This course begins by analyzing how users interact with existing computational devices and expect students to propose improvements based on these observations. Students will design projects that combine hardware and software components, and also interact with other pieces of cyber-physical systems. Students will model role of network protocols in transmitting data on the Internet.

This course will provide a deeper understanding of the content standards necessary to plan and implement STEAM learning activities in the classroom. Specifically, the Common Core State Standards for Mathematics, the Next Generation Science Standards (NGSS), the International Technology and Engineering Educators Association (ITEA), the International Society for Technology in Education (ISTE), CSTA K-12 CS Standards, and the National Core Art Standards will be examined. Candidates will have the opportunity to work collaboratively, while analyzing and mapping the content standards, to integrate the standards appropriately and thoughtfully in the design of an exemplary STEAM program.

Problem-based learning is a powerful learning platform that positions students to address authentic challenges and real-world problems as a way to discover content and apply skills. The Engineering Design Process is one pedagogical approach to introduce design thinking and problem-solving in STEAM curricula. As students develop models to generate data for iterative testing, analyze data from tests and leading to optimal ideas of given models, and evaluate competing design solutions using a systematic process, they develop problem-solving decision-making and creativity using STEAM principles and potential impacts upon people.

This course provides a rationale, strategies, and best practices for drawing on the arts as a vital part of creative and inquiry-based STEAM instruction. Students will collaborate on the development of arts-infused curricula or learning experiences for their school or district, to foster student and teacher creativity, and create a richer and broader learning experience for all their students.

This course builds on the candidate's understanding of how children learn mathematics and examines deeply the intersections of CCSS-M content standards with other STEAM areas. Candidates will be exposed to a broader perspective of mathematics and what it means to do and learn mathematics with skill and understanding and become knowledgeable about structures that support mathematical inquiry and thinking. As leaders and facilitators in the classroom and school, the importance of evidence-based professional judgments about teaching and learning mathematics will be emphasized to ultimately improve student learning outcomes.

This course explores possibilities in the science classroom to achieve the vision of STEAM education while engaging students in quality NGSS-aligned courses, units, and lessons. New discoveries and achievement across the sciences show the way for interdisciplinary connections. Emphasis is on teachers as leaders and facilitators in the classroom and school. Current research-based pedagogy will be applies in the development of authentic curricular materials.

This course promotes the partnership of candidates with district-based advisors and university mentors as candidates plan a STEAM project based upon the premise that the relationship between theory and practice is integral to success. It prioritizes educator needs based on best practices and student needs, links data and practice to professional teaching and leading standards, and utilizes questions to promote reflective thinking and move practice forward. This requirement is an essential component of the Sixth Year Degree program. Candidates will then implement the project previously planned and present their results while preparing for the dissemination of information to the wider educational community.

This course promotes the partnership of candidates with district-based advisors and university mentors as candidates plan a STEAM project based upon the premise that the relationship between theory and practice is integral to success. It prioritizes educator needs based on best practices and student needs, links data and practice to professional teaching and leading standards, and utilizes questions to promote reflective thinking and move practice forward. This requirement is an essential component of the Sixth Year Degree program. Candidates will then implement the project previously planned and present their results while preparing for the dissemination of information to the wider educational community.

Through the process of inquiry, individuals construct much of their understanding of the worlds. Inquiry is not so much seeking the right answer, because often there is none, but rather seeking appropriate and creative resolutions to questions and issues. This course will examine how inquiry and classroom practices can emphasize the development of questioning skills and the nurturing of inquiring attitudes or habits of mind that will enable individuals to continue the quest for knowledge throughout life.

This field-based course provides candidates with the opportunity to integrate Science, Technology, Engineering, Art and Math within the natural world. Utilizing CT's Natural Resources as an outdoor classroom the concept of "Nature Did it First" will be explored along with collecting, organizing, interpreting and reporting out data, field work protocols and safety requirements, ethical treatment and legal restrictions regarding the collection and release of live organisms, problem solving, inquiry, observation, field equipment use and construction, and application to current environmental issues and concerns. Integration of STEAM principals into identified site-based investigations include: Marine Biology/ Coastal Ecology, Ct Geology, Fresh Water Ecosystem, Forest/Field, Energy Transformers (solar, wind, hydro and waste) and Land Art.

Growth in STEAM industries continues, creating career opportunities globally and locally, and positioning STEAM courses and initiatives for attention and funding. Yet, chronic under-representation patterns persist. Through readings and discussions, this course employs a critical lens to examine issues and opportunities in STEAM classrooms and careers.

This course provides an understanding of data and related concepts using multiple encoding schemes on various computational tools. Core data operations such as storing, copying, searching, retrieving, modifying, deleting and transforming information. Students will collect and present data in various visual formats, and be able to identify and describe patterns in data visualizations to make predictions, as well as highlight and propose cause-and effect relationships. Social impacts of computing are also presented.

This course helps students create prototypes to solve computational problems, modeling daily processes to complete tasks.  Students will develop programs with sequences and simple repetitions (loops) to express ideas or solve basic problems.  Flowcharts and pseudocode concepts will be introduced to emphasize the importance of design before starting development.  The importance of decomposing a problem into smaller parts will also be introduced.  Students will be expected to systematically design and develop programs making selections among various alternative approaches to solve a problem and justify their choice.

This course focuses on hands-on skills for students to develop plans that describe a particular program's sequence of events, goals, and expected outcomes.  Proper program development skills in modular design, indentation, commenting, and help files will be studied.  Students will be asked to debug (i.e., identify and fix) errors in programs and explain how errors are fixed using relevant terminology.
Prerequisite: Take EDCS-506 or EDCS-516