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Curriculum & Instruction: Ethics of Neuroscience in Educ

EDCI 200 OL3 (CRN: 61064)

1 Credit Hour—Seats Available!

About EDCI 200 OL3

Designed so that its content and structure may accommodate special issues not especially appropriate within the boundaries of an existing course. Pre/co-requisite: twelve hours in Education and related areas.


Haley Jiron ()

Related Program

Brain Learning


Dates: May 19 - June 13; Course requirement: Please note that securing the textbook for this course before the start of class is absolutely necessary. Given the intense nature of the one credit course there are readings and responses due on the second day of class. You are welcome to begin reading before the class begins to ease the reading load if that is helpful to you but it is not required. Simply being prepared at the outset of class and keeping up with the daily reading schedule should suffice. Required text: 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.

More Information

Section Description

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.

Section Expectation

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


Please note that we only meet online during one week of this course: ? Weeks 1&2 ? Read the required course text and brainstorm ideas for related topics of interest. (There are no online requirements during these weeks) ? Week 3 ? Online participation takes place this week. During this week you will log on at least 5 times to participate in online discussions and reflections. ? Week 4 ? No online requirements this week. You will use this time to complete your Final Project at your own pace. You will submit this Final Project online when you are ready by the last day of class. Assignments for this class include: Participation, your Project Proposal, and your Final Project (see project description below) The course project (due 6/6/14 - 6/13/14 your choice) 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 more about this online 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 class and by the time your Project Proposal is approved you will have confidence of the direction you want to take this final project.


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