George Mason University
Community College Doctoral Program
EDCC 802: Community College Teaching through Learning Styles
Professor: Barbara K. Given, Ph.D.
Tuesday, 7:20; Krug 3
Office Hours: 5:30-6:30 Monday & Tuesdays: Call first, 993-2053
email: email@example.com Fax: 993-2013
Prerequisties: Admission to the DACC program or permission of instructor. Focuses on the theory of multiple styles of learning and various ways in which individuals demonstrate ability. Emphasized are alternative instructional approaches to enhance and m
easure learning of community college students at risk for failure. Emphasis is placed on study, analysis and application to teaching in the community college. Classroom format emphasizes participation and application of course content to community colleg
Claxton, L. & Murrell, P. (1987). Learning styles: Implications for
improving educational practices. College Station, TX: Texas A & M
University Department of Educational Administration.
Major Optional Texts (* indicates expected reading):
- Jordan, D. (1996). Teaching adults with learning disabilities. Malabar,
FL: Krieger Publishing Co.
Roueche, J. & Roueche, S. (1993). Between a rock and a hard place: The at-risk student in the open-door college. Washington, DC: The American Association of Community Colleges.
Calvin, W. & Ojemann, G. (1994). Conversations with Neil's brain. Reading, MA: Addison-Wesley Publishing Company.
Diamond, J. (1992). The third chimpanzee: The evolution and future of the human animal. NY: HarperPerennial.
Gardner, Howard (1983). Frames of Mind: The Theory of
MultipleIntelligences. New York, NY: Basic Books.
Goleman, D. (1995). Emotional intelligence. NY: Bantom Books.
- Students will demonstrate knowledge of current literature regarding learning
styles brain behavior, consciousness, and learning as outlined on the course evaluation rubric.
- Students will demonstrate application of course concepts for at-risk community
college students by selecting a topic from a community college teaching assignment or anticipated assignment and developing student lesson plans as outlined on the rubric f
or this class.
- Students will develop one conceptual or factual learning game/activity to
accompany their lesson plans.
- Students will present a 45-50 minute segment of their plans to the class.
- Students will demonstrate self-evaluation of knowledge construction by
submitting a portfolio.
- Students will follow the course standards for completion of assignments and
indicate their levels of accomplishment.
- The professor will review the assignments and self-evaluations then provide
external evaluation based on standards criteria.
- Package of 3"x 5" file cards for class reviews.
- Wide-backed notebook for article reproductions and Quick Copy packet.
- Materials for lesson plan development and presentation.
Tentative Class Schedule:
(Subject to revision to fit class needs)
- Aug 27 Course orientation. Student portfolios. Course standards and rubrics.
Syllabus review. Text books & reading list.
Individual course goals. Affinity diagram. Medicine Circle & Learning Stories
HW: Study syllabus and rubrics and bring questions to class. Complete PEPS.
Begin reading books and articles. Keep notes/questions/ideas for class discusion. Read:
Claxton & Murrell pp. iii-55 and Given "The potential of learning styles."
- Sep 3 Book/article sharing (15 minutes). Submit PEPS. Sign up sheet for
presentations. Power Point presentation and Psychogeometrics
HW: Complete reading Claxton and Murrell and be prepared for class discussion.
Sep 10 Book sharing (15 minutes).
PEPS brain behavior; Global/Analytic; hemisphericity.
Five learning systems. Teaching roles. Single word descriptors.
Psychogeometrics continued + pleasure & pain principles
HW: select one learning style instrument and begin reviewing research articles about its use. Also, read critiques of its rigor in Tests in Print or other source.
- Sep 17 Article sharing (think about taking about 4 minutes/student).
Analysis of LS instruments: Curry's onion model.
If time Kolb Learning Styles Inventory
HW:Continue reading assignments. Include Goleman's Emotional Intelligence.
- Sep 24 Book and article sharing.
Chaos, brain behavior and learning styles: A PowerPoint presentation.
Marilyn King: Dare to Imagine learning habits. How do we develop them?
HW: Identify topic, concept or set of skills to teach freshmen.
Begin outlining or mapping lesson plans that will honor the five learning systems.
Read from Roueche & Roueche and/or Jordon.
- Oct 1 Characteristics of at-risk students.
Lesson plans, authentic assessment, standards, and board games.
HW: Begin developing a board game or activity for concept attainment or skill
development. Begin reading Diamond, and Calvin & Ojemann
- Oct 8 Reactions to class, mid-term evaluation and syllabus adjustment.
Mid-term catch up. Video: Preparing Students for the Work Place. (Short version)
HW: Work on lesson plans and board game. Continue reading from course texts and
Oct 15 Columbus Day Recess
- Oct 22 Two 40-45 minute student presentations. Reactions to the Video. Blooms
Who Owns the Goat? and other games and activities for college level skill development.
HW: Begin developing a game to accompany/support your lesson plan concepts or skills.
Read Gardner's Frames of Mind.
- Oct 29 Two 45-50 minute student presentations.
HW: Bring a bottle of drinking water to class next week. Wear casual,
comfortable clothes for agile movement.
