC 4047 - Physical science curriculum and methods laboratory
    The primary goal of this course is to provide tools to teach middle school science. Teacher candidates should gain a deepened understanding of inquiry-based science activities; the new science standards; ways to make science engaging for students and effective ways to conduct varied, student-centered explorations. Teacher candidates will be reflecting on the process of learning and teaching while creating materials to use with their own students. The assignments for this course are designed to help you create different units that you may use in your future teaching.
  • MSTC 4048 - Researching science knowledge and curriculum design
    Analysis of the organization of and relationships between learning sciences and scientific concepts, with a focus on classroom-based analytical techniques suitable for curriculum design research.
  • MSTC 4049 - Middle school living environment methods laboratory
    Discussion of middle school life science methods.
  • MSTC 4055 - Concepts of biology
    Professional content knowledge course examining the major concepts in biology and their applications in teaching secondary school biology.
  • MSTC 4056 - Concepts in earth science
    Study of models of our planet, Earth in space, and weather and climate.
  • MSTC 4059 - Concepts in chemistry I
    The Chem I course is a disciplinary PCK class designed to teach science education candidates how to facilitate a full-year high school chemistry course anchored in phenomena and aligned to the Next Generation Science Standards. The phenomena that students work together to explain in chemistry are what to search for in looking for life on other planets , the potential of hydrogen and nuclear energy as a greener fuel, and why oysters are dying at high rates . Students engage with all eight science and engineering practices, becoming more proficient in learning when and how to use the practices. Lessons engage students in practices where they investigate, make sense of phenomena and problems, construct and critique models, and develop explanations and arguments. Design challenges help students integrate knowledge across units; over time, students are expected to take more and more responsibility in problem solving within them.
  • MSTC 4060 - Concepts in chemistry II
    Prerequisite: MSTC 4059 or instructor permission. The historical development of selected chemical concepts are examined with respect to the arguments developed in their support, with the intent that current meanings will be elucidated in the process. High school and college chemistry laboratory activities and classroom demonstrations are discussed and prepared. Some experiments and classroom demonstrations are performed. Some higher level chemistry problems and computer animations applied in chemistry teaching are discussed.
  • MSTC 4075 - Concepts in physics I
    Exploration of physics themes of molecules and molecular kinetic theory, heat, mechanics, waves, electricity and magnetism, and modern physics. Exploration of electricity, magnetism, light, optics, quantum mechanics, and selected topics in atomic, nuclear, and elementary particle physics and astrophysics. Of particular interest to introductory physics, physical science, and general science teachers.
  • MSTC 4076 - Concepts in physics II
    Practical basis of secondary school science education and its application to physics teaching and laboratory activity.
  • MSTC 4151 - Modern principles of evolution
    Interdisciplinary study of scientific theories about the origin and evolution of life on earth. Includes demonstration and laboratory experiments.
  • MSTC 4363 - Introduction to science education practice
    Corequisite: MSTC 4000. Directed field experiences and seminars explore school environments and teaching strategies.
  • MSTC 4761 - No Title Found in Banner
    Permission required. Prerequisites: MSTC 4000 and MSTC 4363. Students do supervised teaching in metropolitan area schools.
  • MSTC 4852 - Informal science education
    Study of museums and the development of curriculum and teaching practices that support learning in informal settings.
  • MSTC 4902 - Guided study in science education
    Permission required from the instructor with whom the student wishes to work. Independent study in selected areas. Use of professional laboratory facilities.
  • MSTC 5001 - Qualitative methods in science education research
    This course is designed to support students in qualitative research methods. Students will complete pilot studies as a requirement in the course. Open only to doctoral students.
  • MSTC 5009 - Educational practices and research in dental sciences
    This course is an advanced seminar that focuses on the theoretical, conceptual, and empirical literature on dental science curriculum, research, and pedagogy.
  • MSTC 5040 - Science curriculum improvement in the elementary school
    This course provides an introduction to the creation of science curriculum and instruction that attends to current state and national standards at the elementary level.
  • MSTC 5041 - The nature and practice of science
    This course is one of the required core courses in the science education doctoral and advanced masters programs. It is designed to help students develop an adequate understanding of the nature of science or of how science is practiced. In this course, through the analysis of a number of current issues and problems in science and the extensive use of case studies, students will address questions such as: What is science? What distinguishes science from other ways of knowing? What standards of evidence and scientific explanations, processes, and conventions are used in science? What philosophical, social, ethical, and historical perspectives are important in understanding the nature of science?
