Our curriculum and program requirements are designed to prepare graduates for careers in several possible settings.
For the master's programs, these settings include:
For the doctoral programs, work settings after graduation might include:
Students in the Cognitive Science in Education program begin by taking a set of core background courses, then pursue one of six areas of focus:
Students beyond the M.A. level take more advanced courses, including a statistics sequence.
In addition, students register for research practicum seminars during which they complete a substantive project as a culminating experience for that degree. Choice of advanced courses and research seminars should be shaped by the students' area of focus, as described below. Students whose interests do not fit one of these tracks may design their own area of focus in consultation with their advisor.
Cognition and Learning is designed for students interested in theories of human cognition and learning, and experimental approaches to learning, memory, language, reasoning, and problem solving. The culminating experience for master's students in this concentration is to conduct an empirical research study in the area of cognition or learning.
Intelligent Technologies offers a program of study for students whose interests include developing cognitive science-based theoretical frameworks for informing the design of educational technology, as well as for students wishing to create educational applications that serve as test beds for such theoretical frameworks. By offering this area of focus, the Program in Cognitive Studies in Education recognizes the importance of computational and allied technologies to both guide and be guided by cognitive research. Many of the courses in this area of focus are cross-listed with the programs in Communication, Computing, and Instructional Technology in the Department of Mathematics, Science and Technology. As a culminating experience, master's students in this area of focus create and evaluate an educational technology application.
Reading Research prepares students to do basic research in reading and theory on all aspects of the psychology of reading, (e.g., basic skills, comprehension, and aesthetic response) in order to improve educational practice. Students address the connections between written and oral language and between reading and writing skills. Individual differences are also addressed, especially with respect to students with learning disabilities, adult literacy, learning from text and educational policy issues. The culminating experience for master's students is an empirical study in the area of reading.
Cognitive Studies of Educational Practice is for students interested in understanding and facilitating the thinking and learning involved in educational activities. Students will learn about cognitive processes involved in both formal and informal education and how they are influenced by various factors, including classroom structure, teacher belief systems, student motivation, and educational policy. The focus on understanding cognitive processes and development is designed to help prospective and practicing teachers and other educators improve educational practice. The culminating experience for master's students is an empirical study of cognition in a classroom setting.
Creativity and Cognition focuses on the importance, development, and influence of creativity, Creativity and Cognition is designed for those interested in creative problem solving and multi-modal thinking as it affects the classroom, curriculum development, community organizations, therapeutic settings, and business. The culminating experience for master's students is an empirical study in the area of creativity.
Learning Analytics students will learn key LA/EDM methodologies in technical detail, and how to apply them to real-world problems. Students will learn how to use LA and EDM algorithms and tools appropriately and effectively, and about relevant policy, legal, and ethical issues involved in conducting analytics on educational data. Studies will be integrated with understanding of key theories of cognition and education, preparing students to apply learning analytics methods to make a difference in education. The skills students learn will prepare them for a range of 21st-century jobs, including working for educational technology companies and startups, educational think-tanks, and in data groups at city and state departments of education. Coursework will involve real-world data in a range of educational domains and applications, while integrating world-class offerings in cognition, educational theory, and statistics and measurement. For additional information, please contact Professor Natriello.
eLearning in the Workplace is for students interested in applying cognitive research and theories to the design of more effective eLearning programs in workplaces and other organizations. eLearning is online learning programs usually created on the World Wide Web for use by learners at any time and place. The culminating experience for master’s students is the creation and evaluation of an eLearning program. Please contact Dr. David Guralnick for further information.