This program uses methods of the social sciences, encompassing both qualitative and quantitative approaches to the study of communication and education. It asks in particular how education and other social systems change under the impact of new media. Faculty members and students pursue three broad areas of inquiry, enabling them to:
In the course of completing a degree, the student should expect to attend closely to both technical artifacts and human activity; that is, both to material systems of communication in which technologies are the primary interest and to interpersonal, direct communication dynamics in which unmediated exchanges, face-to-face, are the subject of inquiry. A major theme for continuous reflection should be the diverse ways in which the modes of communication condition the meanings actually, and potentially, communicated—particularly through the wide variety of digital means available to us.
Communication and Education (TECM)
Communication, as a field, has changed dramatically over the past few decades. These shifts have been brought on by evolution in communication technologies, increased portability of digital devices, and new modes of communication and representation that include rapidly changing interactive platforms and increased capacity for the consumption, production, and circulation of media.
The Communication and Education degree programs provide students with a strong foundation in the interdisciplinary theories and pedagogical approaches that reflect these unfolding changes in the field, particularly as they impact education in all forms. Our program relies primarily on social science inquiry to understand, interpret, and shape how information, communication technologies and new media influence culture and education, including areas such as literacy, social justice, youth development, and teacher education.
This program encourages the use of a broad range of methods -- including both qualitative and quantitative approaches -- to study the intersections of communication and education across a variety of contexts. It asks, in particular, how education -- including schooling and other social systems -- change under the impact of emerging media. The program encourages students to:
Students graduating from the program in Communication and Education have pursued a wide variety of career paths, in accordance with their goals and interests. Some of these include:
Doctor of Education
Doctor of Education (Ed.D.) degree candidates should read Requirements for the Degree of Doctor of Education, which can be obtained from the Teachers College Office of Doctoral Studies. It states the formal requirements for the degree and lays out the steps leading to it.
The Communication, Media, and Learning Technologies Design (CMLTD) program follows these requirements, while providing doctoral students with a customizable experience based on core and specialized courses, skill concentrations, and independent research. These experiences have been designed to ensure that students master different modes of inquiry; contribute professionally to the field through conference presentations and publications; and participate actively in CMLTD research centers, events and initiatives.
Doctor of Education (Ed.D.) programs are offered in both Communication and in Instructional Technology and Media. In each of these Ed.D. programs, students must take coursework totaling at least 90 points. Programs are planned individually in consultation with the student’s faculty advisor. Doctoral candidates should develop a systematic plan for study early in their program, encouraging sustained consideration of a dissertation topic and tailoring course selection to support dissertation work.
The following are required of all Ed.D. students:
Core Seminar: MSTU 4000 and Doctoral Colloquium: MSTU 6600 (3 points total)
Foundational Knowledge: All four areas must be represented. (12 points, minimum)
Research Methods and Design: (12 points, minimum)
The following are examples of available courses. Students should familiarize themselves with the full range of courses that are offered and choose a class that is relevant to their dissertation work, in consultation with their faculty advisor.
Breadth Requirement: (6 points, minimum)
Students must complete a minimum of three Teachers College courses, each for at least 2 credits, outside of the Communication, Media and Learning Technologies Design Program (i.e., courses with a prefix other than MSTU).
Complete the doctoral certification process (see explanation later in this section).
Successfully propose, complete, and defend the doctoral dissertation.
Additional Requirements for Ed.D. students in Communication and Education (TECM)
Doctoral Certification Process
The CMLTD program has designed its certification requirements to help prepare students for dissertation work and document that preparedness. The Doctoral Certification Process for CMLTD students has three steps. (Students’ names are not sent forward to the Office of Doctoral Studies to be certified until all three of the following requirements have been successfully completed.)
When the faculty advisor verifies that the student has completed the Integrative Question portion, the Literature Review paper, and the Certification Pilot Project, the student is recommended for certification. To receive full certification for doctoral work, students must also meet certain college-wide requirements, as explained in the Degree Requirements section of this bulletin.
Policies on the Written Examination Portion of the CMLTD Certification Process
The exam question is constructed broadly so that it can be addressed by people from different perspectives and program strands within CMLTD. CMLTD students may refer to resources (books, journal articles, notes, etc.) while responding to the take-home exam question. References to people and articles are expected in the body of the response and work must not be mischaracterized. Please include a formal reference list at the end of the response. Past questions are available for students upon request. Please contact the program secretary to see the past exams on file.
Students can attempt to successfully complete the written response portion of the certification process no more than two times.
Each response is evaluated by the CMLTD faculty, who meet as a group to read students’ examinations. Students’ names are removed from their examinations and the examinations are then circulated during the meeting of the faculty. The examination is read and discussed and a decision is made about its grade.
Basic Evaluation Criteria
All responses are evaluated with regard to the following four questions: