3 credits
In this course, we review current and classic concepts and theories in leading in engineering contexts. We examine leadership at different levels: leading groups and teams, leading projects, and leading complex organizations. We consider seminal questions in leadership studies including: What are the differences between managing and leading? How do leadership styles interact for effective leadership? How do leaders build community in their organizations? And we review several practical concerns of leadership, including leading change, leading in diverse contexts, and leader succession planning.
May be repeated 1 times FOR credit.
3 credits
The engineering design process involves more than material choices and cost concerns. Individuals and organizations that create technological innovation must also address social and, more importantly, ethical issues. This course will review formal frameworks drawn from classical ethics. These frameworks will be used as a basis for considering case studies drawn from a variety of engineering and computer science disciplines. In addition, the course will examine the ethical, societal, and policy dimensions of AI technologies.
3 credits
Complex problems (choices) need to be resolved in the course of socio-technical processes. Quantitative decision-making techniques have been evolved to address these situations. We will investigate a number of these techniques in detail, in order to understand the advantages that can be gained by using them. We will also discuss common criticisms and issues associated with these methods, and consider the heuristic methods that are often used instead to resolve complicated problems.
3 credits
Systems thinking requires changing perspectives as to how to analyze problems and seek solutions. Socio-technological systems are the more complicated kinds of systems that require integrating knowledge of technologies with human elements. We will examine common concepts used to analyze systems, including a number of conceptual approaches to modeling systems. The course is qualitative not quantitative in its approach.
0 credits
How can practitioners avoid fads or impressions and instead use reliable evidence from multiple sources to understand “big questions” in Science, Technology and Society Studies (STS)? This course is designed to help you understand and use a scientific, analytic approach to review and summarize a body of knowledge in STS. You will identify an STS question of personal interest and/or career relevance. You will then conduct a review of the scholarly literature on that topic, draw conclusions, and write a research report. In sum, through this course you will access, evaluate, and use empirical research to evaluate and inform your understanding of an STS “big question”. In this way, you and your seminar colleagues will have an opportunity to learn both about chosen topics in depth, and more generally to learn to be savvier consumers of research.
May be repeated for credit.
S/U grading
This course requires direct supervision by a member of DTS faculty. Students work independently to complete their master’s project. Students typically address the MS project in three ways: 1) a literature search on a technical area relating to their concentration; 2) a project that combines content from two or more course; 3) a work related problem that requires additional technical information or training.
May be repeated for credit.
3 credits
This is a course in advanced cost justifications for business and projects. The objective is to give the student a better understanding of what is required to justify, budget, plan and carry out technological projects in industry today. The student will also understand how management decisions are influenced by financial analysis when making budgetary project plans.
3 credits
This course is a rapid introduction to the application of modern mathematical concepts and techniques in management science. Algebraic operations, mathematical functions and their graphical representation, and model formulation are reviewed. Topics covered include the following: algebraic and graphic methods of linear programming; PERT, CPM, and other network models; and inventory theory. Simple management-oriented examples are used to introduce mathematical formulations and extensions to more general problems. The computer laboratory may be used to give students experience with PC software packages that solve problems in all course topics. Interpretation of computer outputs is also stressed. We will also discuss several quantitative methods for analyzing and controlling cost, lead time, and quality of the goods or services being produced.
3 credits
This course is a rapid introduction to the application of modern mathematical concepts and techniques in management science and the foundation for an understanding of Operations Management principles for Engineers. Algebraic operations, mathematical functions and their graphical representation, and model formulation are reviewed. Topics and quantitative methods covered, include the following: algebraic and graphic methods of linear programming; PERT, CPM, cost controls, Enterprise Resource Planning (ERP), lead-time, inventory, just-in-time systems, quality control and other network models for product goods or services as well as facility location and plant layout analysis, and project management. Simple management-oriented examples are used to introduce mathematical formulations and extensions to more general problems. The “Value Chain” process will be fully investigated and analyzed thru the; design, forecasting, supply chain, production and quality control stages. This is the process of creating company equity by transforming ideas and materials into true value-added, goods and services for stakeholders. Computer laboratories may be used to give students experience with PC software packages that solve problems in all course topics. The interpretation of computer outputs is also stressed.
3 credits
Management’s approach to quality has changed radically; this course explains why and how. It covers methods used by both manufacturing and service organizations to achieve high quality: how each organizational function is involved in quality; how improving quality can reduce costs; importance of communication; importance of involving all employees; need to measure quality; and introduction to statistical quality control and how it is used.
3 credits
This is a course in project management. The objective is to give the student a fundamental understanding of what is required to plan organize and carry out projects in industry today. The student will also understand how management decisions are influenced by project and financial analysis when making project plans.
3 credits
Over the past two decades, the amount of data that is generated has grown exponentially and there is an increasing need to analyze all this data. This class will introduce students to the statistical software R, data analysis, text mining, and big data analyses.
3 credits
Systems engineering (SE) establishes the technical framework for delivering material capabilities to the customer. SE provides the foundation upon which everything else is built and supports program success. SE ensures the effective development and delivery of capability through the implementation of a balanced approach with respect to cost, schedule, performance and risk, using integrated, disciplined and consistent SE activities and processes regardless of when a program enters the developmental life cycle.
3 credits
Urban technology includes exciting IT processes and breakthroughs and also mundane but necessary infrastructure such as sewage treatment and traffic control. In this course we will discuss some basic elements of traditional urban technology and examine how modern electronic and information processing technologies have changed and are continuing to change these processes: how the smart City has been and will continue to be implemented. There will be a focus on information and its role in driving innovation but physical improvements to engineering designs will also be considered. Technological lock-in due to structural choices and sunk costs will be a course theme. Course content will change depending on tour opportunities. There are extra course costs for train-subway tickets and field trip lunches.
3 credits
This course requires direct supervision by a member of DTS faculty. Students work independently to complete their master’s project. Students typically address the MS project in three ways: 1) a literature search on a technical area relating to their concentration; 2) a project that combines content from two or more course; 3) a work related problem that requires additional technical information or training.
May be repeated for credit.
1-12 credits
A technology assessment laboratory for emerging problems and focused research. May be run as a hands-on, group research study of an important educational, environmental or waste problem (perhaps to provide an assessment to a regulatory agency or administrative system).
3 credits
This course focuses on theoretical economic concepts and their planning and policy applications, and it is structured as an introductory-level survey of economics. This course covers foundations of microeconomics including supply & demand, elasticity, market efficiency, externalities, and public goods. We then expand to key concepts in environmental economics, urban economics, and macroeconomics, and will discuss recent challenges to neoclassical economic theory, such as behavioral economics. Importantly, the connection to policy implementation and practical societal challenges will be heavily stressed.
3 credits
Electric power system is at the center of achieving mid-century carbon neutrality to address climate change. This course deals with the physics, design, plan, and operation of the electric power systems, essentially the power grid. We will first discuss the engineering principles of the electric power systems. We will cover the basic components of electric power systems, including generation technologies, transmission and distribution, electricity loads, transformers, and safety equipment. We will then discuss the design and operation of the power systems. We will cover power system planning, power system operation and control, and emerging technical and policy issues in the electricity industry.
3 credits
Resilience lacks a universally agreed-upon definition, in part due to its multi-dimensional nature that crosses disciplines, and this inconsistency in terminology and framing is reflected in current research. For this course, we adopt a newer, more dynamic framing of resilience that incorporates change and adaptation: Cities and buildings are operated by social actors; they may be stationary engineering structures, but they are not static, and during a disruption they evolve and change based on the decisions made by people. Thus, this class focuses on conceptual and theoretical frameworks for resilience but applies them to important social science questions in the urban built environment, such as vulnerability, decision making, risk perception, organizational behavior, and policy formation.
3 credits
This seminar surveys major topics in the emerging field of digital technology management for disaster risk reduction. The first several weeks of the course introduce major perspectives and conceptual approaches to understanding the new role of digital technologies in disaster risk reduction. Subsequently, the course focuses on more specific topics including the evolution of next-generation public safety networks, innovation and such digital technologies as robotics, augmented and virtual reality, big data, mobility, block chain and artificial intelligence.
3 credits
This course explore three themes: [1] current and future trends of three major mobile technologies applied to disaster risk reduction (ICT, [mobile phones, service apps, Remote GIS, GPS], energy [batteries, microgrids], and other technologies increasingly repurposed and adapted toward mobility (drones, ad hoc networks, base stations, wearables, loT, smart grids), [2] combined with proven tactics to achieve successful collaborative disaster management and trust relationships between three groups (government/corporate ‘big data’ aggregation and sharing, emergency response personnel, and local knowledge of citizens, NGOs, businesses, and volunteers), [3] in order to effectively reduce vulnerability and inequality before, during, or after natural hazards and/or human disasters toward a goal of more resilient, equitable, sustainable development.
3 credits
Urban technology includes exciting IT processes and breakthroughs and also mundane but necessary infrastructure such as sewage treatment and traffic control. In this course we will discuss some basic elements of traditional urban technology and examine how modern electronic and information processing technologies have changed and are continuing to change these processes: how the smart City has been and will continue to be implemented. There will be a focus on information and its role in driving innovation but physical improvements to engineering designs will also be considered. Technological lock-in due to structural choices and sunk costs will be a course theme. Course content will change depending on tour opportunities. There are extra course costs for train-subway tickets and field trip lunches.
3 credits
Principles of human-computer interaction applied to the design of educational courseware. Usability engineering, with a focus on the audience and learning objectives. Interface design principles. Human computer dialogs. Multimedia as a communication tool, using images, audio and video. Multimodal input devices and strategies. Students will use a multimedia authoring tool to create a prototype of an educational application or learning tool.
3 credits
Simulations and computer games as a learning tool. Traditional game and simulation genres, and their appropriate uses in education. Gameplay design. Game development process, from storyboarding to delivery. Assessing games as learning tools. Students will use a multimedia tool to prototype an educational game or simulation of their own design.
3 credits
The Course approaches Energy Decision Making through a wide perspective of countries, cities, corporations, facilities and homes. The course will provide tools to analyze the energy use for different entities including governments, corporations and individuals. It will provide a framework to analyze both the choices and constraints of sources and uses of energy. The course is a practical overview of techniques and processes useful for people who will have decision-making responsibilities for energy systems in policy, business or engineering domains.Note: Only Offered at Fall
3 credits
The ample supply and appropriate use of energy is critical to the well being of human society. Energy plays an enormous role in environmental degradation, national insecurity, international conflict, and in solutions to these problems. This course aims to introduce the major energy issues to students in engineering, business, and public policy areas. It discusses the energy choices to meet regional and global energy needs. Major renewable and conventional energy sources, energy supply technologies, and end-use efficiency options will be assessed in the context of political, social, economic, and environmental goals.
