Mathematics, Science and Technology

MST4090 STEM in Education

The acronym STEM signifies the domains of Science, Technology, Engineering, and Mathematics, and arose in an educational context: to improve the teaching and learning of STEM. The precise meanings of STEM and STEM education, however, were less clear. Was STEM an abbreviated way to name each of these four domains, ‘S’’T’’E’’M’? Or was it signifying some sort of new unified domain, ‘STEM’? Was STEM education a call to improve learning in each of the four respective domains? Or was it a call to integrated learning across the domains? Sorting out these potential meanings is an important aim of this course, and important for practitioners in each of these individual domains. This course will interrogate these issues - and others - providing students with foundational perspectives about STEM domains and an interrogation of approaches to STEM education in school settings. For both masters and doctoral students.

MSTC4000 Science in secondary school

Foundations of science education. Planning, assessment, and management of instruction. Required of initial science students.

MSTC4007 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.

MSTC4010 Hip Hop & 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.

MSTC4040 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.

MSTC4043 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.

MSTC4044 Biology methods and curriculum laboratory

Theoretical basis of secondary school science education and its practical application to biology teaching and laboratory experiences.

MSTC4045 Earth science methods and curriculum laboratory

Theoretical basis of secondary school science education and its practical application to earth science teaching and laboratory experiences.

MSTC4047 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.

MSTC4048 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.

MSTC4049 Middle school living environment methods laboratory

Discussion of middle school life science methods.

MSTC4055 Concepts of biology

Professional content knowledge course examining the major concepts in biology and their applications in teaching secondary school biology.

MSTC4056 Concepts in earth science

Study of models of our planet, Earth in space, and weather and climate.

MSTC4059 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.

MSTC4060 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.

MSTC4075 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.

MSTC4076 Concepts in physics II

Practical basis of secondary school science education and its application to physics teaching and laboratory activity.

MSTC4151 Modern principles of evolution

Interdisciplinary study of scientific theories about the origin and evolution of life on earth. Includes demonstration and laboratory experiments.

MSTC4363 Introduction to science education practice

Corequisite: MSTC 4000. Directed field experiences and seminars explore school environments and teaching strategies.

MSTC4761 Student Teaching in Science

Permission required. Prerequisites: MSTC 4000 and MSTC 4363. Students do supervised teaching in metropolitan area schools.

MSTC4852 Informal science education

Study of museums and the development of curriculum and teaching practices that support learning in informal settings.

MSTC4902 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.

MSTC5001 Introduction to Qualitative Research Methods

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.

MSTC5009 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.

MSTC5040 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.

MSTC5041 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?

MSTC5042 Science, technology, and society

The nature and interrelationships of science, technology, and society as represented in policy and curriculum for education.

MSTC5047 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.

MSTC5048 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.

MSTC5056 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.

MSTC5155 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.

MSTC5199 Issues

 

MSTC5265 Guided supervision of student teaching in science

Permission required. Open only to doctoral students. Guided field experience in supervising student teachers.

MSTC6000 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.

MSTC6401 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.

MSTC6502 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.

MSTC6902 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.

MSTC7501 Dissertation Seminar in Science Education

Development of doctoral dissertation proposals and presentation of proposals for departmental review.

MSTC8901 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.

MSTM4005 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.

MSTM4019 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.

MSTM4020 Mathematics teaching and learning II

Historical/comparative study of mathematical education programs in the United States and abroad. Current research in mathematics education.

MSTM4023 Mathematics for exceptional students

Content, methods, and instructional models for teaching exceptional students, including LED, LD, and MT students.

MSTM4025 Teaching mathematics using technology

A review of teaching methods and curricular innovations in computing and computer mathematics.

MSTM4026 Teaching Applied Mathematics

The role of applications in mathematics curriculum. Mathematical models, use of calculators and computers. Applications in the natural and social sciences.

MSTM4031 Number theory

Primes, composites, divisibility and factorization, congruence, historical topics.

MSTM4034 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.

MSTM4038 Finite mathematics

Statements, propositions, and sets; vectors and matrices; probability. Applications: finite Markov chains, game theory.

MSTM4760 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.

MSTM4901 Guided study in mathematics education

Permission required from the instructor with whom the student wishes to work. Independent study in selected areas.

MSTM5010 Mathematics in the Elementary School

Problems, issues, and methods in the teaching and supervision of elementary school mathematics.

MSTM5011 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.

MSTM5017 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.

MSTM5019

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.

MSTM5020 Mathematics and multicultural education

Survey of mathematical topics and methods appropriate for multicultural and bilingual programs.