  • MSTC 5042 - Science, technology, and society
    The nature and interrelationships of science, technology, and society as represented in policy and curriculum for education.
  • MSTC 5047 - Science teacher education
    MSTC 5047 is a required core course in the Science Education doctoral and advanced master's programs. The course concerns both inservice and preservice teacher education. In the course, students will conduct research with preservice teachers, as well as practicing and expert teachers. We will examine the classic and contemporary knowledge base of teacher education, as well as current issues and questions in the education of science teaching professionals. Open to students who are not in the Science Education Program with the professor's permission.
  • MSTC 5048 - Curriculum and pedagogy in science education
    This course offers students in the Science Education doctoral and advanced master's programs the opportunity to ask fundamental questions about curriculum in multiple ways.
  • MSTC 5056 - General oceanography
    Explore physical, earth, and life science content topics through a study of Earth's most visible feature. Particular attention paid to modern socioscientific issues such as coastal development, pollution, and management of energy resources.
  • MSTC 5155 - Critical voices in teacher education
    This course is designed for doctoral students interested in teacher education and becoming teacher educators with an emphasis on self, race in teacher education, and teacher education research and policy.
  • MSTC 5199 - No Title Found in Banner

    No Description Found in Banner

  • MSTC 5265 - Guided supervision of student teaching in science
    Permission required. Open only to doctoral students. Guided field experience in supervising student teachers.
  • MSTC 6000 - Quantitative methods in science education research
    A critical analysis of current published research in science education with special attention to strategies of applying statistical and other quantitative methods. Designed largely for doctoral students and advanced master's students.
  • MSTC 6401 - Internship in science education
    Permission required. Supervised intern service in a variety of field settings including classroom teaching at various levels, supervision, curriculum development, and inservice education.
  • MSTC 6502 - Science education research seminar
    Research oriented seminars dealing with a variety of issues and leading to preparation for the doctoral certification examination. Required for doctoral students.
  • MSTC 6902 - Research and independent study in science education
    Permission required. Guided independent study leading to the preparation of a major project or paper. May be taken repeatedly by doctoral candidates engaged in research.
  • MSTC 7501 - Dissertation Seminar in Science Education
    Development of doctoral dissertation proposals and presentation of proposals for departmental review.
  • MSTC 8901 - Dissertation advisement in science education
    Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.
  • MSTM 4005 - Teaching mathematics in diverse cultures
    Principles, techniques, and issues in the teaching of mathematics in other cultural and national settings. Study tour of schools and institutions in various nations.
  • MSTM 4019 - Mathematics teaching and learning I
    Cognitive development and learning strategies for teaching and the use of instructional materials. Current research in mathematics education. Required for pre-service students.
  • MSTM 4020 - Mathematics teaching and learning II
    Historical/comparative study of mathematical education programs in the United States and abroad. Current research in mathematics education.
  • MSTM 4023 - Mathematics for exceptional students
    Content, methods, and instructional models for teaching exceptional students, including LED, LD, and MT students.
  • MSTM 4025 - Teaching mathematics using technology
    A review of teaching methods and curricular innovations in computing and computer mathematics.
  • MSTM 4026 - Teaching Applied Mathematics
    The role of applications in mathematics curriculum. Mathematical models, use of calculators and computers. Applications in the natural and social sciences.
  • MSTM 4031 - Number theory
    Primes, composites, divisibility and factorization, congruence, historical topics.
  • MSTM 4034 - Exploring Secondary School Mathematics
    For students who are preparing to teach in secondary school. The mathematical content of advanced secondary school mathematics and the development and application of fundamental ideas in mathematics.
  • MSTM 4038 - Finite mathematics
    Statements, propositions, and sets; vectors and matrices; probability. Applications: finite Markov chains, game theory.
  • MSTM 4760 - Student teaching in mathematics
    Permission required. Prerequisite: MSTM 5011. Open only to students enrolled in the pre-service program. Students do supervised teaching in metropolitan area schools.
  • MSTM 4901 - Guided study in mathematics education
    Permission required from the instructor with whom the student wishes to work. Independent study in selected areas.
  • MSTM 5010 - Mathematics in the Elementary School
    Problems, issues, and methods in the teaching and supervision of elementary school mathematics.
  • MSTM 5011 - Mathematics in the secondary school
    Problems, issues, and methods in the teaching and supervision of secondary school mathematics. Includes field experiences. Required for preservice students.
