Certificate in Educational Neuroscience

The main objective of this two-part course, Foundations of Educational Neuroscience (fall, PEN 703 & spring, PEN 704) is to understand how the rich multidisciplinary field of Educational Neuroscience can inform science and education (and educational policy) in principled ways. In this first course PEN 703, the field's driving overarching objectives are identified: (i) to marry leading scientific discoveries about how children learn knowledge that is at the heart of early child development and schooling (e.g., language, reading, number, science, social-emotional) with core challenges in contemporary education, and to do so in principled ways through ''two-way'' communication and mutual growth between science and society; (ii) to conduct state-of-the-art behavioral and neuroimaging research that renders new knowledge that is usable, and meaningfully translatable, for the benefit of society (spanning parents, teachers, clinicians, medical practitioners, and beyond). Topics span the ethical application of science in education, neuroscience methods, and how children learn the content of their mental life, and the role of culture in learning. One major objective is for students to learn how Educational Neuroscience can provide specific advances in the education of all children, particularly young deaf children. Students in this course will read research articles, participate in discussions, do a small research project, and present a final paper.

The main objective of this two-part course, Foundations of Educational Neuroscience (fall, PEN 703 & spring, PEN 704) is to understand how the rich multidisciplinary field of Educational Neuroscience can inform science and education (and educational policy) in principled ways. In this second course PEN 705, we draw scientific advances from the field and from the National Science Foundation, Science of Learning Center, Visual Language and Visual Learning, ''VL2'' at Gallaudet University. Topics span the impact of early brain plasticity of the visual systems and visual processing on higher cognition, early social visual engagement and literacy learning, the role of gestures in learning, early sign language exposure and its facilitative impact on language learning, the bilingual brain, the surprising role of ''Visual Phonology'' in early reading, and innovations in two-way educational translation uniting science and research. One major objective is for students to learn how Educational Neuroscience can provide specific advances in the education of all children, particularly young deaf children. Students in this course will read research articles, participate in discussions, do a small research project, and present a final paper.

In this class, students advance their knowledge in making ''two-way'' connections between basic research discoveries and translation to real-world education and society. Students will not only understand how research in the lab informs practices in the classroom and educational policy, but also how researchers can generate new ideas and discoveries from insights from the classroom. Students will consider the perspectives and goals of important stakeholders such as children, students, parents, teachers, administrators, and policy-makers. Students will consider and analyze science communication and translational research related to visual language and visual learning in hearing, deaf, hard of hearing, and DeafBlind communities. Students will analyze priorities, prevailing issues, translational challenges, and translational successes between research and education. Students will also learn about the benefits and risks of creating translational materials, and gain new insight into the principles of science communication for a general audience.

This course is designed to develop the ability to locate, review, and critically evaluate research studies. The course focuses on the proper format for research proposals and reports, ethics in research, measurement issues, and sampling. In addition, the student is introduced to quantitative and qualitative approaches to research. The student will develop critical analysis abilities using the criteria of internal and external validity as explicated in experimental design principles.

This course considers educational institutions as political entities that are influenced by policy and political ideologies. Federal policies impacting schools from kindergarten to post-secondary levels are examined, and their consequences are analyzed. Roles of educational institutions in implementing change to promote social justice and equity are considered.

This course (PEN 701) serves as an introduction to foundational issues in this discipline of Educational Neuroscience. Students are required to take this course twice (fall and spring). It is organized around three to four public lectures each semester, delivered by invited speakers on themes drawn from prevailing questions and challenges in education today. Each lecture is preceded by a preparation seminar, during which students will discuss readings relevant to the lecture topic. After each lecture, students will join the invited speaker for a special discussion session, during which they will have the valuable opportunity to interact directly with researchers pursuing innovative projects in the field of Educational Neuroscience. Students can expect to gain general knowledge of topics such as language learning, reading, child development, educational assessment, educational intervention, and school, policy, and family processes associated with young children, especially young deaf visual learners. Students will also learn how contemporary brain and behavioral research may be applied in principled ways to address prevailing problems in education. All seminars and lectures will be conducted bilingually, in ASL and English.

COURSE OVERVIEW
Modern neuroimaging provides researchers with powerful tools for investigating the human brain that heretofore have been unanswerable. Previously, scientists were limited to only post-mortem studies of patients with traumatic brain injury. Now, scientists can ask profound questions about many aspects of cognition, such as language processing, emotion, memory, etc. Beginning with the classic electroencephalograph methodology, a slew of neuroimaging methods have become available, each with its own set of assumptions and capabilities that must be understood to appropriately use them and generate new contributions to educational neuroscience.