3 credits
An introduction to the methods and techniques for assessing and managing risks to humans and the environment from natural and technological hazards. The course consists of lectures and readings on risk assessment and hazard management and discussions of published case studies. Students will conduct their own case studies and present them in oral and written reports.
3 credits
Integrated municipal waste management and zero waste concepts. Technologies and policy options in waste management: recycling, incineration, landfilling, and source reduction, including extended producer responsibility and pay-as-you throw. How regulation, economics, environmental impacts, and public perception affect policy and technology selections. Specific regional implementations and planned projects.
- credits
This course requires direct supervision by a member of DTS faculty. Students work independently to complete their master’s project. Students typically address the MS project in three ways: 1) a literature search on a technical area relating to their concentration; 2) a project that combines content from two or more course; 3) a work related problem that requires additional technical information or training. Note: These credits cannot be counted as part of the 30 credits required for the degree
May be repeated for credit.
1-12 credits
A technology assessment laboratory for emerging problems and focused research. May be run as a hands-on, group research study of an important educational, environmental or waste problem (perhaps to provide an assessment to a regulatory agency or administrative system).
May be repeated for credit.
3 credits
This course focuses on theoretical economic concepts and their planning and policy applications, and it is structured as an introductory-level survey of economics. This course covers foundations of microeconomics including supply & demand, elasticity, market efficiency, externalities, and public goods. We then expand to key concepts in environmental economics, urban economics, and macroeconomics, and will discuss recent challenges to neoclassical economic theory, such as behavioral economics. Importantly, the connection to policy implementation and practical societal challenges will be heavily stressed.
3 credits
Buildings consume vast amounts of energy and resources, and are one of the largest contributors to greenhouse gas emissions. Major advances in building design and technology over the past decade have given us tools to make buildings more energy efficient, but buildings lag far behind their potential. There are many avenues to green the built environment sector, including technological innovations, occupant behavior programs, retrofits of existing buildings, and innovative building codes. Ultimately, reducing energy consumption in the building stock will require an interdisciplinary approach and some combination of a range of program and policy types. This course will introduce students to the many interdisciplinary issues surrounding energy use in buildings, with a particular focus on the intersection of policy with technology, economics, social science, and behavior. The course will combine lectures, student-led discussions, guest speaker(s) and field trip(s) to green buildings, depending on scheduling.
3 credits
This course is an introduction to big data techniques, its applications and its challenges. We will analyze customer relationship management processes using software management tools such as DFD and UML and Lean & Six Sigma management to improve applications or services in a cloud computing environment. Data modeling, mining and visualization tools will be introduced for developing business intelligence, predictive analytics and decision support applications. Technologies in related areas such as data warehousing, data sharing, data security, networking, and operating systems will also be included to support big data applications in cloud computing environments.
3 credits
In this course students will learn the role and responsibilities of an Educational Technology Specialist. Students will research new educational technologies and resources that enhance classroom learning. They will learn how to navigate the social, political, ethical and legal issues surrounding educational technology. Students will learn how to provide ongoing professional development which includes scheduling and conducting workshops, push-ins and individual appointments, and working with educators to develop lesson plans and student projects. Students will learn how to infuse the ISTE Standards and the ideology of the National Technology Plan into curriculum and learn to assess the effectiveness of student learning using technology in the classroom. Throughout the course students will work the instructor to: develop a plan for future integration of technology into the curriculum addressing specific needs, develop a data driven needs assessment based on current goals and technology available, incorporate the best model for the specific group of educators and decide on a focus for technology integration using workshops, push-ins or one-on-one sessions to deliver instruction. The culminating activity for this course is the submission of a year-long technology integration plan.
3 credits
Introduction to procedural and object-oriented programming methodology and basic data structures. Topics include program structure, conditional and iterative programming, procedures, arrays, object classes, encapsulation, information hiding, inheritance, polymorphism, file I/O, exceptions and simple data structures, such as lists, queues and stacks.
3 credits
This introductory course gives teachers the knowledge, skills, and tools they need to actively engage their students and expose them to cybersecurity concepts and careers. Topics include data security, privacy, network-level confidentiality and integrity, web security, online tracking. Career topics include cybersecurity work roles, career preparation, and pathways to the careers. Learners will develop an online branching interactive graphic story based on a key cybersecurity concept to engage their students. Learners will also develop their own curriculum plans for teaching students about cybersecurity. This course is academic in that it gives educators an understanding of what cybersecurity is and what cybersecurity professionals do to keep us safe. It does cover topics similar to those addressed in CSE courses on network and computer system security, although it does not expect the students to do extensive programming exercises.
May be repeated up to 6 credits
3 credits
Throughout this course students will explore the basic pedagogical issues and social impact of using technology in education. This course examines the basic principles of integrating technology and computer applications into the curriculum. Students will learn how to use and integrate word processing, spreadsheet, and presentation applications for educator planning and student project work. Students will also learn how to use a number of online based applications within school curriculum. The culminating activity for this course is the design and a presentation of a micro-lesson using one these applications as they would in the classroom.