  • MSTM 5017 - Mathematical game theory
    Taxonomy of games, two-person zero-sum games, transferable and non-transferable utility, equilibrium concepts, two-sided markets, elections and voting, bankruptcy, apportionment, combinatorial games. Game theory and the K-12 curriculum.
  • MSTM 5019 - Mathematics in popular culture and media
    Survey of mathematical topics, methods, and issues related to teaching and learning as represented in popular culture and media, including literature, film, art, advertising, and the press.
  • MSTM 5020 - Mathematics and multicultural education
    Survey of mathematical topics and methods appropriate for multicultural and bilingual programs.
  • MSTM 5022 - Mathematics curriculum development
    Principles, strategies, and techniques for curriculum development and textbook preparation in mathematics.
  • MSTM 5023 - Problem solving
    Theories and methods of mathematical problem solving with applications to classroom instruction.
  • MSTM 5030 - Topics in probability theory
    Simple, compound, and conditional probabilities and applications. Doctoral students should register for MSTM 6030.
  • MSTM 5031 - Topics in the foundations of mathematics
    Propositional and predicate calculi, set theory, axiomatics, order types, the linear continuum, and Goedel's theorem.
  • MSTM 5032 - Topics in geometry / topology
    Foundation of geometry/topology. Emphasis upon the relationship between topology and geometry and other mathematical areas.
  • MSTM 5033 - Topics in algebra
    Groups, rings, fields. Doctoral students should register for MSTM 6033.
  • MSTM 5034 - Topics in analysis
    Real or complex functions and their properties. Doctoral students should register for MSTM 6034.
  • MSTM 5035 - Mathematical Modeling
    Simulation, information theory and coding, stochastic models, probabilistic systems, simple harmonic motion. Topics vary between natural sciences and behavioral sciences.
  • MSTM 5036 - Topics in discrete mathematics
    Discrete mathematics, combinatorics, graph theory.
  • MSTM 5037 - History of mathematics
    Historical development of major ideas in mathematics. Contributions of noteworthy mathematicians. Analysis of mathematical classics.
  • MSTM 5038 - Topics in mathematical logic
    Prepositional calculus, Church-Turing thesis, Goedel's incompleteness theorem.
  • MSTM 5039 - Comparative mathematics education
    A review and comparison of mathematics education in other nations.
  • MSTM 5051 - Nature of Proofs
    Learn how to create mathematics by turning your observations, beliefs and conjectures into formal statements backed by rigorous arguments.
  • MSTM 5061 - Research, evaluation, and policy in mathematics education
    Theory and methods of evaluating pupils and programs in the cognitive and affective domains. The roles of research and policy in evaluation of mathematics outcomes.
  • MSTM 5126 - Mathematical foundations of statistics
    Prerequisite: MSTM 5030 or MSTM 6030. Estimation, hypothesis testing, and tests based on the chi-square distribution. The normal distribution and its applications. Analysis of variance and regression. Doctoral students should register for MSTM 6126.
  • MSTM 5264 - Guided supervision of student teaching in mathematics
    Permission required. Open only to doctoral students. Guided field experience in supervising student teachers.
  • MSTM 5520 - Seminar in the college teaching of mathematics
    Current issues in undergraduate mathematics. Examination of relations between elementary and advanced mathematics.
  • MSTM 5800 - Mathematics colloquium
    Lecture series featuring presentations by distinguished guest speakers.
  • MSTM 5801 - No Title Found in Banner
    Lecture series featuring presentations by distinguished guest speakers.
  • MSTM 6017 - Advanced topics in mathematical game theory
    Open only to doctoral students. Advanced study of game theory.
  • MSTM 6030 - Advanced topics in probability theory
    Open only to doctoral students. Emphasis on proof and advanced applications.
  • MSTM 6031 - Advanced topics in the foundations of mathematics
    Open only to doctoral students. Advanced study of axiom systems and 19th – 20th century developments in the logical foundations of mathematics.
  • MSTM 6032 - Advanced topics in geometry/topology
    Foundation of geometry/topology. Emphasis upon the relationship between topology and geometry and other mathematical areas.
  • MSTM 6033 - Advanced topics in algebra
    Open only to doctoral students. Advanced study of groups, rings, and fields.
  • MSTM 6034 - Advanced topics in analysis
    Open only to doctoral students. Advanced study of real or complex functions.
  • MSTM 6035 - Adv Mathematical Modeling
    Open only to doctoral students. Advanced study of mathematical modeling.