MSTM5022 Mathematics curriculum development

Principles, strategies, and techniques for curriculum development and textbook preparation in mathematics.

MSTM5023 Problem solving

Theories and methods of mathematical problem solving with applications to classroom instruction.

MSTM5030 Topics in probability theory

Simple, compound, and conditional probabilities and applications. Doctoral students should register for MSTM 6030.

MSTM5031 Topics in the foundations of mathematics

Propositional and predicate calculi, set theory, axiomatics, order types, the linear continuum, and Goedel's theorem.

MSTM5032 Topics in geometry / topology

Foundation of geometry/topology. Emphasis upon the relationship between topology and geometry and other mathematical areas.

MSTM5033 Topics in algebra

Groups, rings, fields. Doctoral students should register for MSTM 6033.

MSTM5034 Topics in analysis

Real or complex functions and their properties. Doctoral students should register for MSTM 6034.

MSTM5035 Mathematical Modeling

Simulation, information theory and coding, stochastic models, probabilistic systems, simple harmonic motion. Topics vary between natural sciences and behavioral sciences.

MSTM5036 Topics in discrete mathematics

Discrete mathematics, combinatorics, graph theory.

MSTM5037 History of mathematics

Historical development of major ideas in mathematics. Contributions of noteworthy mathematicians. Analysis of mathematical classics.

MSTM5038 Topics in mathematical logic

Prepositional calculus, Church-Turing thesis, Goedel's incompleteness theorem.

MSTM5039 Comparative mathematics education

A review and comparison of mathematics education in other nations.

MSTM5051 Nature of Proofs

Learn how to create mathematics by turning your observations, beliefs and conjectures into formal statements backed by rigorous arguments.

MSTM5061 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.

MSTM5126 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.

MSTM5264 Guided supervision of student teaching in mathematics

Permission required. Open only to doctoral students. Guided field experience in supervising student teachers.

MSTM5520 Seminar in the college teaching of mathematics

Current issues in undergraduate mathematics. Examination of relations between elementary and advanced mathematics.

MSTM5800 Mathematics colloquium

Lecture series featuring presentations by distinguished guest speakers.

MSTM5801 Mathematics Colloquium

Lecture series featuring presentations by distinguished guest speakers.

MSTM6017 Advanced topics in mathematical game theory

Open only to doctoral students. Advanced study of game theory.

MSTM6030 Advanced topics in probability theory

Open only to doctoral students. Emphasis on proof and advanced applications.

MSTM6031 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.

MSTM6032 Advanced topics in geometry/topology

Foundation of geometry/topology. Emphasis upon the relationship between topology and geometry and other mathematical areas.

MSTM6033 Advanced topics in algebra

Open only to doctoral students. Advanced study of groups, rings, and fields.

MSTM6034 Advanced topics in analysis

Open only to doctoral students. Advanced study of real or complex functions.

MSTM6035 Adv Mathematical Modeling

Open only to doctoral students. Advanced study of mathematical modeling.

MSTM6036 Advanced topics in discrete mathematics

Open only to doctoral students. Advanced study of discrete mathematics, combinatorics, and graph theory.

MSTM6037 Professional Seminar: Mathematics Education

Topics will vary

MSTM6038 Research Methods in Mathematics Education

An introduction to educational research methods relevant to mathematics education.

MSTM6039 Advanced comparative mathematics education

A review and comparison of mathematics education in other nations.

MSTM6126 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.

MSTM6400 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.

MSTM6500 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.

MSTM6501 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.

MSTM6901 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.

MSTM7500 Dissertation seminar in mathematics education

Development of final doctoral dissertation proposals and presentation of proposals for departmental review.

MSTM8900 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.

MSTU4000 Core Seminar

This foundational seminar introduces incoming students to the intellectual and community experience of the Communication, Media, and Learning Technologies Design (TML) Program. Through collaborative discussions and hands-on activities, students build essential skills for scholarly and professional growth while exploring key themes in learning, media, and design. Emphasizing collective inquiry and peer connection, the course lays the groundwork for future academic and creative work within the TML community.

MSTU4001 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?

MSTU4005 Equity, Ethics, & Social Justice in Educational Technologies

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.

MSTU4010 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.

MSTU4012 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.

MSTU4016 The history of communication

This course explores how humans have communicated across time—from oral storytelling and scrolls to TikTok and AI—tracing the social and cultural impact of key media technologies. By examining the historical roots of today’s media landscape, students gain a deeper understanding of how communication shapes, and is shaped by, society. The course culminates in a media archaeology project, where students investigate a historical communication technology or practice using primary sources, with topics tailored to their own interests.