3 credits
EST 568 Network Communication Wired and Wireless This course examines the range of technologies used in teaching, learning, and communication. Instructional technologies both stand-alone and networked are surveyed with a focus on how they can be used effectively to enhance learning. Students will learn fundamental hardware and software principles underlying the development of the Internet and other networked communications tools. Emphasis will be placed on assessment of these technologies in terms of societal impacts and learning outcomes. This course combines topics from EST 565 and EST 567. Note: Offered at Fall, Spring, and Summer
3 credits
In this course students will learn principles of instructional design and how to fully integrate technology into daily curriculum. Throughout the course students will plan, develop and evaluate a lesson plan that demonstrates an expertise in the integration of educational technology. Students will apply the skills, techniques, resources and research necessary to effectively create an educational technology inspired lesson plan. The lesson plan may include the use of emerging technologies, distance learning, multimedia projects, collaborative environments, computer applications and Internet resources. The culminating project for this course is the completion of a lesson plan in a specific content area that incorporates multiple modalities of technology into pedagogical practices.
3 credits
This course evaluates the impact and value of educational technology through detailed research based on a number of current topics. Course goals include understanding research methodology and literature and exploring assessment design and implementation. The course includes class discussions and project work based on student learning with technology, access and the digital divide, the National Education Technology Plan, Internet literacy, emerging technologies, virtual schools, and data driven research.
3 credits
Introduction to foundations of modern artificial intelligence (AI) and key ideas andtechniques underlying the design of intelligent computer systems. Topics include search, game playing, logic, machine learning, deep learning, natural language processing, robotics and image processing. Practical use of AI in modern applications and reasoning about AI problems are stressed. Students will use a variety of modern AI tools the many uses of AI in education. This course is designed for educators who need to understand the capabilities, and limitations, of modern AI systems. This will enable them to effectively select and use AI tools, and teach their students how to use those tools responsibly. The course does not expect students to be skilled programmers or engineers.
3 credits
This course allows students to learn how to use a variety of multimedia tools for the classroom. Principles of user interface and interaction design will be covered. Throughout the course students design an interactive unit plan using multimedia authoring software. Students will work with audio/video editing software, collaborative learning software, and learn how to embed online games, activities and video within their unit plan. Development of the interactive multimedia unit requires students to: submit a proposal, use graphic organizers to plan and design, create a draft version, create assessment tools, test market with a specific target audience, then evaluate the unit before the final version is completed. The culminating activity is the presentation and delivery of the finished interactive multimedia unit.
3 credits
Web-based distance learning applications are quickly growing within higher education institutions, K-12 schools, and corporate environments. The focus of this course is on the underlying theories, design, and implementation of effective modes of elearning. Students will explore virtual schools, virtual learning, virtual environments and other forms of distance education. The social differences between face-to-face and virtual learning will also be examined and discussed throughout the course. Students will explore virtual learning resources and design their own virtual learning lesson. The culminating project for this course will be the demonstration and write up of the experience.
3 credits
Simulations and computer games as a learning tool. Traditional game and simulation genres, and their appropriate uses in education. Gameplay design. Game development process, from storyboarding to delivery. Assessing games as learning tools. Students will use a multimedia tool to prototype an educational game or simulation of their own design.
- credits
This course requires direct supervision by a member of DTS faculty. Students work independently to complete their master’s project. Students typically address the MS project in three ways: 1) a literature search on a technical area relating to their concentration; 2) a project that combines content from two or more course; 3) a work related problem that requires additional technical information or training. Note: These credits cannot be counted as part of the 30 credits required for the degree
May be repeated for credit.
1-12 credits
A technology assessment laboratory for emerging problems and focused research. May be run as a hands-on, group research study of an important educational, environmental or waste problem (perhaps to provide an assessment to a regulatory agency or administrative system).
May be repeated for credit.
3 credits
In this course, we review current and classic concepts and theories in leading in engineering contexts. We examine leadership at different levels: leading groups and teams, leading projects, and leading complex organizations. We consider seminal questions in leadership studies including: What are the differences between managing and leading? How do leadership styles interact for effective leadership? How do leaders build community in their organizations? And we review several practical concerns of leadership, including leading change, leading in diverse contexts, and leader succession planning.
May be repeated 1 times FOR credit.
3 credits
The engineering design process involves more than material choices and cost concerns. Individuals and organizations that create technological innovation must also address social and, more importantly, ethical issues. This course will review formal frameworks drawn from classical ethics. These frameworks will be used as a basis for considering case studies drawn from a variety of engineering and computer science disciplines. In addition, the course will examine the ethical, societal, and policy dimensions of AI technologies.
3 credits
Complex problems (choices) need to be resolved in the course of socio-technical processes. Quantitative decision-making techniques have been evolved to address these situations. We will investigate a number of these techniques in detail, in order to understand the advantages that can be gained by using them. We will also discuss common criticisms and issues associated with these methods, and consider the heuristic methods that are often used instead to resolve complicated problems.
3 credits
Systems thinking requires changing perspectives as to how to analyze problems and seek solutions. Socio-technological systems are the more complicated kinds of systems that require integrating knowledge of technologies with human elements. We will examine common concepts used to analyze systems, including a number of conceptual approaches to modeling systems. The course is qualitative not quantitative in its approach.