  • MSTM 6036 - Advanced topics in discrete mathematics
    Open only to doctoral students. Advanced study of discrete mathematics, combinatorics, and graph theory.
  • MSTM 6037 - Professional Seminar: Mathematics Education
    Topics will vary
  • MSTM 6038 - Research Methods in Mathematics Education
    An introduction to educational research methods relevant to mathematics education.
  • MSTM 6039 - Advanced comparative mathematics education
    A review and comparison of mathematics education in other nations.
  • MSTM 6126 - Advanced topics in the mathematical foundations of statistics
    Open only to doctoral students. Prerequisite: MSTM 5030 or MSTM 6030. Advanced topics including hypothesis testing, distribution theory, and analysis of variance and regression.
  • MSTM 6400 - Internship in mathematics education
    Permission required. Supervised intern service in a variety of field settings including classroom teaching at various levels, supervision, curriculum development, and inservice education.
  • MSTM 6500 - Research seminar in mathematics education
    Permission required. Research oriented seminars dealing with a variety of issues and leading to preparation of preliminary proposals for the doctoral dissertation. Required for doctoral students.
  • MSTM 6501 - Research seminar in mathematics education
    Permission required. Research oriented seminars dealing with a variety of issues and leading to preparation of preliminary proposals for the doctoral dissertation. Required for doctoral students.
  • MSTM 6901 - Research and independent study in mathematics education
    Permission required. Guided independent study leading to the preparation of a major project or paper. May be taken repeatedly by doctoral candidates engaged in research.
  • MSTM 7500 - Dissertation seminar in mathematics education
    Development of final doctoral dissertation proposals and presentation of proposals for departmental review.
  • MSTM 8900 - Dissertation advisement in mathematics education
    Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.
  • MSTU 4000 - No Title Found in Banner
    Required for incoming students in the first semester for 1 credit. Discussion of critical issues; reading of key works; development of project in Communication, Media, and Learning Technologies Design; presentation of work in progress; conversations with leaders in the field.
  • MSTU 4001 - Technology and school change
    This course explores how technology is currently used in our schools and how technology can be used more effectively as a catalyst for larger school reform efforts. Participants will examine some of the institutional forces shaping the integration of technology into our schools and some of the institutional change theories that influence these forces to address the question: What can technology contribute to school improvement and how can we facilitate those changes?
  • MSTU 4005 - Equit, Eth, & Soc Iss/Edu Tech
    Addresses a wide range of issues concerning equity and access, including differential gender, racial, and ethnic uses of computers. Examines legal and ethical issues in students' use of technology with an emphasis on improving access and use of technology for all students.
  • MSTU 4010 - Theories of communication
    A multidisciplinary interrogation and consideration of contemporary perspectives on communication. Throughout the course students cultivate perspectives and approaches to theorizing systems of communication, and learn to build theoretical models. Students will build and present a theoretical model of an area of communication that has high pertinence to their personal, professional or academic interests. Topics include: definitions, models and theories of communication, information theory, cross-cultural communication, interpersonal communication, and the nature and consequences of mass communication within civilization.
  • MSTU 4012 - Video as art: An exploration
    This course will take an aesthetic approach to the exploration of emerging forms of video, including anime, music videos, do-it-yourself video, video sharing websites, and more. Students will be engaged in video production throughout the course.
  • MSTU 4016 - The history of communication
    A comprehensive survey of the history of communication, tracing the development of the dominant modes of transmitting knowledge from speaking to writing, from printing to the electronic media.
  • MSTU 4020 - Social and communicative aspects of the Internet
    Examines social communicative practices as synergistic; how space, time, and social networks evolve and interact; and what this implies for the design and use of technology.
  • MSTU 4022 - Online learning, online communities, and collaborative interchange
    Introduction to the use and educational implications of online learning, online communities, and the collaborative interchange and activities that take place using information and communication technologies (ICT).
  • MSTU 4023 - Cinema as cross-cultural communication
    Analyzes how films explore culture. Discussion of the film as well as the cultural messages portrayed.
  • MSTU 4024 - Visual media and the development of youth
    This course brings a sociocultural lens to issues related to youth (including children and adolescents) and the evolving terrain of visual media. Students will review research and theories and experiment with media production in this course. No prior media production experience is necessary.
  • MSTU 4028 - Technology and Culture
    This course examines the relationship between technology, culture and society, with a particular emphasis on new and emerging media. Course readings include sources both popular and academic, theoretical and empirical, contemporary and non-contemporary, optimistic and skeptical, thus representing a wide variety of perspectives regarding the relationship between technology and culture.
  • MSTU 4029 - Managing educational technology resources
    For educators involved in the planning, implementation, and maintenance at the building/campus level. Students learn how to apply educational technology to achieve educational objectives and to manage interpersonal relations in the process.
  • MSTU 4031 - No Title Found in Banner
    Communicating with computers and humans through programming language in an object oriented style. Uses Java to formalize the concepts behind software structure and construct representative applications.
  • MSTU 4036 - Hypermedia and education
    Introduction to hypermedia products and programming and their role in education. Four-point registration is for hypermedia programming lab.
  • MSTU 4037 - Computers and the uses of information in education
    This course examines how computers can structure and present information, evaluates current educational software that uses information, and considers the design of software for integrating information applications into education. Prerequisite: MSTU 4030 or equivalent computer experience.
  • MSTU 4039 - Video games in education
    Provides students with tools they will need to understand, analyze, and build games. Focus is on gaining an understanding of rules, interactivity, play, social interaction, and all other factors that go into making an innovative and fun game. Primary focus is on the basic language of games: game play and game design. Course also addresses games from an educational perspective.
  • MSTU 4040 - Mobile learning
    This course considers both theoretical and practical perspectives in using mobile apps and devices for learning. The focus is on three primary goals: (1) explore, analyze and critique mobile apps and related technologies and their affordances for learning; (2) practice user-centered design principles and basic user-experience research techniques to design mobile interfaces for learning; (3) review and discuss relevant research studies and pedagogical and theoretical frameworks for mobile learning.
  • MSTU 4041 - Technology and democratic education
    An examination of the possibilities offered by new technologies for democratic education and for increasing active civic participation of young people. General societal activity in this area is compared for schools’ civic and democratic education, with a view to improving schools’ use of technology for democratic purposes.
  • MSTU 4049 - No Title Found in Banner
    An examination of the relationship between computers and the writing process. The course explores the effect of electronic text on traditional notions of text, literacy, and communication. Assumes no computing experience.
  • MSTU 4050 - Online Schools and Online Schooling for K-12
    This course examines the different models of the K-12 virtual school and virtual schooling experience in the United States and internationally.
  • MSTU 4052 - Computers, problem solving, and cooperative learning
    What makes a "good problem" and how can computer-based technologies support active learning processes, to get learners to negotiate their understanding through cooperative/collaborative approaches? This course challenges students to think BEYOND: 1) problems as simply prefixes to recalled solutions, 2) computer-based technologies as mere delivery platforms, and 3) collaboration/cooperation as a byproduct of sharing information. Instead, by the end of the course students will understand the nature of different kinds of problems in relation to specific learning contexts and goals. We'll explore an array of computer-based technologies and examine specific features and functions that encourage learners to actively grapple with deep structures of a problem while engaging in desired learning processes. Students will design great problems and supporting activities that leverage the specific strengths of computer-based technologies, inspiring meaningful solutions through a collaborative/cooperative learning experience.
  • MSTU 4083 - Instructional Design of Educational Technology
    The nature of instructional technology. Systems approaches to planning, managing, and evaluating instructional processes and materials. Emphasis is on instructional design.
  • MSTU 4088 - Introduction to educational technology and the learning sciences
    This course examines how learning may be effectively facilitated by different social and organizational settings and new learning environment designs, particularly those incorporating information and communication technologies (ICT), and in computer supported collaborative learning (CSCL) through the lens of educational technology. The course draws from the major disciplinary foci that are found within the general framework of studies in the learning sciences (STEM areas, communication/literacy, and teacher education) and the different methodologies that are used to design technology tools and study their effects on learning. The course will provide the interdisciplinary knowledge foundational to educational technology solutions to learning in and out of school settings, and link this to the general category that has become known as the learning sciences.
  • MSTU 4133 - Cognition and computers
    This course explores ideas about cognition and knowledge representation and how they relate to the use of computers in instruction. Students select a subject area, learn to represent knowledge from it so that it can be implemented in a computer instructional system, and use the knowledge representation to characterize the cognitive prerequisites and consequences of learning to use computers.
  • MSTU 4134 - Cognition and computers lab
    Permission required. Corequisite: MSTU 4133.
