PSYC E-1609: MBHE & Development: SyllabusRevised 2/4/13
Mind, Brain, Health and Education:
The Science of Development, Learning, and Well-Being
Teaching Team:
Course Director:Stephanie Peabody, Psy.D. , Neuropsychologist
Email:
Visiting Faculty: Bryan Hudson, Ph.D., Forensic Neuropsychologist
Email:
TraceyTokuhama-Espinosa, Ph.D.,Professor of Education and Neuropsychology, Universidad San Francisco de Quito, Ecuador
Email:
Teaching Assistant: Julia Volkman, A.L.M Candidate, Montessori Mentor
Email:
Office Hours: By appointment
Class:Mondays 11:00 a.m. to 1:00 p.m. (live stream and in-person option)
1 Story Street, Room 306
Videos posted within 24-hours of live stream for viewing at anytime
Course Description
Mind, Brain, Health, and Education (MBHE): The Science of Development, Learning, and Well-being is a comprehensive course that translates state of the art scientific research into essential useable knowledge, resources, and practical tools. Human development is a dynamic process of interaction between biology, behavior, and environment (and is associated with learning about oneself, others and society). In this survey course, we will immerse ourselves in the research that illuminates how peopledevelop, learn, behave and achieve during the prenatal period,early/middlechildhood, adolescence,and young adulthood and in varied life circumstances. We will consider how the application of MBHE principles at critical and sensitive periods of development has the potential to significantly alter outcomes related to health, learning, and achievement across the lifespan. This course brings knowledge to child development stakeholders about how to support the structural integrity of the brain and the expansive potential of the mind in childhood, adolescence, and young adulthood with real-world applications offered each class. Renowned researchers and specialists will offerlectures(in-person, via technology, and/or pre-recorded)throughout the course.
MBHE Perspective
There are many factors (e.g., genetic, environmental, interpersonal, and intrapersonal) that affect the dynamic process of development and learning across the lifespan. MBHE representsa transdisciplinary perspective that utilizes cutting edge research from the work of scholars, educators, health care practitioners,policy makers and other interested parties to integrate evidence-based knowledge concerning how individuals learn and thrive. The fields that converge to form MBHE include Clinical and Cognitive Psychology, Neuropsychology (i.e., The Mind – cognition, emotion, behavior), Neuroscience (i.e., The Brain – electrochemical processes and the physical properties of the brain), Medicine and Allied Health (i.e., Health — physical, psychological, social, and emotional), and Education. Adopting a holistic approach, such as thatoffered throughthe MBHE perspective, can be very beneficial in addressing these inter-related factors more effectively.
Course Goals
In this MBHE course you will gain a basic understanding of the dynamic and inextricable interaction of the brain, mind, and body with the environment and the implication of this interaction on health, development, learning and well-being. With the collaboration of renowned guest speakers, we will:
- Examine how the brain develops from the prenatal period through young adulthood, including critical periods and the dynamic development of the mind, including the senses, language, and executive functions
- Explore the dynamic interplay of genes and environment and the dramatic role supportive environments can play on the developmental trajectory and well-being
- Learn about brain imaging and assessment methods
- Practice the science of neurobehavioral observation
- Consider the impact of health, including protective and risk factors, (e.g., toxic stress, maltreatment, acquired brain injury) on development, learning and well-being and the potential of neuroplasticity
- Understand well-being, from a holistic perspective, as our optimal baseline state and its influences on all other domains
- Translate key teachings into your own practice
The overarching effort is to demonstrate how MBHE principles apply to,and may benefit individuals at all developmental stages through varied life circumstances.
COURSE REQUIREMENTS AND GRADING
Required Course Materials
Research articles, website reviews, videos, and audios will be provided on the course website.In addition, the following text with My Development Lab is required:
- Feldman, R.S. (2013).Discovering the life span. Books a la Carte Plus MyDevelopmentLab with eText -- Access Card Package, 2/E. Pearson Publishing.ISBN-10:0205216188,ISBN-13: 9780205216185. Information on how to electronically access My Development Lab is provided on the course website.
The typical learning path and assignments are outlined below. If you require an alternate path that differs from the following, contact the teaching staff. Grading is outlined in the following table.
Undergraduate Students / Graduate Students- Class Participation (25%)
- Neurobehavioral Observations (20%)
- Reflections (20%)
- Final Project (35%)
- Class Participation (25%)
- Sections (10%)
- Neurobehavioral Observations (10%)
- Reflections (10%)
- Highlights Articles (10%)
- Final Project (35%)
Class participation:
One of the goals of the course is for you to be able to effectively discuss the course topics. You are expected to actively participate in class discussions (in person and/or via the course website discussion boards) most weeks. The specific class participation grade will be calculated based on the components outlined in the following table.
Pre-class readings/links to review /- Reading materials/links will be posted on the course website
- The website will be updated regularly—you are expected to check the site regularly to stay current with course information
Pre-Class Quiz (ungraded)
Due by 11:00 am EST each Monday /
- Posted on course website
- This is designed for you to assess your baseline understanding of the topic and for the faculty to see where the class is as a whole
- After you take the quiz, you will immediately be able to view your score
- After the class, you can compare your results with the post-class e-quiz results to measure your growing understanding of course material
Class /
- Participate live in-person or via live stream or view the recording
- Presentations by course faculty
- Guest lectures
Post-Class Quiz (ungraded)
Due as soon as possible after you attend/view class; all submissions must be made online by 5:00 pm EST each Saturday /
- Posted on course website
- This is designed for you to assess changes in your understanding of the topic immediately after viewing the class
- Teaching faculty will use class wide data to assess the efficacy of our teachings
- After you take the quiz, you will immediately be able to view your score
Discussion Board Posts
Due by 5:00 pm EST each Saturday /
- Your thoughts are needed to create a rich, class-wide dialogue
- Use the website to comment/respond to posts and reach out to colleagues with similar interests
Graduate Student Notes / Graduate students are a valuable resource in this course. You are asked to share your knowledge with the group directly by taking notes on two classes and posting a synopsis of the teachings, which will become available as a resource for all. The notes should include the following parts: (a) summary of the key teachings of the class (with specific reference to the key resources/research discussed) and (b) key terms and definitions. Graduate students will coordinate their two assigned weeks with the Teaching Assistant to assure that notes are available for each week of class. Notes must be posted by Saturday post-class at 5:00 pm EST.