0 credits
How can practitioners avoid fads or impressions and instead use reliable evidence from multiple sources to understand “big questions” in Science, Technology and Society Studies (STS)? This course is designed to help you understand and use a scientific, analytic approach to review and summarize a body of knowledge in STS. You will identify an STS question of personal interest and/or career relevance. You will then conduct a review of the scholarly literature on that topic, draw conclusions, and write a research report. In sum, through this course you will access, evaluate, and use empirical research to evaluate and inform your understanding of an STS “big question”. In this way, you and your seminar colleagues will have an opportunity to learn both about chosen topics in depth, and more generally to learn to be savvier consumers of research.
May be repeated for credit.
S/U grading
This course requires direct supervision by a member of DTS faculty. Students work independently to complete their master’s project. Students typically address the MS project in three ways: 1) a literature search on a technical area relating to their concentration; 2) a project that combines content from two or more course; 3) a work related problem that requires additional technical information or training.
May be repeated for credit.
3 credits
This is a course in advanced cost justifications for business and projects. The objective is to give the student a better understanding of what is required to justify, budget, plan and carry out technological projects in industry today. The student will also understand how management decisions are influenced by financial analysis when making budgetary project plans.
3 credits
This course is a rapid introduction to the application of modern mathematical concepts and techniques in management science. Algebraic operations, mathematical functions and their graphical representation, and model formulation are reviewed. Topics covered include the following: algebraic and graphic methods of linear programming; PERT, CPM, and other network models; and inventory theory. Simple management-oriented examples are used to introduce mathematical formulations and extensions to more general problems. The computer laboratory may be used to give students experience with PC software packages that solve problems in all course topics. Interpretation of computer outputs is also stressed. We will also discuss several quantitative methods for analyzing and controlling cost, lead time, and quality of the goods or services being produced.
3 credits
This course is a rapid introduction to the application of modern mathematical concepts and techniques in management science and the foundation for an understanding of Operations Management principles for Engineers. Algebraic operations, mathematical functions and their graphical representation, and model formulation are reviewed. Topics and quantitative methods covered, include the following: algebraic and graphic methods of linear programming; PERT, CPM, cost controls, Enterprise Resource Planning (ERP), lead-time, inventory, just-in-time systems, quality control and other network models for product goods or services as well as facility location and plant layout analysis, and project management. Simple management-oriented examples are used to introduce mathematical formulations and extensions to more general problems. The “Value Chain” process will be fully investigated and analyzed thru the; design, forecasting, supply chain, production and quality control stages. This is the process of creating company equity by transforming ideas and materials into true value-added, goods and services for stakeholders. Computer laboratories may be used to give students experience with PC software packages that solve problems in all course topics. The interpretation of computer outputs is also stressed.
3 credits
Management’s approach to quality has changed radically; this course explains why and how. It covers methods used by both manufacturing and service organizations to achieve high quality: how each organizational function is involved in quality; how improving quality can reduce costs; importance of communication; importance of involving all employees; need to measure quality; and introduction to statistical quality control and how it is used.
3 credits
This is a course in project management. The objective is to give the student a fundamental understanding of what is required to plan organize and carry out projects in industry today. The student will also understand how management decisions are influenced by project and financial analysis when making project plans.
3 credits
Over the past two decades, the amount of data that is generated has grown exponentially and there is an increasing need to analyze all this data. This class will introduce students to the statistical software R, data analysis, text mining, and big data analyses.
3 credits
Systems engineering (SE) establishes the technical framework for delivering material capabilities to the customer. SE provides the foundation upon which everything else is built and supports program success. SE ensures the effective development and delivery of capability through the implementation of a balanced approach with respect to cost, schedule, performance and risk, using integrated, disciplined and consistent SE activities and processes regardless of when a program enters the developmental life cycle.
3 credits
Urban technology includes exciting IT processes and breakthroughs and also mundane but necessary infrastructure such as sewage treatment and traffic control. In this course we will discuss some basic elements of traditional urban technology and examine how modern electronic and information processing technologies have changed and are continuing to change these processes: how the smart City has been and will continue to be implemented. There will be a focus on information and its role in driving innovation but physical improvements to engineering designs will also be considered. Technological lock-in due to structural choices and sunk costs will be a course theme. Course content will change depending on tour opportunities. There are extra course costs for train-subway tickets and field trip lunches.
3 credits
This course requires direct supervision by a member of DTS faculty. Students work independently to complete their master’s project. Students typically address the MS project in three ways: 1) a literature search on a technical area relating to their concentration; 2) a project that combines content from two or more course; 3) a work related problem that requires additional technical information or training.
May be repeated for credit.
1-12 credits
A technology assessment laboratory for emerging problems and focused research. May be run as a hands-on, group research study of an important educational, environmental or waste problem (perhaps to provide an assessment to a regulatory agency or administrative system).
3 credits
This course focuses on theoretical economic concepts and their planning and policy applications, and it is structured as an introductory-level survey of economics. This course covers foundations of microeconomics including supply & demand, elasticity, market efficiency, externalities, and public goods. We then expand to key concepts in environmental economics, urban economics, and macroeconomics, and will discuss recent challenges to neoclassical economic theory, such as behavioral economics. Importantly, the connection to policy implementation and practical societal challenges will be heavily stressed.
