Fall 2016 not offered
|Certificates: Civic Engagement, The Study of Education|
|Course Cluster: Disability Studies, Service-Learning|
This course introduces students to translational research in psychology--research that draws on psychological science to inform practice. The course is built around a central case study, early numeracy in preschool children, with an emphasis on the effects of differences in language input (e.g., deafness). We will cover existing research on cognitive and language development, early numeracy, deaf education, and teaching strategies to understand the relationship between research and practice in these areas.
The first one-quarter to one-third of the course will cover basic research methods, fulfilling the requirement for the major and preparing students to engage in both research and practice. The final project will entail drawing on the research literature and research methods to develop and test math-related materials for preschools. Each year of PSYC206 draws on the work done by previous students in the class.
The service-learning component of the course, in which students will spend two hours per week in a preschool, provides a hands-on opportunity to interact with preschool children and learn firsthand about their learning environment and styles.
||Gen Ed Area Dept:
|Course Format: Discussion||Grading Mode: Graded|
||Fulfills a Major Requirement for: (CEC)(EDST-MN)(PSYC)(SISP)
Primary source literature from cognitive development, education, and deaf studies.
|Examination and Assignments: |
10 short assignments (approximately weekly) and a final project related to research-based curriculum design.
|Additional Requirements and/or Comments: |
The additional .25 credit reflects a requirement to spend 2 hours per week volunteering in a local preschool placement coordinating math activities. The professor will arrange the placements in the first few weeks of class according to students' schedules. Students who are unable to commit to available times will not be able to take the course.
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