If you’re interested in research that impinges directly on CS education, here are some recommended courses and programs in the Graduate School of Education and the School of Information you may want to consider.
(Courses labeled “SCMATHE” internally, for “Science and Mathematics Education”, are GSE courses, and are listed as EDUC course numbers by the campus. SCMATHE identifies the course as affiliated with the SESAME program in the GSE.)
- Undergraduates: Minor in Education (most courses can be taken either online or on campus)
- EECS Graduate Students: Outside Minor in Teaching
Relevant Education (EDUC) Courses:
- EDUC W161: Design of Digital Learning Environments. (3) Digital learning environments are taking residence in the educational experience of many, from replacing components of traditional classroom instruction to providing open platforms for lifelong learning. In this class we will study the various forms and functions of a sampling of digital learning environments ranging from subject specific Intelligent Tutoring Systems in K-12 to domain neutral systems for post-secondary online learning.
- EDUC 295B. Technology, Curriculum, and Instruction. (3) Three hours of seminar per week. Formerly Education in Mathematics, Science, and Technology 291B. To explore the cognitive consequences of technology in instruction and learning, the promise of technology in education will be examined, and exemplary instructional software will be explored. A model of knowledge acquisition and knowledge change incorporating technological delivery of instruction will be developed.
- EDUC 210. Practicum in Science and Math Education Research and Development. (1-4) [a/k/a “Seminal papers in education”. Take in Fall, since Spring format is for Educ MS students to work on their MS projects] Course may be repeated for credit. One unit of credit for each four hours of student effort per week. Two hours of meeting per week. Prerequisites: Consent of instructor. Practical experience on an educational research or development project on campus or elsewhere for 8-12 hours per week. Class meetings augment research experience with discussions of readings and interaction with guest speakers.
- EDUC 222C. Design-Based Research Forum. Propose a conjecture about how students could (better) learn some concept or skill, build/deploy a prototype aimed at helping students learn that concept or skill, observe, refine, repeat. Here are some example past projects. This is one of the courses from the Embodied Design Research Laboratory.
- SCMATHE 220C. Instructional Design in Science and Mathematics Education (Offered every other year)
Relevant School of Information (INFO) Courses:
- INFO 247: Information Visualization (4). The design and presentation of digital information. Use of graphics, animation, sound, visualization software, and hypermedia in presenting information to the user. Methods of presenting complex information to enhance comprehension and analysis. Incorporation of visualization techniques into human-computer interfaces.
- INFO 216: Computer-mediated Communication (3). (Formerly INFO 290-12) This course covers the practical and theoretical issues associated with computer-mediated communication (CMC) systems (e.g., email, newsgroups, wikis, online games, etc.). We will focus on the analysis of CMC practices, the relationship between technology and behavior, and the design and implementation issues associated with constructing CMC systems. This course primarily takes a social scientific approach (including research from social psychology
- INFO 256: Applied Natural Language Processing (3). Enrollment may be limited to graduate students and/or iSchool students. This course examines the state-of-the-art in applied Natural Language Processing (also known as content analysis and language engineering), with an emphasis on how well existing algorithms perform and how they can be used (or not) in applications. Topics include part-of-speech tagging, shallow parsing, text classification, information extraction, incorporation of lexicons and ontologies into text analysis, and question answering. Students will apply and extend existing software tools to text-processing problems.
- INFO C263: Technologies for Creativity and Learning (3). How does the design of new educational technologies change the way children learn and think? Which aspects of creative thinking and learning can technology support? How do we design systems that reflect our understanding of how we learn? This course explores issues in designing and evaluating technologies that support creativity and learning. The class will cover theories of creativity and learning, implications for design, as well as a survey of new educational technologies such as works in computer supported collaborative learning, digital manipulatives, and immersive learning environments.