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
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
Develop and submit your Final Project in Blackboard by 6/1/12 at 5:00pm.Discussion Board Expectations