EDCI 200: Ethics of Neuroscience in Education - 1

Syllabus Course Number: Title: Credit Hours: Semester: Dates: Course format: EDCI 200 Ethics of Neuroscience in Education 1 credits Summer, 2013 May 20 – June 14, 2013 Week 1 - Begin readings and introduce yourself. Week 2 - Continue the course readings and post your Project Proposal. Week 3 – Online participation. Week 4 – No online requirements. Complete your Final Project and post to the group. Online

Location:

Instructor Name & Contact Information: Haley Woodside-Jiron, Ph. D. University of Vermont College of Education and Social Services 538 Waterman Building Burlington, VT 05405 Email: Haley.Woodside-Jiron@uvm.edu Office Hours: Please use my email address above for personal communications with me. You can expect a 36 hr turn around on email and discussion postings _____________________________________________________________

Dr. Haley Woodside-Jiron, Summer 2013

EDCI 200: Ethics of Neuroscience in Education - 2

Course Summary and Goals 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. Course Learning Objectives Students in Ethics of Neuroscience in Education (EDCI 200) will: • Acquire basic knowledge in how the brain is involved with learning and memory • • Read and analyze the growing research documenting the role of neuroscience in the education setting Understand theoretical and practical overviews of the role of dialogic learning 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 be posted online 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 under expectations. Also, please see the UVM Grading Policy link at the end of the syllabus.

Dr. Haley Woodside-Jiron, Summer 2013

EDCI 200: Ethics of Neuroscience in Education - 3 Course assignments and grades:

Assignment Participation Project Proposal Final Project

Due date Ongoing 5/30/13 6/14/13

% course grade 30% 20% 50%

Classroom Environment Expectations Students participating in this online course will:

Weeks 1&2 – Read the required course text and brainstorm ideas for related topics of interest. (Online requirements: Week 1 - Introduce yourself online. Week 2 – Post your Project Proposal) Week 3 – More intensive online participation begins. During this week you will log on at least 5 times to participate in online discussions and reflection. Week 4 – No online requirements this week. You will use this time to finish your self selected readings for your project and complete your Final Project. You will submit this Final Project online on the given due date.

Discussion Board Expectations • Please participate thoughtfully and consistently in all online discussions. You will contribute to the online discussions by answering questions posed and then extending the conversation with your own comments and reflections. Part of this will involve responding thoughtfully to at least 3 colleague's posts throughout the week. Remember, there is no "back of the classroom" in an online discussion and you must post on time so to facilitate the flow of the online conversation. • Each module has assignments that include readings done from Week 1 & 2 and then posting to the Discussion Board area. Communication Class Communication Announcements, reminders, and special interests topics will be communicated throughout the course using the Announcements box on the course home page. Please check this space regularly. Individual Communication & Response Turnaround Time Please use my email for personal communications with me. You can expect a 36 hr turn around on email and discussion postings. (Haley.WoodsideJiron@uvm.edu)

Dr. Haley Woodside-Jiron, Summer 2013

EDCI 200: Ethics of Neuroscience in Education - 4 Technical Assistance Using Blackboard Please 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 the ethical issues related to neuroscience research in education particularly for children at risk through poverty. The pace for readings and discussion will be intense given the nature of the 1 credit design of the course. It is essential that you have the course text before class begins. Note that the first two weeks of class there is minimal online work and that the majority of this time will be spent completing course readings in preparation for week 3 (the more intensive online portion of the course). During week 3 we will meet regularly online for discussions. During week 4 there will be no active online obligation. This last week, time is provided for you to complete your final project for the course and post it in the designated area. Please be sure to plan your time accordingly. Please note that there are two assignments that you will be handing in throughout the course. The first is a 1-2 page Project Proposal (due 5/30/13) detailing the topic you wish to pursue for your final project. This Project Proposal is an opportunity for you to state the questions that you are interested in, propose the format of your final project (i.e. written paper or electronic presentation), and list the resources that you will be using for your work. I will provide additional ideas or resources that might be helpful to you at that point. The Final Project (due by 6/14/13) will demonstrate your mastery of course content as well as your ability to generalize that information to a topic of your 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 table.” This final project is not simply a review of the literature but an opportunity to go further to include your own arguments, questions, and hypotheses related to neuroethics. We will be talking about this online a lot during your first week of class but please know that you have choice in how you present your final work. True to Universal Design for Learning principles, I am committed to multiple means of representation, expression and engagement. This means that your final project can look like a traditional paper or can utilize any number of electronic tools (i.e. Prezi, Digital Storytelling, or other presentation formats). Again, we will talk about this during our first week of class and by the time your Project Proposal is approved you will have confidence of the direction you want to take this final project. The topics we will cover as well as the timetable for completion of readings and your research project are listed below. Complete descriptions of the assignments and evaluation tools will be made available as we progress through the course.

