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Course Criteria
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1.00 Credits
What do the brain and body have to do with learning? How can research findings from the brain and biological sciences inform educational practices? This first-year seminar will involve discussion of current research from multiple disciplines (e.g., education, neuroscience, neurobiology, psychology) on topics such as brain development, stress, sleep, rhythms, and emotion/motivation. Mini-lectures will provide students with a basic appreciation of the brain and basic bioregulatory systems. Students will gain an understanding of methods for studying brain/behavior interactions and explore implications of new biological/brain findings for learning and education during the preschool, elementary, middle-school, and high-school years. Enrollment limited to 20 first year students. FYS
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1.00 Credits
The course examines the concept of the university and the college in America, their foundations and development, and society's expectations of them and their leaders. Philosophical and religious heritage, ethical and moral issues, and major themes, changes, pressures, and their role of presidents embedded in the landscape and contributions of the univeristy and its shape and future will be addressed.
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1.00 Credits
This will be a course that introduces various research methodology, both qualitative and quantitative, in the context of social science research. The later part of the course will be application of certain research techniques such as hypothesis testing and ANOVA.
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1.00 Credits
Introduces the study of human development and education from infancy through young adulthood. Provides a broad overview of scientific understanding of how children develop and how research is generated in the field. Major topics include biological foundations, mind, cognition, language, emotion, social skills, and moral understanding based on developmental theories and empirical research. The educational implications of research on human development are discussed.
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1.00 Credits
Will examine and assess the strategies and policies fashioned-particularly at the state and district level-to address the complex and intractable issues facing public schools.
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0.00 - 1.00 Credits
This team-taught course traces the changing place of intercollegiate athletics on the American college campus over the past 150 years. Topics examined include, among others, the relationship between academic and athletic pursuits; commercialization and professionalization; the role of the NCAA and of the media; the cult of the coach; and the significance of race, gender, and class, all viewed through the lenses of social, cultural, and economic history. Emphasis on critical reading, active participation in discussion, and developing research and writing skills. The course will meet twice weekly, sometimes as a whole and sometimes in smaller groups, to discuss readings, films, and guest presentations. Enrollment limited to 30 sophomores.
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1.00 Credits
Combines study of current educational issues with extensive fieldwork that allows the student to observe how these issues translate themselves into reality on a daily basis. Each student reads and discusses recent writing about educational history, theory, and practice, and observes a class in a local school for 32 hours. The final paper synthesizes reading and observations.
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1.00 Credits
What is the "craft of teaching"? A wide variety of texts are used to investigate the complexity of teaching and learning. Considering current problems as well as reform initiatives, we examine teaching and learning in America from the perspectives of history, public policy, critical theory, sociology, and the arts. Weekly journals and reading critiques; final portfolio presented to the class.
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0.00 - 1.00 Credits
An introduction to the historical study of schooling in the U.S. Drawing together social, political, economic, and cultural perspectives, explores how public schooling has related to different groups in American history.
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1.00 Credits
National systems of formal education, over the past two centuries, have proliferated massively. International organizations, governmental and nongovernmental, have long promoted the universal provision of mass education as central goals in the modern way of life. At the same time, the way children are raised, and the kinds of adults they become, varies considerably. Comparative education seeks to explore this interplay of variety and uniformity. Enrollment limited to 40.
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