- Nov 5 Guest presenter, Judy Metcalf and/or Carla Hannaford re: PACE and Brain Gym.
HW: See you at the LDAV conference. Crystal City Marriott. Nov 7 noon-5; Nov 8 all day.
- Nov 12 Three 45-50 minute student presentations. HW: Catch up on your
reading. See you at the conference.
***Nov. 15-16 Center for Honoring Individual Learning Diversity (CHILD) Conference*** Johnson Center
(formerly the Southeast Learning Styles Honoring Diversity Conference)
Nov 19 Three 45-50 minute student presentations. HW: Prepare portfolios.
Nov 26 Three 45-50 minute student presentations. HW: Complete article and book summaries.
- Dec 3 Two 45-50 minute student presentations.
Application of course content to community college teaching.
- Dec 10 Catch up. Course Review and Evaluation.
- Ackerman, Diane (1990). A natural history of the senses. New York, NY: Vintage
- Alkon, Daniel (1992). Memory's voice. New York, NY: HarperPerennial.
Apple, Michael & Beane, James. (1995). Democratic schools. Alexandria, VA: Association for Supervision and Curriculum Development.
- Bachelard, H.S. (1974). Brain biochemistry. New York, NY: John Wiley & Sons.
- Bandler, Richard (1985). Using your brain for a change. Moab, UT: Real People
- Bateson, Mary Catherine (1990). Composing a life. New York, NY: Penguin Books.
- Beane, James A. (1995). Toward a coherent curiculum. Alexandria, VA: Association
for Supervision and Curriculum Development.
- Bechtel, William (1988). Philosophy of the mind: An ooverview for cognitive
science. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
- Benderly, Beryl Lieff (1987). The myth of two minds. New York, NY: Doubleday.
- Benjafield, J. G. (1992). Cognition. Englewood Cliffs, NJ: Prentice Hall, Inc.
- Bentov, Itzhak (1988). Stalking the wild pendulum: On the mechanics of
consciousness. Rochester, VT: Destiny Books.
- Bigge, Morris L. & Shermis, S. Samuel (1992). Learning theories for teachers.
New York, NY: HarperCollins Publishers.
- Brandt, D. (1983). Is that all there is?: Overcoming disappointment in an age of
diminished expectations. New York, NY: Pocket Books.
- Brauth, S.E., Hall, W.S., & Dooling, R.J. (1991). Plasticity of development.
Cambridge, MA: The MIT Press.
- Brooks, Jacqueline & Brooks, Martin (1993). In search of understanding: The case
for onstructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
- Butler, A. B. (1984, 1986). Learning and teaching style: In theory and
practice. Columbia, CT: The Learner's Dimension.
- Butler, Kathleen A. (1984). Learning and teaching style in theory and practice.
Columbia, CT: The Learner's Dimension.
- Buzan, Tony with Buzan, Barry (1993). The mind map book: How to use radiant
thinking to maximize your brain's untapped potential. NY: A Dutton Book.
- Buzan, Tony & Keene, Raymond (1994). Buzan's book of genius and how to unleash
your own. London: Stanley Paul and Company Limited.
- Caine, Renate & Caine, Geoffrey (1991). Making connections: Teaching and the
human brain.Alexandria, VA: Association for Supervision and Curriculum Development.
- Calvin, W. & Ojemann, G. (1994). Conversations with Neil's brain. Reading, MA:
Addison-Wesley Publishing Co.
- Campbell, Don G. (1983). Introduction to the musical brain. Saint Louis, MI: MMB
- Capra, Fritjof (1982). The turning point. New York: Simon and Schuster.
- Carey, Joseph (1990). Brain facts: A primer on the brain and nervous system.
Washington, DC: Society for Neuroscience. Chen, Milton (1994).
- Chopra, Deepak (1993). Ageless body, timeless mind. New York, NY: Harmony Books.
- Churchland, Patricia Smith (1986). Neurophilosophy: Toward a unified science of
the mind-brain. Cambridge, MA: The MIT Press.
- Churchland, Paul M. (1988). Matter and consciousness: A contemporaryiIntroduction to the philosophy of the mind. Cambridge, MA: The MIT Press.
- Clark, Barbara (1986). Optimizing learning: The integrative education model in
the classroom. Columbus, OH: Merrill Publishing Company.
- Claxton, C. S. & Murrell, P. H. (1987). Learning styles: Implications for
improving educational practices. Washington, D. C.: Clearing House on Higher
- Cohen, J. & Stewart, I. (1994). The collapse of chaos: Discovering simplicity in
a complex world. NY: Penguin Books.
- Corballis, Michael C. (1991). The lopsided ape: Evolution of the generative
mind. New York, NY: Oxford University Press.
- Covey, Stephen R. (1990). Principle-centered leadership. New York: NY. Simon &
- Covey, Stephen R. (1989). The seven habits of highly effective people. New York,
NY: Simon & Schuster.
- Crick, Francis (1994). The astonishing hypothesis: The scientific search for the
soul. New York, NY: Charles Scribner's Sons.