3 credits
Electric power system is at the center of achieving mid-century carbon neutrality to address climate change. This course deals with the physics, design, plan, and operation of the electric power systems, essentially the power grid. We will first discuss the engineering principles of the electric power systems. We will cover the basic components of electric power systems, including generation technologies, transmission and distribution, electricity loads, transformers, and safety equipment. We will then discuss the design and operation of the power systems. We will cover power system planning, power system operation and control, and emerging technical and policy issues in the electricity industry.
3 credits
Resilience lacks a universally agreed-upon definition, in part due to its multi-dimensional nature that crosses disciplines, and this inconsistency in terminology and framing is reflected in current research. For this course, we adopt a newer, more dynamic framing of resilience that incorporates change and adaptation: Cities and buildings are operated by social actors; they may be stationary engineering structures, but they are not static, and during a disruption they evolve and change based on the decisions made by people. Thus, this class focuses on conceptual and theoretical frameworks for resilience but applies them to important social science questions in the urban built environment, such as vulnerability, decision making, risk perception, organizational behavior, and policy formation.
3 credits
This seminar surveys major topics in the emerging field of digital technology management for disaster risk reduction. The first several weeks of the course introduce major perspectives and conceptual approaches to understanding the new role of digital technologies in disaster risk reduction. Subsequently, the course focuses on more specific topics including the evolution of next-generation public safety networks, innovation and such digital technologies as robotics, augmented and virtual reality, big data, mobility, block chain and artificial intelligence.
3 credits
This course explore three themes: [1] current and future trends of three major mobile technologies applied to disaster risk reduction (ICT, [mobile phones, service apps, Remote GIS, GPS], energy [batteries, microgrids], and other technologies increasingly repurposed and adapted toward mobility (drones, ad hoc networks, base stations, wearables, loT, smart grids), [2] combined with proven tactics to achieve successful collaborative disaster management and trust relationships between three groups (government/corporate ‘big data’ aggregation and sharing, emergency response personnel, and local knowledge of citizens, NGOs, businesses, and volunteers), [3] in order to effectively reduce vulnerability and inequality before, during, or after natural hazards and/or human disasters toward a goal of more resilient, equitable, sustainable development.
3 credits
Urban technology includes exciting IT processes and breakthroughs and also mundane but necessary infrastructure such as sewage treatment and traffic control. In this course we will discuss some basic elements of traditional urban technology and examine how modern electronic and information processing technologies have changed and are continuing to change these processes: how the smart City has been and will continue to be implemented. There will be a focus on information and its role in driving innovation but physical improvements to engineering designs will also be considered. Technological lock-in due to structural choices and sunk costs will be a course theme. Course content will change depending on tour opportunities. There are extra course costs for train-subway tickets and field trip lunches.
3 credits
Principles of human-computer interaction applied to the design of educational courseware. Usability engineering, with a focus on the audience and learning objectives. Interface design principles. Human computer dialogs. Multimedia as a communication tool, using images, audio and video. Multimodal input devices and strategies. Students will use a multimedia authoring tool to create a prototype of an educational application or learning tool.
3 credits
Simulations and computer games as a learning tool. Traditional game and simulation genres, and their appropriate uses in education. Gameplay design. Game development process, from storyboarding to delivery. Assessing games as learning tools. Students will use a multimedia tool to prototype an educational game or simulation of their own design.
3 credits
The Course approaches Energy Decision Making through a wide perspective of countries, cities, corporations, facilities and homes. The course will provide tools to analyze the energy use for different entities including governments, corporations and individuals. It will provide a framework to analyze both the choices and constraints of sources and uses of energy. The course is a practical overview of techniques and processes useful for people who will have decision-making responsibilities for energy systems in policy, business or engineering domains.Note: Only Offered at Fall
3 credits
The ample supply and appropriate use of energy is critical to the well being of human society. Energy plays an enormous role in environmental degradation, national insecurity, international conflict, and in solutions to these problems. This course aims to introduce the major energy issues to students in engineering, business, and public policy areas. It discusses the energy choices to meet regional and global energy needs. Major renewable and conventional energy sources, energy supply technologies, and end-use efficiency options will be assessed in the context of political, social, economic, and environmental goals.
3 credits
An introduction to the methods and techniques for assessing and managing risks to humans and the environment from natural and technological hazards. The course consists of lectures and readings on risk assessment and hazard management and discussions of published case studies. Students will conduct their own case studies and present them in oral and written reports.
3 credits
Integrated municipal waste management and zero waste concepts. Technologies and policy options in waste management: recycling, incineration, landfilling, and source reduction, including extended producer responsibility and pay-as-you throw. How regulation, economics, environmental impacts, and public perception affect policy and technology selections. Specific regional implementations and planned projects.
- credits
This course requires direct supervision by a member of DTS faculty. Students work independently to complete their master’s project. Students typically address the MS project in three ways: 1) a literature search on a technical area relating to their concentration; 2) a project that combines content from two or more course; 3) a work related problem that requires additional technical information or training. Note: These credits cannot be counted as part of the 30 credits required for the degree
May be repeated for credit.
1-12 credits
A technology assessment laboratory for emerging problems and focused research. May be run as a hands-on, group research study of an important educational, environmental or waste problem (perhaps to provide an assessment to a regulatory agency or administrative system).
May be repeated for credit.
3 credits
This course focuses on theoretical economic concepts and their planning and policy applications, and it is structured as an introductory-level survey of economics. This course covers foundations of microeconomics including supply & demand, elasticity, market efficiency, externalities, and public goods. We then expand to key concepts in environmental economics, urban economics, and macroeconomics, and will discuss recent challenges to neoclassical economic theory, such as behavioral economics. Importantly, the connection to policy implementation and practical societal challenges will be heavily stressed.