Review Sections / Review sections will be led by a member of the teaching staff via a virtual classroom. Participation is optional but recommended for undergraduate and noncredit students. Graduate students are expected to review all Sections and are required to participate live in at least one section in preparation for the virtual presentation of their final project (see below). Scheduling of Sections will take into consideration graduate student schedules.
Neurobehavioral Observations:
Over the course of the semester, you must conduct three 10-minute MBHE observations. Our objective is to demonstrate how our own senses can be effective and accurate collectors of scientific data. The observations are designed to focus on an individual at any stage of development (infancy, preschool, childhood, adolescence, young adulthood, adulthood, geriatric/elderly) in any setting (e.g., your own home, neighborhood, playground, work, library, supermarket, school, campus, community). In a brief (<1 page) summary, describe (a) the physical surroundings (e.g., playground, sunny and windy day, crowded with children), (b) the individual’s physical appearance of health/well-being (e.g., about 3 feet tall, healthy color in cheeks, dark circles under eyes), (c) the individual’s actions and movements (e.g., swinging and extending feet forward and backward appropriately, climbing stairs without alternating feet, swapping hands while writing with chalk), (d) the feedback the individual received from the environment/other humans for those actions (e.g., adult smiled when catching the child at the bottom of the slide, adult yelled “no” when the child dropped sand out of the sandbox), (e) the individual’s response to the environmental feedback, and (f) how this observation supports or refutes at least one lesson from the course (e.g., mirror neurons).
Reflections:
Over the course of the semester, you will complete weekly Reflections activities related to class content and its application to real life. Weekly Reflection instructions will be posted on the course website.You can use these to inform and help build your final project (see below).
Highlights Articles:
This is required for Graduate students and extra credit for undergraduate students. What MBHE information is essential for parents to know? How can we convey that information in a concise, easy-to-understand format? Highlights is launching a new magazine targeted directly at parents. They would like to include a regular Neuroscience (MBHE) Update column. Your job is to create a series of two concise, research-based articles, each no more than 300 words, informing parents about an important MBHE teaching. You can use the research presented in the course or edify this with your own literature search (see or for more information).Sample articles are posted on the course website.These articles will be submitted to the editor of Highlights new magazine for consideration. Highlights has requested articles on the following topics:
- Reading babies cues—learning to observe
- The importance of parents
- Fears—helping your child tolerate loud noises, masks, etc.
- Choosing child care—qualities to look for in the caregivers
- Other topics related to parenting and MBHE topics
This is your chance to get published!
Final Project:
There is a great lack of accurate information about findings from the sciences ofMBHE. What can you do to help further spread public knowledge about MBHE? Specifics related to the Final Project will be introduced early on in the course.
Mid-semester you will be expected to submit a written Final Project Plan that briefly (one paragraph is fine) explains your proposed project. Examples of previous final projects will be posted on the course website for your reference.
All projects will be posted on the course website for the entire class’ benefit. You are required to provide written feedback to three other student projects.
Course Schedule
(Optional Sections to be Arranged)
Week / Date / Topic1 / Jan. 28 / MBHE Overview
Jan. 30 / Section: Course Format & Website Review
(Virtual Classroom)
2 / Feb. 4 / Building the Brain
3 / Feb. 11 / Building the Mind
Feb. 18 / President’s Day
4 / Feb. 25 / Studying the Brain—Neurobehavioral Observation, Imaging & Assessment
Guests: Silvia Dubovoy, Ph.D. (USD, Montessori Institute)
Daniel Amen, M.D. (Amen Clinics)
5 / March 4 / Building the Mind: Neural Networks
6 / March 11 / Attention, Executive Function, & Self-Regulation
Guests: Adele Diamond, Ph.D., F.R.S.C. (University of British Columbia, British Columbia Children’s Hospital)
Tom Baker
March 18 / Spring Break
7 / March 25 / Sensory Processing &Language Development
8 / April 1 / Health and Learning
Guest: Alvaro Fernandez (SharpBrains)
9 / April 8 / Health & Well-Being
Guest: Commissioner Bryan Samuels (US Administration for Children and Families)
10 / April 15 / Health and Well-Being: Protective Factors
- Physical Activity and Development, Health and Learning
- Nutrition in the Public Schools
- Sleep and Development, Health and Learning
- Play and Development, Health and Learning
11 / April 22 / Health & Learning: Stress, Emotions and Development
- Toxic Stress and Health and Learning
- Emotions and Development, Health and Learning
Week of April 22 / Final Project Presentations
(Virtual Classroom)
12 / April 29 / Health and Well-Being Risk Factors:
- Acquired Brain Injury
- Environmental Toxins as a Type of Brain Injury
Week of April 29 / Final Project Presentations
(Virtual Classroom)
13 / May 6 / Health and Well-Being: Adverse Childhood Experiences
Guests: Center for Disease Control (CDC)
Week of May 6 / Final Project Presentations
(Virtual Classroom)
14 / May 13 / To Be Determined
1