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Dr. Haley Woodside-Jiron, Summer 2012
Society, Stress & the Brain - 1
Course Number: EDCI 200Title: Society, Stress & the BrainCredit Hours: 3 creditsSemester: Summer, 2013Dates: May 20 June 14 2013Location: OnlineInstructor Name & Contact Information:Haley Woodside-Jiron, Ph. D.University of VermontCollege of Education and Social Services538 Waterman BuildingBurlington, VT 05405Email:Haley.Woodside-Jiron@uvm.edu Office Hours: Please use my email address above for communicationswith me. You can expect a 24 hr turn around on email and discussion postings
 ____________________________________________________________Course Summary and Goals
Society, Stress and the Brain 
(EDCI 200) familiarizes students with braindevelopment and the learning process in the context of complex social conditionssuch as poverty, instability, and fear. Throughout this course, students study theeffects of stress on the learning process and consider methods of instruction andinteraction that address the various developmental needs of children in diversecontexts (i.e. schools, families, and discursive contexts). This course isparticularly relevant to those invested in the fields of education, counseling,psychology, and sociology as we explore different methods of interaction anddiscourse that relate to locus of control and agency.
Dr. Haley Woodside-Jiron, Summer 2012
Society, Stress & the Brain - 2
Course Learning Objectives
Students in
Society, Stress and the Brain 
(EDCI 200) will:
Acquire basic knowledge in how the brain is involved with learning andmemory
Read and analyze the growing research documenting the specific effectsof stress on brain development and the learning process.
Understand theoretical and practical overviews of the role of dialogiclearning in developing agency and locus of control in the individual
Explore and develop interactive learning environments that foster locus ofcontrol and agency thus promoting more effective and generative learningexperiences.
Required Texts / Materials
Jensen, E. (2005). Teaching With the Brain in Mind. Alexandria, VA:Association for Supervision and Curriculum Development.
Johnston, P. H. (2004). Choice words: How our language affectschildren’s learning. Portland, ME: Stenhouse Publishers.
Zull, J. E. (2002). The art of changing the brain: Enriching the practice ofteaching by exploring the biology of learning. Sterling, VA: Stylus.
Additional articles, chapters, and web based readings/videos will beposted online throughout the course as appropriate to our discussions
Grading Criteria / Attendance Policy
All students are expected to participate consistently throughout the course.Further details about participation expectations are listed below underexpectations. Also, please see the UVM Grading Policy link at the end of thesyllabus.
Classroom Environment Expectations
 Students participating in this online course will:
Spend approximately 10-12 hours a week on this course.
Read the assigned readings (articles or websites) for each module.
Post to the discussion board as assigned throughout the course.
Participate actively and consistently in all discussions.
Check in and participate in the discussion boards at least 3-4 times aweek.
Dr. Haley Woodside-Jiron, Summer 2012
Society, Stress & the Brain - 3
Discussion Board Expectations
Please participate in the online discussions for each of the assignments byanswering questions posed and then extending the conversation. Part ofthis will involve responding to at least 2-3 colleague's posts each week.Remember, there is no "back of the classroom" in an online discussion.
Each module has assignments that include reading and then posting tothe Discussion Board.CommunicationClass CommunicationWe will use the Announcements box on the course home page to communicatereminders, updates and special interests topics.Individual Communication & Response Turnaround TimePlease use my email for communications with me. You can expect a 24 hr turnaround on email and discussion postings. (Haley.Woodside-Jiron@uvm.edu)Technical Assistance Using BlackboardPlease use the HELP tab in Blackboard if you are experiencing any difficulties.There you will find 27/7 assistance both by phone and by online chat.
Course Schedule:
Throughout this course you will be engaging with diverse readings exploring therelationship between brain development, stress, and the role of one’senvironment in the learning process. The pace for readings and discussion willbe intense given the nature of the 4-week design of the course. Please be sure toallot appropriate time in your schedule for readings and assignments that are dueeach week.You will submit two separate 5-7 page papers during weeks 2 and 3 of thiscourse (double spaced, 12 pt font, 1.25” margins). In addition to the 5-7 pages oftext you will also include a “Works Cited” page. These papers will demonstrate acommand of course content and your own inquiry. It is essential that you are ableto integrate course research, readings, and discussions with your writing and thatyou “bring yourself to the table.” These papers are not simply a review of theliterature but go further to include your own arguments, questions, andhypotheses.In addition to these two papers you will also contribute to a group presentationduring the last week of class. Here you will work with 2-3 of your peers from classto develop a powerpoint presentation that will be shared with the class. Thispresentation will represent your active application of the principles that you learnthroughout the course.

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