3 credits
Buildings consume vast amounts of energy and resources, and are one of the largest contributors to greenhouse gas emissions. Major advances in building design and technology over the past decade have given us tools to make buildings more energy efficient, but buildings lag far behind their potential. There are many avenues to green the built environment sector, including technological innovations, occupant behavior programs, retrofits of existing buildings, and innovative building codes. Ultimately, reducing energy consumption in the building stock will require an interdisciplinary approach and some combination of a range of program and policy types. This course will introduce students to the many interdisciplinary issues surrounding energy use in buildings, with a particular focus on the intersection of policy with technology, economics, social science, and behavior. The course will combine lectures, student-led discussions, guest speaker(s) and field trip(s) to green buildings, depending on scheduling.
3 credits
This course is an introduction to big data techniques, its applications and its challenges. We will analyze customer relationship management processes using software management tools such as DFD and UML and Lean & Six Sigma management to improve applications or services in a cloud computing environment. Data modeling, mining and visualization tools will be introduced for developing business intelligence, predictive analytics and decision support applications. Technologies in related areas such as data warehousing, data sharing, data security, networking, and operating systems will also be included to support big data applications in cloud computing environments.
3 credits
In this course students will learn the role and responsibilities of an Educational Technology Specialist. Students will research new educational technologies and resources that enhance classroom learning. They will learn how to navigate the social, political, ethical and legal issues surrounding educational technology. Students will learn how to provide ongoing professional development which includes scheduling and conducting workshops, push-ins and individual appointments, and working with educators to develop lesson plans and student projects. Students will learn how to infuse the ISTE Standards and the ideology of the National Technology Plan into curriculum and learn to assess the effectiveness of student learning using technology in the classroom. Throughout the course students will work the instructor to: develop a plan for future integration of technology into the curriculum addressing specific needs, develop a data driven needs assessment based on current goals and technology available, incorporate the best model for the specific group of educators and decide on a focus for technology integration using workshops, push-ins or one-on-one sessions to deliver instruction. The culminating activity for this course is the submission of a year-long technology integration plan.
3 credits
Introduction to procedural and object-oriented programming methodology and basic data structures. Topics include program structure, conditional and iterative programming, procedures, arrays, object classes, encapsulation, information hiding, inheritance, polymorphism, file I/O, exceptions and simple data structures, such as lists, queues and stacks.
3 credits
This introductory course gives teachers the knowledge, skills, and tools they need to actively engage their students and expose them to cybersecurity concepts and careers. Topics include data security, privacy, network-level confidentiality and integrity, web security, online tracking. Career topics include cybersecurity work roles, career preparation, and pathways to the careers. Learners will develop an online branching interactive graphic story based on a key cybersecurity concept to engage their students. Learners will also develop their own curriculum plans for teaching students about cybersecurity. This course is academic in that it gives educators an understanding of what cybersecurity is and what cybersecurity professionals do to keep us safe. It does cover topics similar to those addressed in CSE courses on network and computer system security, although it does not expect the students to do extensive programming exercises.
May be repeated up to 6 credits
3 credits
Throughout this course students will explore the basic pedagogical issues and social impact of using technology in education. This course examines the basic principles of integrating technology and computer applications into the curriculum. Students will learn how to use and integrate word processing, spreadsheet, and presentation applications for educator planning and student project work. Students will also learn how to use a number of online based applications within school curriculum. The culminating activity for this course is the design and a presentation of a micro-lesson using one these applications as they would in the classroom.
3 credits
EST 568 Network Communication Wired and Wireless This course examines the range of technologies used in teaching, learning, and communication. Instructional technologies both stand-alone and networked are surveyed with a focus on how they can be used effectively to enhance learning. Students will learn fundamental hardware and software principles underlying the development of the Internet and other networked communications tools. Emphasis will be placed on assessment of these technologies in terms of societal impacts and learning outcomes. This course combines topics from EST 565 and EST 567. Note: Offered at Fall, Spring, and Summer
3 credits
In this course students will learn principles of instructional design and how to fully integrate technology into daily curriculum. Throughout the course students will plan, develop and evaluate a lesson plan that demonstrates an expertise in the integration of educational technology. Students will apply the skills, techniques, resources and research necessary to effectively create an educational technology inspired lesson plan. The lesson plan may include the use of emerging technologies, distance learning, multimedia projects, collaborative environments, computer applications and Internet resources. The culminating project for this course is the completion of a lesson plan in a specific content area that incorporates multiple modalities of technology into pedagogical practices.
3 credits
This course evaluates the impact and value of educational technology through detailed research based on a number of current topics. Course goals include understanding research methodology and literature and exploring assessment design and implementation. The course includes class discussions and project work based on student learning with technology, access and the digital divide, the National Education Technology Plan, Internet literacy, emerging technologies, virtual schools, and data driven research.
3 credits
Introduction to foundations of modern artificial intelligence (AI) and key ideas andtechniques underlying the design of intelligent computer systems. Topics include search, game playing, logic, machine learning, deep learning, natural language processing, robotics and image processing. Practical use of AI in modern applications and reasoning about AI problems are stressed. Students will use a variety of modern AI tools the many uses of AI in education. This course is designed for educators who need to understand the capabilities, and limitations, of modern AI systems. This will enable them to effectively select and use AI tools, and teach their students how to use those tools responsibly. The course does not expect students to be skilled programmers or engineers.
