Course Listing | Department of Technology and Society

Master's In Technological Systems Management Graduate Course Listing

REQUIRED COURSES (15 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.

3 credits, Letter graded (A, A-, B+, etc.)

May be repeated 1 times FOR credit.
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 disciplines. In addition, modern multi-disciplinary design approaches such as Value Sensitive Design and Biophilic Architecture will be considered as exemplar templates for the explicit incorporation of social and ethical principles into product development.

3 credits, Letter graded (A, A-, B+, etc.)
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, Letter graded (A, A-, B+, etc.)
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.

3 credits, Letter graded (A, A-, B+, etc.)
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.

3 credits, Letter graded (A, A-, B+, etc.)

May be repeated for credit.

Elective Courses (15 credits)

EDUCATIONAL COMPUTING CONCENTRATION

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, Letter graded (A, A-, B+, etc.)
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, Letter graded (A, A-, B+, etc.)
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, Letter graded (A, A-, B+, etc.)
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, Letter graded (A, A-, B+, etc.)
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, Letter graded (A, A-, B+, etc.)
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, Letter graded (A, A-, B+, etc.)
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, Letter graded (A, A-, B+, etc.)
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).

1-12 credits, Letter graded (A, A-, B+, etc.)

May be repeated for credit.
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

S/U grading

May be repeated for credit.

TECHNOLOGY MANAGEMENT CONCENTRATION

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, Letter graded (A, A-, B+, etc.)
"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, Letter graded (A, A-, B+, etc.)
"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, Letter graded (A, A-, B+, etc.)
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, Letter graded (A, A-, B+, etc.)
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, Letter graded (A, A-, B+, etc.)
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, Letter graded (A, A-, B+, etc.)
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, Letter graded (A, A-, B+, etc.)
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, Letter graded (A, A-, B+, etc.)
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).

1-12 credits, Letter graded (A, A-, B+, etc.)

May be repeated for credit.
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, Letter graded (A, A-, B+, etc.)
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

S/U grading

May be repeated for credit.

RESILIENCE and SUSTAINABILITY CONCENTRATION

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, Letter graded (A, A-, B+, etc.)
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, Letter graded (A, A-, B+, etc.)
"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, Letter graded (A, A-, B+, etc.)
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, Letter graded (A, A-, B+, etc.)
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, Letter graded (A, A-, B+, etc.)
Today's decision about fuel exports, power plant siting, and R&D support for emergent technologies often hinge on underlying priorities tied to self-sufficiency and markets, among possibilities. Such dimensions are examined in this graduate course through the lens of diverse players in the national energy system. Competing interests in infrastructure, cost, equity, and societal buy-in will be evaluated with technology systems and policy frameworks. Takeaways will provide a basis for work in the private or public sector. Graduate Students in engineering and science, social sciences and humanities, as well as management are encouraged to join. Semesters Offered: Fall

3 credits, Letter graded (A, A-, B+, etc.)
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, Letter graded (A, A-, B+, etc.)
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, Letter graded (A, A-, B+, etc.)
Students will learn about the technologies and policy options in waste management, emphasizing recycling, incineration, landfilling, and source reduction options for municipal solid waste on Long Island. Problems concerning paper, glass, plastic, organic materials, and other waste stream components will be explored. Environmental impacts and economics of landfills, materials recovery facilities, and waste-to-energy systems are examined. The institutional and regulatory climate, current and planned practices in the region, and hazardous waste will be discussed. Cross-listed as CEY 597 or HPH 663 or EST 597.

3 credits, Letter graded (A, A-, B+, etc.)
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).

1-12 credits, Letter graded (A, A-, B+, etc.)

May be repeated for credit.
"All models are wrong, but some are useful". This class offers a systems analysis approach and introduces useful modeling tools to capture and reveal the complexity of energy systems. The scope of this class includes main forms of energy, major energy production, conversion, and consumption activities, and technology innovation and transition embedded in the energy systems. We'll first discuss the theoretical and empirical knowledge base and data sources to understand the energy-environmental and climate problems. The class will then introduce the modeling tools and skills to analyze energy systems or individual energy projects so to understand energy systems and enable evidence based decision making. This class encourage students to design research projects, using the modeling tools, and presenting results. The objective of this course: Develop comprehensive understanding of energy systems, i.e. the interaction of technological, social, economic, and regulatory forces that shaping energy production, conversion, and consumption; Gain an understanding of main data sources and key methods used to analyze energy systems and their strengths and weaknesses; Get introduced to major analytical concepts and modeling tools used in energy systems and policy analysis; Develop basic analytical skills to translate energy systems analysis into effective policy discussion and debate. Prerequisite: Some programming knowledge recommended. Offered Spring

3 credits, Letter graded (A, A-, B+, etc.)
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, Letter graded (A, A-, B+, etc.)
Graduate Seminar (PhD students preferred; Masters students welcome w/permission of instructor) 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 practicum discussions, and guest speakers. Possible field trip(s) to green buildings will be explored, depending on scheduling. Topics covered will include: Regulatory schemes such as tax incentives, mandates, and building codes,Voluntary certification schemes such as LEED, EnergyStar, and their international counter parts,Equity and environmental justice issues surrounding access to/affordability of green buildings,Economic issues: Rebound effects, principal-agent misalignments, elasticity of demand,Architecture, design and engineering innovations,Occupant behavior challenges,Retrofits and energy efficiency for existing buildings,Distinctions in scales of actors: Individual, household, building management, organization,Distinctions in sectors

3 credits, Letter graded (A, A-, B+, etc.)
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

S/U grading

May be repeated for credit.

Contact Marypat Taveras at Marypat.Taveras@stonybrook.edu for semester schedule of courses.