  • MSTU 4141 - Social media and learning
    In this course, we examine the impacts, benefits, and risks of social media as it relates to a variety of learning endeavors. The course focuses on three things: 1) Exploring the unique learning opportunities present in different types of social media and social interactive platforms, 2) understanding the phenomenon of social learning through theories and principles grounded in empirical research, and 3) reflecting on how our experiences, both personal and that of others, are shaped by the expression and interpretation of social factors inherent to the medium. Students will explore and actively use different social media throughout the term and collaboratively design social-media driven learning experiences rooted in theory.
  • MSTU 4504 - Ethical issues in technology design
    This course addresses a wide range of issues regarding ethics and values in technology design, and their unintended or intended effects on cognition, behavior and society. Focuses especially on social media, virtual reality, games, robotics, artificial intelligence, interactive media, interaction design and related areas.
  • MSTU 4700 - Student teaching practicum in educational technology
    The Technology Specialists student practicum supports the school practicum experiences through readings and weekly classes focused on key issues: addressing diversity, classroom project design, technology integration, and professional development. The Practicum provides an opportunity to reflect on classroom experiences, to design technology-integrated projects, and to match the unique skills of each candidate with the unique demands of each placement.
  • MSTU 4900 - Integrative Project Seminar
    The seminar will guide the students through the process of developing, reviewing, and completing the integrative masters project completed as partial fulfillment of the CMLTD Master of Arts (M.A.) or Master of Education (Ed.M) degree. Each week students are responsible for completing the assigned reading, completing and submitting different components of the project as assigned, participating in the discussion, and providing constructive peer review throughout the class. Each student is expected to spend 18 hours each week to complete the course requirements. The purpose of this course is to provide a framework, guidance, and supportive context for the CMLTD MA students working on their integrative master’s project. The guidance will be provided through readings, milestones, collaborative discussion, and peer review. Requires an additional 36 hours per week of work outside the classroom.
  • MSTU 4901 - Research and Independent Study
    Permission required. For master's students only. Students propose a program of independent research or project development to a faculty member. Students in their first term of study are generally not accepted. Conference hours are arranged.
  • MSTU 4902 - Research and Independent Study
    Permission required. For master's students only. Students propose a program of independent research or project development to a faculty member. Students in their first term of study are generally not accepted. Conference hours are arranged.
  • MSTU 5000 - Virtual Reality, Augmented Reality, Mixed Reality and Games as Learning Tools
    Explores possibilities and issues pertaining to virtual reality, augmented reality, XR, games and other related immersive computing technologies for education and social impact. Students participate in design activities, readings and theoretical discussions on identity, empathy, social presence and other relevant topics.
  • MSTU 5001 - Assessing the impact of technology in our schools
    This course examines the evidence of technology’s effectiveness in educational settings. Key concepts related to quantitative and qualitative research perspectives are explored in the process of understanding how technology research has evolved. An examination of key concerns reflected in the current research literature provides a foundation for designing an original research project.
  • MSTU 5002 - Culture, media and education
    In this course, we consider the cultural implications of media and technologies for education by pairing theoretical frameworks with case studies and other examples of empirical research.
  • MSTU 5003 - Theory and programming of interactive media: Part 1
    This course introduces the fundamentals of design and development for interactive front-end web applications. Students are provided with tools and theoretical knowledge for understanding and analyzing specific learning problems in order to their develop ideas into multimodal web-based learning experiences, through hands-on projects. UX theory and methods are integrated to ensure that students emerge as authors of well-designed and documented web artifacts. This course lays the foundation for the computational and design thinking necessary to conceive, plan, and build learning technologies. This course is a prerequisite for Part II.
  • MSTU 5004 - Digital geographies and virtual spaces
    Explore newly-developed spaces and consider how the evolving relationship between new technologies and new modes of communication and literacy are making these spaces available.
  • MSTU 5005 - Case-based teaching in electronic environments
    Focuses on theory related to designing, developing, and using multimedia case methodology in education. Students are encouraged to examine educational case methodology within their interest area.
  • MSTU 5006 - Database-driven website development
    Explores and provides a working knowledge of the technical and theoretical underpinnings of web application development by examining the layers of database construction, web programming, and user interface design.
  • MSTU 5007 - Development of XR & Games
    Virtual and augmented reality has emerged as an important tool for education. In this hands-on development course, students will explore theory, research-based strategies and best practices in design as they work on developing XR experiences and projects for learning.