3 credits
This course allows students to learn how to use a variety of multimedia tools for the classroom. Principles of user interface and interaction design will be covered. Throughout the course students design an interactive unit plan using multimedia authoring software. Students will work with audio/video editing software, collaborative learning software, and learn how to embed online games, activities and video within their unit plan. Development of the interactive multimedia unit requires students to: submit a proposal, use graphic organizers to plan and design, create a draft version, create assessment tools, test market with a specific target audience, then evaluate the unit before the final version is completed. The culminating activity is the presentation and delivery of the finished interactive multimedia unit.
3 credits
Web-based distance learning applications are quickly growing within higher education institutions, K-12 schools, and corporate environments. The focus of this course is on the underlying theories, design, and implementation of effective modes of elearning. Students will explore virtual schools, virtual learning, virtual environments and other forms of distance education. The social differences between face-to-face and virtual learning will also be examined and discussed throughout the course. Students will explore virtual learning resources and design their own virtual learning lesson. The culminating project for this course will be the demonstration and write up of the experience.
3 credits
Simulations and computer games as a learning tool. Traditional game and simulation genres, and their appropriate uses in education. Gameplay design. Game development process, from storyboarding to delivery. Assessing games as learning tools. Students will use a multimedia tool to prototype an educational game or simulation of their own design.
- credits
This course requires direct supervision by a member of DTS faculty. Students work independently to complete their master’s project. Students typically address the MS project in three ways: 1) a literature search on a technical area relating to their concentration; 2) a project that combines content from two or more course; 3) a work related problem that requires additional technical information or training. Note: These credits cannot be counted as part of the 30 credits required for the degree
May be repeated for credit.
1-12 credits
A technology assessment laboratory for emerging problems and focused research. May be run as a hands-on, group research study of an important educational, environmental or waste problem (perhaps to provide an assessment to a regulatory agency or administrative system).
May be repeated for credit.
3 credits
Enrollment in Sociology MA or Sociology PhD program, or Department Consent
This course is an advanced treatment of descriptive and inferential statistics with emphasis on the latter. Students will gain practical experience in analyzing current data from the social sciences through the use of statistical computer programs. Topics include: sampling, measures of central tendency and dispersion, probability theory, hypothesis testing, point and interval estimation, the normal, binomial, and chi-square distributions, parametric and non-parametric measures of association and correlation, and bi-variate regression. This course can be fulfilled by taking either SOC 501 or POL 501.
3 credits
Enrollment in Sociology MA or Sociology PhD program, or Department Consent
This course provides an in-depth overview of regression analysis, primarily focused on OLS modeling. Topics include: inferences in regression analysis, dummy variables, interaction terms, and diagnostics and remedial measures. The course concludes with an introduction to other regression techniques such as logistic and probability modeling.This course can be fulfilled by taking either SOC 502 or POL 502.
3 credits
PPLMA, PSPMA, PPLMA/HPHMP, PPLMA/MBXMB, or permission of instructor.
This course acquaints students with statistics. It begins with the basics of applied statistical analysis, including probability and hypothesis testing, and builds to simple regression analysis. This course can be fulfilled by taking either POL 501 or SOC 501.
3 credits
Grade of B or higher in POL 501; admission to MA in Public Policy, MA in Political Psychology, dual MAPP/MBA, or dual MAPP/MPH; or permission of instructor.
This course utilizes multiple regression analysis and explores violations of the linear model. This course can be fulfilled by taking either POL 502 or SOC 502.
4 credits
This course provides students with frameworks and models for analysis of issues at the intersection of science, technology and public policy, and business strategy; and helps students develop skills to work on policy issues that require deep understanding of the technical details. Topics include utility/profit maximization theory, its limitations and alternative theories, business and government interactions, technology innovation and managements, policy process (agenda setting, problem definition, framing the terms of debate, formulation and analysis of options, evaluation of policy outcomes). Cases drawn from energy and environmental policy, educational technology, STEM education will be used to illustrate stakeholders and their value structures, high levels of uncertainty, multiple levels of complexity, and their influence on policy intervention. This course emphasizes quantitative policy analysis methods, and critical thinking.
Note: Only Offered at Fall
3 credits
This course covers many of the common empirical tools used for research in Technology, Policy, and Innovation. Topics include: descriptive statistics, clustering, discrimination analysis, estimation, hypothesis testing, and regression analysis. To learn these topics, students will use modern statistical software programs to analyze data sets with socio-technological applications. After this course, students will have the tools to conduct robust data analyses and present the work in written and visually appealing formats. This course assumes that students have basic knowledge of statistics or data analysis.
3 credits
Technology change entails more than the commercialization of an invention. Likewise, policy making encompasses much more than cost-benefit analysis and regulation. This advanced, graduate level course examines critical theory for both subjects by drawing on ideas from systems and science, policy and management, economics, and STS. Emphasis is placed on deconstructing theoretical applications in the context of policy-based problem-solving and innovation objectives. Topics will include policy cycles, regulatory capture, innovation systems, dimensions of technology change, and lock-in, among others. Students will develop skills to work in roles at the interface of technology and management.