COURSE DESCRIPTION
Students will learn about neuroimaging technologies and the principles of measurement on which each neuroimaging technology operates. They will learn the relationship between the different types of neuroimaging systems and the range of questions they can and cannot answer. Understanding this relationship is vital to interpreting claims that appear in research articles, and students can expect to leave the course with critical analysis skills on which to evaluate neuroimaging claims and their relevance to children’s learning and education, which is critical knowledge to the discipline of Educational Neuroscience. This course will provide students with hands-on experiences, such as brain dissections, functional near-infrared spectroscopy (fNIRS) equipment, EEG equipment, and other methodologies covered. Students will learn about neuroimaging experimental design (block vs event), neuroimaging data analysis, and the ethical protocol of using neuroimaging systems (participant interactions).

The field of neuroethics examines the ethical, social, and legal implications of the application of neuroscience research to society. This course begins with a view of how and why neuroscience has 'evolved' to become a dynamic force in both science and society. Students will explore how bioethics has become a critical dimension of any/all consideration of scientific advancement, particularly in light of modern scientific, research and medical ethics, and as a consequence , of socio-political trends and influences. From this, the field and practice of neuroethics will be addressed and discussed, with relevance to the ways that progress in neuroscience compels and sustains both the issues and dilemmas that arise in and from neuroscientific and neurotechnological research and its applications, and the importance of acknowledging and addressing the ethical basis and resolutions of such issues. An overview of specific frontier areas of neuroscience and technology will be explored, including core topics that involve Educational Neuroscience, with a special emphasis on (a) the extent and scope of new knowledge and capability that such developments afford to impact the human condition, and (b) key ethical concerns that are incurred by such neuroscientific and neurotechnological process. Paradigms for neuroethical, legal, and social probity, safety and surety, and a putative ''precautionary process'' will be explored. The ethical implications of the application of neuroscience research to special and diverse populations of individuals will be of great salience in our discussions.

This course examines how social processes in the human brain support learning from infancy through adulthood. Topics to be discussed include theory of mind, empathy, mirror neurons, imitation, stereotypes, and group dynamics. The course will be based on current research findings in the field.

Human beings are social animals, and our brains have evolved over time in the context of relationships, society, and culture. As humans develop through infancy, childhood, and beyond, learning takes place via social interactions. These interactions take place between infants and caregivers, students and teachers, and within peer groups. Even after the early years of childhood, learning occurs in a social context. In recent decades, the study of the human being as a social animal has incorporated the study of neuroscience in order to better understand how social contexts and relationships impact our cognition, perception, and learning. This course will cover the foundations of social neuroscience, with a particular emphasis on those processes that are most important for learning. We will explore the topic via primary and secondary research, and the course activities will include lecture, discussion, presentations, and a variety of classroom activities designed to allow for deep engagement with the material.

Special topics courses address subject matter or content not already included in the existing curriculum. Offered on a temporary basis, special topics may evaluate the demand for a new course or area of study or may cover areas of specific interest.

Independent studies enable advanced study of a topic, of interest to the student and the faculty member, not covered in the curriculum. Independent studies should not substitute for required courses, although exceptions may be considered on a case-by- case basis. Note: A Registrar's Office Graduate Student Independent Study Form (http://www.gallaudet.edu/registrars_office/forms.html) and syllabus must be submitted to the Registrar's Office before the add/drop period ends to register for an Independent Study.

Discussion of the concepts, use, and interpretation of data visualization, descriptive statistics, and inferential statistics methods in research, with an emphasis on the social sciences. Topics and tools include scales of measurement, measures of central tendency, measures of variability, univariate and bivariate graphical plots, measures of correlation, simple linear models, confidence intervals for means and proportions, and hypothesis testing for means and association. Data analysis software including SPSS will be used.

Discussion of the theory and applications of inferential statistics, including sampling, estimation, confidence intervals, inferences, effect sizes and hypothesis testing as well as descriptive statistics, validity and reliability. Specific statistical techniques such as t tests, Chi Square, one way and factorial analyses of variance, correlations, simple and multiple regression as well as an introduction to trend analysis will be presented. Lab experiences in using SPSS or similar computer programs for analyzing data will be provided. Evaluations of statistical methods used in published research will be discussed.

Covers principles of research design in psychology from two-group comparisons to complex multiple treatment designs. Also includes guidelines and criteria for writing research reports and articles, questionnaire and survey research, case studies and other single-subject designs, correlational studies, naturalistic observation, and ethical considerations in research.