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Course Criteria
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3.00 Credits
In this course, students will learn some of the ways cognition changes with age, experience, and education. Cognition in this course is defined broadly and includes, but is not limited to, basic processes such as memory, knowledge of subjects taught in school (e.g., reading and arithmetic), and thoughts about one's self as a learner (e.g., perceived self-competence). The age range covered is from birth to old age. Two fundamental questions addressed throughout the course are: What cognitive abilities do individuals of different ages bring to learning environments and how do learning environments affect individuals' thinking?
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3.00 Credits
Attention deficit disorder (also known as attention deficit hyperactivity disorder) is a diagnosis applied to children and adults who have experienced a handicap in their school, home, work, and/or social settings due to abnormal levels of distractibility, impulsively, and/or hyperactivity. According to epidemiological data, approximately 4% to 6% of the U.S. population has ADD, which makes it one of the most prevalent psychological disorders in contemporary society. Furthermore, it is currently believed that 66% of those diagnosed with ADD as children will continue to exhibit symptoms as adults. Over the past decade, there has been heated debate over both the cause and treatment of ADD. For instance, ADD has been attributed to a variety of causes including minor brain damage, poor diet, and poor parenting. Likewise, a variety of different treatment options have been recommended including medication, behavior therapy, and cognitive therapy; and recently, there has been concern expressed by the FDA that several medications used to treat ADD might be harmful to children. This seminar will provide a comprehensive survey of current research into the cause and treatment of ADD. In addition, the seminar will focus on the effects of this disorder from the perspective of both afflicted individuals and their families as well.
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3.00 Credits
Traditional studies of learning have focused almost exclusively on cognitive, or "cold," processes. Recent research on learning illustrates how "hot" processes also influence thinking and academic learning. In this course, we focus on how social, motivational, and emotional influences interact with cognitive processes to affect academic learning. Social influences will include students' social goals in school, friendships, and family dynamics. Motivational influences are explored through the study of major theories of achievement motivation, including attribution, self-efficacy, intrinsic motivation, "possible selves," and goal theories. Emotional factors such as coping mechanisms, test anxiety, and wellbeing also are discussed. In addition, we explore how development affects students' social, motivational, and emotional responses to learning. Child, adolescent, and adult models are discussed, and applications to educational child settings will be an integral part of the course.
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3.00 Credits
This course provides an overview of issues pertaining to diversity and diverse college students. In this course, "diversity" is defined in terms of various demographic characteristics, such as race/ethnicity, social class, gender, and religion. Topics include not only psychological concepts related to diversity (e.g., cultural psychology, stereotyping, prejudice, and discrimination), but also how these concepts are relevant to university settings (e.g., student interactions, college admissions) and how college diversity experiences may affect student outcomes.
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3.00 Credits
Students will learn about both methods and topics in educational research. Students will design and execute an original research study.
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3.00 Credits
For students minoring in education, schooling, and society, this course is designed as an advanced introduction to conducting research in the area of literacy. In designing this course as an "advanced" introduction, it was assumed that those enrolled in the course have developed a research project for at least one other course. In turn, students are expected to either build on a previous study or develop a new project for this class. As students work on their own research, they will read a number of different studies that will enable them to examine a wide range of research methods: life histories, linguistic analyses, ethnographic studies of both home and school, case studies, and the like. The class will address the following in analyzing the research design of a given piece of research: What questions motivate the study? Are these questions that relate to educational policy? to teaching? to developing theory? What is the theoretical frame out of which these questions develop? What's at stake in asking these questions? What are the most effective methods for answering these questions? What are the strengths and weaknesses of different research methods? What are the consequences of what we find for those we study and for ourselves?
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1.00 - 3.00 Credits
Seminar for seniors in the ESS minor. Students will study new approaches to educational research.
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3.00 Credits
This course examines social and cognitive development (and more importantly, the links between them) over the first six years of life. In developing an understanding of how a young child comes to understand her world and the people in it, we will look at influences as diverse as genetics and environment, family and sibling relations, friendships and starting school. Students will have the opportunity to see videos of British children at various stages in their socio-cognitive development, and will learn about the importance of individual differences in understanding development. We will also take a brief look at development in children facing demanding social and/or cognitive challenges, such as deafness, autism, hyperactivity and giftedness.
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0.00 Credits
This course, "Education Action Research Seminar in India," will take place in Kolkata, India over the month of July (not including travel days). Four unique aspects will comprise this course: action research and experiential learning, reflective seminars, collaborative learning and inquiry with Indian students, and stakeholder workshops. The course is envisioned to provide a unique experiential learning and action research opportunity for undergraduate students of Notre Dame in partnership with one of India's leading educators, Sister Cyril Mooney, Principal of Loreto Day School in Kolkata (formerly Calcutta). The hallmark of Sister Cyril's vision of social justice is the "Rainbow School"- an innovative education program whereby Loreto School's students from fifth grade onwards are required to act as student-teachers for the underprivileged children (mostly street children, child laborers and children of families in extreme poverty) who participate in non-formal education activities within the same premises - on the rooftop of the school building. Hallmarks of this course include action research, experiential learning, and collaborative learning and inquiry with Indian students where Indian college students will join the ND students for this course and service-learning commitments with Loreto schools. Weekly reflective seminars will provide supplemental academic learning for Notre Dame students in India. They will be followed by interactive workshops with invited local practitioners, policy makers, media and private sector representatives engaged in the education and other social policy arenas in the Indian context.
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3.00 Credits
This course, "Education Action Research Seminar in India," will take place in Kolkata, India over the month of July (not including travel days). Four unique aspects will comprise this course: action research and experiential learning, reflective seminars, collaborative learning and inquiry with Indian students, and stakeholder workshops. The course is envisioned to provide a unique experiential learning and action research opportunity for undergraduate students of Notre Dame in partnership with one of India's leading educators, Sister Cyril Mooney, Principal of Loreto Day School in Kolkata (formerly Calcutta). The hallmark of Sister Cyril's vision of social justice is the "Rainbow School"- an innovative education program whereby Loreto School's students from fifth grade onwards are required to act as student-teachers for the underprivileged children (mostly street children, child laborers and children of families in extreme poverty) who participate in non-formal education activities within the same premises - on the rooftop of the school building. Hallmarks of this course include action research, experiential learning, and collaborative learning and inquiry with Indian students where Indian college students will join the ND students for this course and service-learning commitments with Loreto schools. Weekly reflective seminars will provide supplemental academic learning for Notre Dame students in India. They will be followed by interactive workshops with invited local practitioners, policy makers, media and private sector representatives engaged in the education and other social policy arenas in the Indian context.
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