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Course Criteria
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3.00 Credits
This course is an introduction to the psychological study of art and creativity. Our topics include the artist; the audience; the artistic product; the creative process; and social, cultural, and institutional influences on the creative process. We explore these issues by considering a range of creative fields, including painting, literature, music, and theater performance. Throughout the semester, we take a developmental perspective on psychology and art. How do children learn to create, perceive, and understand different art forms? What role can the arts play in education? To ground our study of the psychology of art, we explore what "art" is, which members of society are labeled "artists," and how these categories are socially and culturally defined. Prerequisite: Ed 304 (Educational Psychology) or Psych 325 (Adolescent Psychology) or Psych 321 (Developmental Psychology).
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3.00 Credits
An analysis of major educational issues, drawing on empirical research and literature. Seminar format. Topics vary by semester.
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3.00 Credits
Same as URST 400
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3.00 Credits
The purpose of this course is to explore video microanalysis as a methodological tool for studying and valuing unconscious aspects of culturally diverse settings. Utilizing social cultural theoretical lens, this type of analysis reveals fleeting actions, subtle movements, peripheral events, and nonverbal communication that are not easily identified in real-time viewing. Specifically we may look at facial expressions, direction of gaze, hand movements, body position, and use of material resources as micro techniques to expand our capacity to explore minute aspects and alternative interpretations of social interactions.
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3.00 Credits
A research program arranged by the student and a faculty member. Prerequisite: recommendation for Honors study.
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4.00 Credits
The classroom as a physical, social, and intellectual environment. Selected psychological concepts and theories are applied to processes and practices of teaching and learning through readings, discussions, and participation/observation in preschools and elementary and secondary schools. A systematic, firsthand look at schooling in America both for prospective teachers and those interested in furthering their understanding of fundamental principles of teaching and learning. Prerequisite: sophomore standing. Must enroll in fieldwork laboratory (5 hours per week).
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3.00 Credits
The learning sciences are a group of disciplinary approaches to the study of learning, including cognitive science, education, psychology, anthropology, and sociology. The core of the approach is based in the study of cognition and its relationship to the disciplines of science, mathematics, and literacy. Technology has become increasing important in the past 10 years, as computer-supported collaborative learning (CSCL) software has grown in sophistication and effectiveness. The learning sciences have contributed interesting new methodologies for studying and documenting how learning occurs in real-world settings. In this course, we review the broad range of research currently taking place in the learning sciences, including methodologies for studying learning, computer software that supports both solitary and collaborative learning, the impact of new technologies on educational practice, and the impact of learning sciences research on teacher professional development and schoolwide reform. Students acquire the ability to think creatively and critically about the learning sciences, and to evaluate critically the strengths and weaknesses of specific classroom approaches and software applications.
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3.00 Credits
Modern foreign language curriculum in the secondary schools, with emphasis on the selection, organization, and appraisal of materials. Analysis of methods of instruction and evaluation in teaching modern foreign languages. Prerequisite: admission to teacher education program. Secondary teacher education majors are required to take 3 credit hours during the fall semester in which student teaching is done.
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3.00 Credits
Major handicaps of children that require educational modifications. The nature of the handicaps, their known causes, and educational provisions for exceptional children, ranging from special schools to "mainstreaming" children into regular classrooms. The nature of giftedness, together with current practices of educating gifted children and youth. Required in teacher certification program. Prerequisite: sophomore standing. Offered fall and spring semesters.
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3.00 Credits
Same as Span 413
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