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Ethics of Neuroscience in Educ - EDCI 200 OL3 - Course Syllabus

Ethics of Neuroscience in Educ - EDCI 200 OL3 - Course Syllabus

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View Course: https://learn.uvm.edu/courselistsummer/course.php?term=201206&crn=61272

Ethics of Neuroscience in Education (EDCI 200) explores ethical issues related to current and developing neuroscience research with particular attention to the field of education and students placed at risk through poverty. The field of Neuroscience is committed to advancing the understanding of the brain and how it works. Exciting discoveries are being made each and every day in this field and are being used to inform decisions in medicine, public policy and even education. However, the ethical issues related to such research and related decisions are seldom explored. Understanding the ethics of neuroscience becomes increasingly important as we consider correlations between neuroscience, behavior and health. Here issues such as chronic stress, SES, addiction, and brain development can have significant impact on one?s availability for learning, quality of life, and even lifespan.
View Course: https://learn.uvm.edu/courselistsummer/course.php?term=201206&crn=61272

Ethics of Neuroscience in Education (EDCI 200) explores ethical issues related to current and developing neuroscience research with particular attention to the field of education and students placed at risk through poverty. The field of Neuroscience is committed to advancing the understanding of the brain and how it works. Exciting discoveries are being made each and every day in this field and are being used to inform decisions in medicine, public policy and even education. However, the ethical issues related to such research and related decisions are seldom explored. Understanding the ethics of neuroscience becomes increasingly important as we consider correlations between neuroscience, behavior and health. Here issues such as chronic stress, SES, addiction, and brain development can have significant impact on one?s availability for learning, quality of life, and even lifespan.

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Dr. Haley Woodside-Jiron, Summer 2012
EDCI 200: Ethics of Neuroscience in Education - 1
Syllabus
Course Number: EDCI 200Title: Ethics of Neuroscience in EducationCredit Hours: 1 creditsSemester: Summer, 2012Dates: May 21
 –
June 12, 2012Location: 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
Ethics of Neuroscience in Education 
(EDCI 200) explores ethical issues relatedto current and developing neuroscience research with particular attention to thefield of education and students placed at risk through poverty. The field ofNeuroscience is committed to advancing the understanding of the brain and howit works. Exciting discoveries are being made each and every day in this field andare being used to inform decisions in medicine, public policy and even education.However, the ethical issues related to such research and related decisions areseldom explored. Understanding the ethics of neuroscience becomesincreasingly important as we consider correlations between neuroscience,behavior and health. Here issues such as chronic stress, SES, addiction, and
 
Dr. Haley Woodside-Jiron, Summer 2012
EDCI 200: Ethics of Neuroscience in Education - 2
brain development can have significant impact on one’s availability for learning,
quality of life, and even lifespan.
Course Learning Objectives
Students in
Ethics of Neuroscience in Education 
(EDCI 200) will:
Acquire basic knowledge in how the brain is involved with learning andmemory
Read and analyze the growing research documenting the role ofneuroscience in the education setting
Understand theoretical and practical overviews of the role of dialogiclearning in developing agency and locus of control in the individual
Required Texts / Materials
Jensen, E. (2009). Teaching With Poverty in Mind: What Being Poor Does
to Kid’s Brains and What Schools Can Do About It. Alexandria, VA:
Association for Supervision and Curriculum Development.
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. The first weekwe will be meeting daily online for class. Students will then have one weekwithout online requirements to complete the final project for the class andsubmit
 
Read the assigned readings by the stated due dates
 
Post to the discussion areas as assigned throughout the course on time
 
Participate thoughtfully and consistently in
all 
discussions
 
Develop and submit your Final Project in Blackboard by 6/1/12 at 5:00pm.Discussion Board Expectations
 
Dr. Haley Woodside-Jiron, Summer 2012
EDCI 200: Ethics of Neuroscience in Education - 3
Please participate in the online discussions for each of the assignments byanswering questions posed and then extending the conversation. Part ofthis will involve responding thoughtfully to at least 3 colleague's poststhroughout the week. Remember, there is no "back of the classroom" in anonline discussion.
Each module has assignments that include reading and then posting tothe Discussion Board.CommunicationClass CommunicationAnnouncements, reminders, and special interests topics will be communicatedthroughout the course using the Announcements box on the course home page.Please check this space regularly.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 theethical issues related to neuroscience research in education particularly forchildren at risk through poverty. The pace for readings and discussion will beintense given the nature of the 1-week design of the course and it is essentialthat you have the course text before class begins. Note that the first week ofclass we will be meeting regularly online for discussions while the second weekof class there will be no online obligation
 –
only time for you to complete yourfinal assignment for the course. Please be sure to allot appropriate time in yourschedule for readings, assignments, and discussions during the first week andproject completion during the second week.Please note that there are two assignments that you will be handing inthroughout the course. The first is a 1-2 page Project Proposal detailing the topicyou wish to pursue for your final project. This Project Proposal is an opportunityfor you to state the questions that you are interested in, propose the format ofyour final project (i.e. written paper or electronic presentation), and list theresources that you will be using for your work. I will provide additional ideas orresources that might be helpful to you at that point.The Final Project will be due by 6/1/12 and will demonstrate your mastery ofcourse content as well as your ability to generalize that information to a topic ofyour choosing. It is essential that you are able to integrate course research,
readings, and discussions in your project and that you “bring yourself to the

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