MSTU4020 The Social 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.

MSTU4022 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).

MSTU4023 Cinema as cross-cultural communication

Analyzes how films explore culture. Discussion of the film as well as the cultural messages portrayed.

MSTU4024 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.

MSTU4028 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.

MSTU4029 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.

MSTU4031 Exploration of Computational Problem Spaces

This course offers a foundational experience in computational thinking, modeling, and representational design, oriented toward students from diverse disciplinary backgrounds. Rather than beginning with programming syntax, the course centers on the broader question of how we make sense of the world—and how we can represent that sense computationally. Students explore how ideas, systems, and phenomena can be translated into structured computational forms across domains such as games, learning tools, data visualization, and AI-driven experiences.

MSTU4036 Hypermedia and education

Introduction to hypermedia products and programming and their role in education. Four-point registration is for hypermedia programming lab.

MSTU4037 Mobile Computing for Social Change

This course reexamines the role of data in education in the information age by exploring how computers (including smartphones) transform our access to and use of digital resources, and catalyze action. Building on traditional perspectives of technology’s influence on schools, you will engage with frameworks from critical pedagogy, digital citizenship, and democratic engagement. Through hands-on projects involving the design, prototyping, and testing of your own smartphone applications, you will learn to harness mobile data to address real-world challenges, and reimagine education as a collaborative, community-oriented practice.

MSTU4039 Introduction to Game Design: Theory & Practice

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.

MSTU4040 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.

MSTU4041 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.

MSTU4049 Technologies and Literacies

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.

MSTU4050 Online Schools and Online Schooling K-12

This course examines the different models of the K-12 virtual school and virtual schooling experience in the United States and internationally.

MSTU4052 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.

MSTU4083 Instructional Design of Educational Technology

This course explores the design of learning experiences through both traditional instructional design and human-centered design approaches. Emphasizing theory-informed and inquiry-driven practice, the course introduces students to a range of models, methods, and perspectives drawn from the learning sciences. Through case studies, critique, and applied project work, students engage in the full design cycle—from defining learning problems to prototyping and refining solutions. Key themes include design reasoning, conceptual clarity, ethical considerations, and responsiveness to diverse learning contexts.

MSTU4088 Introduction to Educational Technology and the Learning Sciences

How do people learn? And how can we use technology to create experiences that make learning easier? The Learning Sciences is an interdisciplinary field that aims to address these questions by studying how people think, act, and learn in context throughout their lives. Learning scientists recognize that the complexity and messiness of the world is fundamentally part of the thinking and learning process. Consequently, rather than work to remove so-called “confounds” by placing learners in highly controlled and sterile settings, learning scientists do their work in the places where people live, work, and play such as the classrooms, the office, museums, at home, on the playground, or wherever. In this course we will read and discuss theoretical and empirical research to examine the foundations of the Learning Sciences and to dig deep into the cognitive, social, cultural, and design strands that make up the field. We will also discuss key methodological considerations for studying learning in context, and technological design techniques for building powerful environments and tools for learning.

MSTU4133 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.

MSTU4134 Cognition and computers lab

Permission required. Corequisite: MSTU 4133.

MSTU4141 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.

MSTU4504 Ethical issues in technology design

In a world increasingly shaped by AI, social media, mobile apps, VR, robotics, games, and interactive media, how can we design technologies that promote justice—not just engagement? Designing for Good: Ethical Issues in Emerging Technologies is a fast-paced, thought-provoking course for educators, designers, and changemakers who want to create technologies that serve people—not exploit them.

MSTU4700 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.

MSTU4900 Integrative Project Seminar

This capstone seminar supports students in the final semester of the TML M.A. or Ed.M. program as they complete the Integrative Project (IP), a collaborative, student-driven inquiry that brings together theory, design, and practice. Grounded in relevant research or design frameworks, the IP explores authentic problems and leads to meaningful outcomes such as interactive media, research-informed prototypes, conceptual frameworks, or other creative artifacts. The course provides structure and community through readings, weekly milestones, peer feedback, and faculty guidance, helping students progress through key stages of the IP process: exploration, grounding, development, and sharing. Note: Students enrolled in this seminar for 0 or 1 credit are considered full-time and do not need to apply for Reduced Course Load (RCL).

MSTU4901 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.

MSTU4902 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.

MSTU5000 Virtual, Augmented, Mixed Reality Learning

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.

MSTU5001 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.

MSTU5002 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.

MSTU5003 Theory and Programming of Interactive Media

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 has a corequisite of MSTU 5013 Lab.

