In the Ed.M. program students examine the cognitive mechanisms that underlie learning and thinking in school and non-school settings.
The curriculum and program requirements are designed to prepare graduates for careers in several possible settings:
* For details about rolling deadlines, visit our admission deadlines page.
Core Courses (9 points):
All 3 courses are required
Statistics/Research Design (12 points):
At least four of the following:
Research Practicum (6 points):
Specialized Courses (24-27 points):
Selected in consultation with an advisor and focusing on one of the following areas of focus:
Cognition and Learning
Cognitive Science in Educational Practice:
Creativity and Cognition:
eLearning in the Workplace:
Non-departmental Courses (minimum of 6 points):
At least 2 courses outside the department selected in consultation with an advisor.
One of the following
Areas of Focus:
Area of focus in Cognition and Learning: The area of focus in Cognition and Learning is designed for students interested in theories of human cognition and learning, and experimental approaches to learning, memory, language, reasoning, and problem solving
Area of focus in Intelligent Technologies: The Intelligent Technologies area of focus offers a program of study for students whose interests include developing cognitive science-based theoretical frameworks for informing the design of educational technology, as well as for students wishing to create educational applications that serve as test-beds for such theoretical frameworks. By offering this area of focus, the Program in Cognitive Science recognizes the importance of computational and allied technologies to both guide and be guided by cognitive research.
By offering this area of focus, the Program in Cognitive Science recognizes the importance of computational and allied technologies to both guide and be guided by cognitive research. Many of the courses in this area of focus are cross-listed with the Program in Communication, Media, and Learning Technologies Design Computing (MSTU). As a culminating experience, master’s students in this area of focus create and evaluate an educational technology application.
Area of focus in Reading Research: This area of focus prepares students to conduct basic research in reading, research and theory on all aspects of the psychology of reading (e.g. basic skills, comprehension and aesthetic response) in order to improve educational practice. Students address the connections between written and oral language, and between reading and writing skills. Individual differences are also addressed, especially with respect to students with learning disabilities, adult literacy, learning from text and educational policy issues.
Area of focus in Cognitive Science in Educational Practice: This area of focus is for students interested in understanding and facilitating the thinking and learning involved in educational activities. Students will learn about cognitive processes involved in both formal and informal education and how they are influenced by various factors, including classroom structure, teacher belief systems, student motivation, and educational policy. The program's focus on understanding cognitive processes and development is designed to help prospective and practicing teachers, and other educators, improve educational practice.
Area of focus in Creativity and Cognition: This area of focus is for students who are interested in current ideas about the roles of creativity in cognition and human development affect how we teach, run organizations, conduct research and live our personal lives. This area of focus is offered in collaboration with the Program in Developmental Psychology.
Area of focus in Children’s Media: This area of focus is for students interested in applying cognitive and developmental psychology research and theories to the development/production of educational media for children. Educational media is examined as wide ranging: print, television, hand-held devices, and internet based applications.
Area of focus in Learning Analytics: In this focus, students will learn key LA/EDM methodologies in technical detail, and how to apply them to real-world problems. Students will learn how to use LA and EDM algorithms and tools appropriately and effectively, and about relevant policy, legal, and ethical issues involved in conducting analytics on educational data. Studies will be integrated with understanding of key theories of cognition and education, preparing students to apply learning analytics methods to make a difference in education. The skills students learn will prepare them for a range of 21st-century jobs, including working for educational technology companies and startups, educational think-tanks, and in data groups at city and state departments of education. Coursework will involve real-world data in a range of educational domains and applications, while integrating world-class offerings in cognition, educational theory, and statistics and measurement. For additional information, please contact Professor Gary Natriello or Dr. Charles Lang.
Area of focus in eLearning in the Workplace: This area of focus is for students interested in applying cognitive research and theories to the design of more effective eLearning programs in workplaces and other organizations. eLearning is online learning programs usually created on the World Wide Web for use by learners at any time and place. Please contact Dr. David Guralnick for further information.
Program of Study
Thirty points must be completed under the auspices of Teachers College, including 18 points in Teachers College courses. A maximum of 30 points of graduate credit may be transferred from other recognized institutions. Candidates who have completed an M.A. or M.S. degree through Teachers College must register for a minimum of 45 points of the required 60 through Teachers College.
Students are expected to make satisfactory progress toward the completion of degree requirements. If satisfactory progress is not maintained, a student may be dismissed from the program. Program faculty annually reviews each student’s progress. Where there are concerns about satisfactory progress, students will be informed by the program faculty. If a student is performing below expectations, remedial work within an appropriate timeline may be required. If satisfactory progress is not maintained, a student may be dismissed from the program.