Dr. Haley Woodside-Jiron, Summer 2013

EDCI 200: Ethics of Neuroscience in Education - 5

Topic for Week #1 & 2 (5/20/13 – 6/2/13) During weeks 1 & 2 you will complete the required readings for the course. These readings concentrate on basic brain development research, exploring the ethics of this neuroscience in the educational setting, and implications for children placed at risk through poverty. Week #1 & 2 Readings: 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. 2 Blackboard articles/links (see Course materials section) Begin self selected readings pertaining to your upcoming project Week #1 Discussion Due 5/22/11 – Introduce yourself to the class in the Welcome and Introductions section of the course. Week #2 Assignment (20% of your grade) Due 5/30/12 by 5:00 pm – Project proposal. In this one page paper you will propose the topic that you will be working on for your final project (due 6/14/13) as well as the list of resources that you will be using to support your thinking.

Topic for Week #3 (6/3/13 – 6/9/13) During week 3 you will complete the required readings for the course. These readings concentrate on basic brain development research, exploring the ethics of this neuroscience in the educational setting, and implications for children placed at risk through poverty. Week #3 Readings: Review readings from weeks 1 & 2 Possible readings provided relevant to unfolding online discussion by course participants Week #3 Discussion Due 6/3/13 - 6/4/13:Initial response to Jensen Introduction and chapter 1 (Discussion Board: Understanding poverty as neuroscience) Due 6/5/13 – 6/6/13: Initial response to Jensen chapters 2-5 (Discussion Board: Teaching with “poverty in mind”: What does it look like and why?) Due 6/7/13 – 6/8/13: Initial response to Jensen chapters 6 and article provided on Blackboard (Discussion Board: Closing the achievement gap…

Dr. Haley Woodside-Jiron, Summer 2013

EDCI 200: Ethics of Neuroscience in Education - 6 for real) Due 6/3/13- 6/9/13: Thoughtful and integrated responses to at least 3 colleagues throughout the week Week #3 Assignment Consistent and thoughtful participation in online discussions throughout the week (Reminder: This is part of your overall Participation grade worth 30% of your total grade for the course.) Week #4 Discussions There are no required discussions for this final week of class given that this is a one credit course. This week is designed for you to be able to focus entirely on your project that is due at the end of the week. That said, I will keep a Project Discussion area open for active problem-solving and sharing of ideas throughout the week for students who are so inclined. I, of course, will be available this week for consultation as desired by class participants. Week #4 Assignment (50% of your grade) Due 6/14/13 by 5:00 pm – Final Project submitted in Blackboard discussion board titled “Our Final Projects: Neuroethics and Beyond”

** 30% of your grade for the course is earned through active participation and consistent attendance in the online discussions. This necessarily requires that you have done the readings on time, have thought critically about your own response to the readings, and are actively able to integrate this thinking across topics as you engage with and respond to your peers’ postings. See also Expectations section above.**

Dr. Haley Woodside-Jiron, Summer 2013

EDCI 200: Ethics of Neuroscience in Education - 7

Student Rights and Responsibilities Student Learning Accommodations: In keeping with University policy, any student with a documented disability interested in utilizing accommodations should contact ACCESS, the office of Disability Services on campus. ACCESS works with students to create reasonable and appropriate accommodations via an accommodation letter to their professors as early as possible each semester. Contact ACCESS: A170 Living/Learning Center; 802-656-7753; access@uvm.edu; www.uvm.edu/access UVM’s policy on disability certification and student support: www.uvm.edu/~uvmppg/ppg/student/disability.pdf Religious Holidays: Students have the right to practice the religion of their choice. If you need to miss class to observe a religious holiday, please submit the dates of your absence to me in writing by the end of the second full week of classes. You will be permitted to make up work within a mutually agreed-upon time. Academic Integrity: The policy addresses plagiarism, fabrication, collusion, and cheating. www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf Grade Appeals: If you would like to contest a grade, please follow the procedures outlined in this policy: www.uvm.edu/~uvmppg/ppg/student/gradeappeals.pdf Grading: For information on grading and GPA calculation, go to www.uvm.edu/academics/catalogue and click on Policies for an A-Z listing. Code of Student Rights and Responsibilities: www.uvm.edu/~uvmppg/ppg/student/studentcode.pdf FERPA Rights Disclosure: The purpose of this policy is to communicate the rights of students regarding access to, and privacy of their student educational records as provided for in the Family Educational Rights and Privacy Act (FERPA) of 1974. http://www.uvm.edu/~uvmppg/ppg/student/ferpa.pdf Final exam policy: The University final exam policy outlines expectations during final exams and explains timing and process of examination period. www.uvm.edu/academics/catalogue201011/?Page=allpolicies.php&SM=policymenu.html&policy=Examinations

Dr. Haley Woodside-Jiron, Summer 2013

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