  • MSTU 5010 - Boundaries and theories of learning with technological artifacts
    This course will explore learning partnerships that take place between people and technological artifacts (robots, agent-avatars). The course examines social components of technological artifacts, introduces current research findings on learning in social interactions with such artifacts, and links these to cognitive factors that influence learning, knowledge construction, design, and assessment. Emphasis will be placed on the learning effect on the human partner. Small groups of students will work on a project throughout the semester.
  • MSTU 5013 - Theory and programming of interactive media: Part II
    This course is the second-level course in a sequence beginning with MSTU 5003. Students acquire advanced theoretical and technical knowledge needed to design and develop interactive web-based instructional applications grounded firmly in learning theory and design principles. The course is project-based whereby students delve into specific learning research to produce a theoretical model and well-aligned technical solutions. While the introductory course focuses on basic theory and technical implementation of instructional interactive media, Part II dives deeper into all aspects of the topic.
  • MSTU 5015 - Research/Programming in Serious Games
    This seminar-based course features an in-depth exploration of a range of research topics related to games and game-like learning technologies, especially tailored for students currently involved in game design or those who are interested in pursuing a design or research project in the area. It provides a forum for students to present, receive feedback, and make progress on new or existing research projects, with a focus on writing and publication.
  • MSTU 5018 - Sociable technologies and robots in learning and behavior
    Many technological artifacts have sociable and engaging characteristics that can influence the learner's knowledge construction. This course explores the design and impact of robots, robotic devices, and robotic systems on human learning, cognition, and behavior. Through research and hands on activities, this course will examine the background history, strengths, limitations, and challenges of sociable technologies as learning tools and companions in assisting collaborative learning activities with and between students.
  • MSTU 5020 - Computer-mediated communication
    Analyzes characteristics of such computer-mediated communication systems as networked multimedia, electronic mail, bulletin boards, and computer conferencing and situates these systems in the context of the emerging national information infrastructure. Students will participate in online communication systems.
  • MSTU 5025 - Researching technology in educational environments
    This course is designed as an overview of research designs and methodologies for students who are interested in researching the uses of technology in education, including both face-to-face and online/distance learning environments. The course looks at the theoretical bases for, and practical implementation of, different quantitative and qualitative research approaches, methodologies, and instruments. It is structured around a series of hands-on case studies in which students design research studies, revise existing instruments, and analyze previously collected data for technology-related projects in classrooms and online. Students are encouraged, but not required, to come with a research project in mind.
  • MSTU 5027 - Tools & toys for knowledge construction
    This course is a hands-on design course intended to introduce students to the core tenets and techniques of constructionist design. In this course students will explore, use, and evaluate existing educational technologies specifically designed to engage learners in personally meaningful construction. These technologies include virtual construction environments and tools (NetLogo, Scratch, Pencil Code, etc.) for creating digital games, simulations, or interactive stories as well as state-of-the-art prototyping equipment (3D printers, laser cutters, microcontrollers, etc) for developing wearables, robotics, interactive exhibits, and electronic toys. While a portion of this course will be devoted to becoming familiar with the affordances of these technological tools, the primary goal will be for students to design and develop a new tool or environment for knowledge construction.
  • MSTU 5029 - Technology leadership and schools
    This course identifies appropriate key leadership theories and recent findings from educational technology research to inform the most relevant and timely leadership concerns for technology policy and practice. The class uses case studies to explore leadership challenges related to technology integration and provides an opportunity to develop an original case study based on leadership theories and the research literature on technology challenges for today's schools.
  • MSTU 5030 - Intelligent computer-assisted instruction
    Prerequisite: MSTU 4133. Participants study ideas about the representation of knowledge, models of the learner, and teaching strategies that have been developed in artificial intelligence and cognitive psychology, as well as develop and test intelligent computer-assisted instruction materials for topics of interest.
  • MSTU 5031 - No Title Found in Banner
    Prerequisite: MSTU 4031 or a solid basic knowledge of programming. Applies programming to significant problems using Java or C++ to construct salient applications.
  • MSTU 5033 - Educational technology policy: Challenges and opportunities
    This course will examine current technology policy issues confronting schools at the federal, state, and local level. Students will explore existing policy in three critical areas: digital capacity, digital content, and digital use. Within these categories, students will discuss key questions, identify critical policy players, and investigate various perspectives related to various policy dilemmas.
  • MSTU 5035 - Technology and metacognition
    This course explores how theories of learning, development, and cognition can shape the design of instruction. Readings cover a range of instructional theories and highlight the underlying influences of those theories. Although the course includes a brief survey of historical trends in the field, the primary course focus is on current and emerging theories of instruction, such as distributed and dynamical views of cognition and learning. Students are encouraged to present and discuss their research interests and projects as they relate to the focus of the course.