MSTU5004 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.

MSTU5005 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.

MSTU5006 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.

MSTU5007 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.

MSTU5010 Boundaries and theories of learning with technological artifacts

This course examines how humans learn with and through technological artifacts such as intelligent agents, generative AI tools, and interactive media. Students explore cognitive, social, and design perspectives on how technology shapes learning, creativity, and knowledge construction. Emphasis is placed on the learning effects on the human partner and on applying theoretical frameworks to analyze or prototype human–technology learning interactions.

MSTU5013 Theory and Programming of Interactive Media: Lab

This lab course complements Theory and Programming of Interactive Media (MSTU 5003), offering students a smaller, hands-on environment to deepen their programming and project development skills. Through guided activities, collaborative exercises, and individualized support, students extend their understanding of front-end web development and learning design. Restriction: TML.

MSTU5015 Serious Games: Research & Project-Based Learning

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.

MSTU5018 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.

MSTU5020 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.

MSTU5025 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.

MSTU5027 Tools and 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.

MSTU5029 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.

MSTU5030 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.

MSTU5031 Obj-Oriented Thry/Prgmmng II

Prerequisite: MSTU 4031 or a solid basic knowledge of programming. Applies programming to significant problems using Java or C++ to construct salient applications.

MSTU5033 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.

MSTU5035 Technology and metacognition

Using technology can help enhance a learner's metacognitive skills. This course explores how different technology-enhanced cognitive tools (e.g., digital portfolios, mind maps, chat bots, XR and digital twin simulations) can improve one’s process of thinking, reflection, inquiry, and self-monitoring. The course focuses on distributed and dynamical views of how technology may serve as an intellectual partner in providing strategies and guidance in controlling one’s cognitive processes. Students are encouraged to present and discuss their research interests and projects as they relate to the focus of the course.

MSTU5102 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?

MSTU5180 Beyond Bits & Atoms

This course teaches students to design, build, and critique constructionist educational technologies. Our work in the lab has two purposes: first, to provide a constructionist learning experience through collaborative work with tools and computational media; second, to gain the ability to design, prototype and build constructionist learning tools, using rich software toolkits and state-of-the-art prototyping technologies (3D printers, laser cutters, routers, robotics, sensors).

MSTU5181 Beyond Bits & Atoms: Lab

This course is a hands-on class in thinking about, evaluating, designing and building technology-enabled curricula, tools, and learning environments. We will use many state-of-the-art software toolkits and prototyping technologies (3D printers, laser cutters, routers, robotics, sensors) designed for novices to get their “hands dirty” designing educational software, educational toolkits, educational toys, and tangible user interfaces. We also focus on low-cost, appropriate technologies, particularly for urban schools in the US and in developing countries.

MSTU5191 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.

MSTU5201 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.

MSTU5512 AI and Society

In recent years, AI has become synonymous with technological change that is said to have the potential to revolutionize or disrupt society. This course addresses three key questions: how did we get here, what are the implications of AI for society, and how can learners best navigate the world coming into view? To address these questions the course examines definitions of AI and tracks its historical rise as a cross-disciplinary research field. The course then turns towards AI’s impacts on various domains, including the environment, work, education, and government. Drawing from readings, lectures, and in-class activities, students design and carry out original research projects, contributing to improved AI literacy.

MSTU5515 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.

MSTU5555 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.

MSTU5606 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.

MSTU5814 Work conference

Occasional brief conferences convened by Communication, Media, and Learning Technologies Design on subjects of special interest.

MSTU6000 Advanced Design of Educational Games

This course serves as an intensive workshop for designing and developing educational games that are grounded in learning theory. Throughout the semester students will study a range of existing games (educational and otherwise), engage with research on the design of learning environments, and iteratively develop and test an original game.

MSTU6100 Digital Research Methods: Qualitative Analyses of Online Data

Course is intended for doctoral students. Advanced MA/EdM students with instructor permission. 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.

MSTU6201 Advanced Fieldwork

Permission required. Extended opportunities for students who have completed MSTU 5200.

MSTU6401 Internship Seminar

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.

MSTU6532 Seminar in Technology, Media, & Learning

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.

MSTU6600 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.

MSTU6601 Colloquium in Communication, Computing, and Technology in Education I

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.

MSTU6602 Doctoral Colloquium in Technology, Media and Learning

Continuous participation required of students in years 1-4. 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.

MSTU6603 Collq:Commun/Comptg/Tech in Ed

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.

MSTU6901 Research and Independent Study in Technology, Media & Learning

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.

MSTU7501 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.

MSTU8900 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.