  • MSTU 5102 - Art in the digital age: Implications of new media technologies on culture and creativity
    This course investigates, from the perspective of communication and new media studies, the role of the Internet in shaping the field of art and creativity. How do the Internet and other interactive communication technologies impact the creation, exhibition, interpretation, reappropriation and funding of creative works? How can new media technologies enhance participation in these processes, and what are the social, cultural, ethical, and legal implications of this participatory shift?
  • MSTU 5191 - Educational video production I
    Practical studio and field production experience of educational video programs with special concern for realizing educational purposes through directing, scripting, staging, camera operation, lighting, and sound design.
  • MSTU 5201 - Fieldwork
    Permission required. Opportunity for qualified students, individually or in small groups, to develop and pursue projects in schools, community agencies, business organizations, and communication facilities. Students in their first term of study are generally not accepted. Conference hours are arranged.
  • MSTU 5515 - New media teaching and learning
    Permission required. This course provides students with experience in the development of new media projects and a forum for discussing the implications for new media on education, particularly in higher education. The course involves a fieldwork component.
  • MSTU 5555 - Technology and the emergence of a global curriculum
    This course deals with the impact of technology on human society over the ages, how technology in particular is shaped by, and in turn shapes, the vision informing a specific culture and its curriculum, and how the global sharing of technology is inexorably contributing to the emergence of a common global curriculum.
  • MSTU 5606 - Theoretical Approaches to the Study of Communication and Culture
    The aim of this course is to introduce students to foundational works and influential ideas in the study of communication and culture, while applying these key theories to a wide range of examples, from popular culture to online phenomena and more. In the second part of the course, in order to make the class as useful and relevant as possible, students have the chance to select theoretical works that are relevant to their interests, and course content will be shaped around the collective interests of the class.
  • MSTU 5814 - Work conference
    Occasional brief conferences convened by Communication, Media, and Learning Technologies Design on subjects of special interest.
  • MSTU 6000 - Advanced design of educational games
    This course serves as an intensive workshop for designing and producing educational games as well as a scholarly opportunity for students interested in the advanced study of games.
  • MSTU 6100 - Digital Research Methods: Qualitative Analyses of Online Data
    Course is intended for doctoral students. This intensive research course aims to engage students in hands-on qualitative research using online data. Students will learn how to craft research questions related to the study of social media and online spaces; design ethical and rigorous research studies; collect and analyze online data; and present, write up and disseminate their findings. At the end of the course, students will have produced a full-length research paper, ready to be submitted to conferences and journals.
  • MSTU 6201 - Advanced Fieldwork
    Permission required. Extended opportunities for students who have completed MSTU 5200.
  • MSTU 6401 - Internship
    Permission required. Prerequisite: basic courses in the student's specialization, evidence of competence in the internship area, and prior arrangement with cooperating institution. Internship in schools, colleges, Teachers College facilities such as the Microcomputer Resource Center, community agencies, business organizations, and communication facilities. Students in their first term of study are generally not accepted.
  • MSTU 6532 - Seminar in communication, media, and learning technologies design
    This course will focus on a variety of multimodal approaches to conducting qualitative research. Texts will draw from a range of theoretical and conceptual traditions in which multimodal methods have been explored. Students' own data will also serve as central texts for the course, and they will be expected to engage in data analysis with either their own existing data or data that they will collect as part of this course. The course will follow a seminar style that will include ample peer feedback, trying out different forms of multimodal analysis, and a culminating analytical project.
  • MSTU 6600 - Colloquium in Communication, Computing, and Technology in Education
    Continuous participation required of certified doctoral students. Discussion of critical issues, reading of key works, formal proposal of dissertation topics, presentation of work in progress, and conversations with leaders in the field.
  • MSTU 6901 - Research and independent study in communication, computing, and technology in education
    Permission required. For doctoral students only. The participating student will propose a program of independent research or project development to a faculty member. Students in their first term of study are generally not accepted.
  • MSTU 7501 - Dissertation seminar
    Permission required. Presentation of dissertation proposal for approval by a sponsoring committee. Student arranges one two-hour meeting with his or her sponsoring committee.
  • MSTU 8900 - Dissertation advisement
    Advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. See section in this bulletin on Continuous Registration for Ed.D. degree.
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