- Cross, Ian & Deliege, Irene. (1993). Music and the cognitive sciences 1990.
Switzerland: Harwood Academic Publishers.
- Csikszentmihalyi, Mihaly (1993). The evolving self: ApPsychology for the third
millennium. NY: HarperCollins Publishers.
- Csikszentmihalyi, Mihaly (1990). Flow: The psychology of optimal experience. New
York, NY: HarperPerennial.
- Cytowic, Richard E. (1993). The man who tasted shapes: A bizarre medical mystery
offers revolutionary insights into emotions, reasoning, and consciousness. New York, NY: J. P. Tarcher/Putnam Book.
- Damasio, Antonio R. (1994). Descartes' error: Emotion, reason, and the human
brain. New York, NY: G.P. Putnam's Sons.
- Dawkins, Richard (1989). The selfish gene. New York & Oxford: Oxford University
- Dennison, P. E. & Dennison, G. E. (1989). Brain gym: Teacher's edition,
revised. Ventura, CA: Edu-Kinesthetics,Inc.
- Detterman, Douglas K. & Sternberg, Robert J. (1993). Transfer on trial:
Intelligence, cognition, and instruction. Norwood, NJ: Ablex Publishing Corporation.
- Dickinson, Dee. (1991). Creating the future: Perspectives on educational change.
- Aston Clinton, Bucks. UK: Accelerated Learning Systems Ltd.
- Donald, Merlin (1991). Origins of the modern mind. Cambridge, MA: Harvard
- Driscoll, M. P. (1994). Psychology of learning for instruction. Boston, MA:
Allyn and Bacon.
- Dryden, Gordon & Vos, Jeannette (1994). The learning revolution. Rolling Hill
Estates, CA: Jalmar Press.
- Duane, Drake D. & Gray, David B. (1991). The reading brain: The biological basis
of dyslexia. Parkton, MD: York Press.
- Dunn, R. & Dunn, K. (1990). Journal of reading, writing, and learning
disabilities, volume 6. New York, NY: Hemisphere Publishing Corporation.
- Dunn, R. & Dunn, K. (1993) .Teaching secondary students through their individual
learning styles: Practical approaches for grades 3-6. Boston, MA: Allyn and Bacon.
- Dunn, Rita & Griggs, Shirley A. (1988). Learning styles: Quiet revolution in
American secondary schools. Reston, VA: National Association of Secondary School Principals.
- Dunn, Rita & Griggs, Shirley A. (1995). Multiculturalism and learning style.
Westport, CT: Praeger.
- Duschl, Richard A. Hamilton, Richard J. (1992). Philosophy of science, cognitive
psychology, and educational theory and practice. Albany, NY: State University of New York Press.
- Dworkin, Barry R. (1993). Learning and physiological regulation. Chicago, IL:
The University of Chicago Press.
- Edelman, Gerald M. (1992). Bright air, brilliant fire, On the matter of the
mind. New York, NY: Basic Books.
- Entwistle, Noel (1981). Styles of learning and teaching: An integrated outline
of educational psychology for students, teachers, and lecturers. NY: John Wiley & Sons.
- Ford, Donald H. (1987). Humans as self-constructing living systems: A
developmental perspective on behavior and personality. Hillsdale, NJ: Lawrence Erlbaum Associates.
- Ford, Martin E. (1992). Motivating humans: Goals, emotions, and personal agency
beliefs. Newbury Park, CA: Sage Publications, Inc.
- Fullan, Michael (1993). Change forces: Probing the dephts of educational reform.
London: The Falmer Press.
- Gaddes, W. & Edgell, D. (1994). Learning disabilities and brainfFunction: A
neuropsychological approach. New York, NY: Springer-Verlag.
- Gardner, Howard (1982). Art, mind & brain. New York, NY: Basic Books.
- Gardner, Howard (1983). Frames of mind: The theory of multipleintelligences. New
York, NY: Basic Books.
- Gardner, H. (1993). Multiple intelligences: The theory in practice. New York,
NY: Basic Books.
- Gardner, Howard (1991). The unschooledmMind. New York, NY: Basic Books.
- Garner, Ruth (1987). Metacognition and reading comprehension. Norwood, NJ: Ablex
- Gazzaniga, Michael S. (1988). Mind matters: How mind and brain interact to
create our conscious lives. Boston, MA: Houghton Mifflin Company.
- Gazzaniga, Michael S. (1992). Nature's mind, the biological roots of thinking,
emotions, sexuality, language, and intelligence. New York, NY: Basic Books.
- Geissler, H., Link, S.W., & Townsend, J.T. (1992). Cognition,iInformation
processing, and psychophhsics: Basic issues. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
- Gelb, M. & Buzan, T. (1994). Lessons from the art of juggling: How to achieve
your full potential in business, learning, and life. New York, NY: Harmony Books.
- Gladis, Stephen D. (1993). Write type: Personality types and writing styles.
Amherst, MA: Human Resource Development Press, Inc.
- Gleick, James (1987). Chaos: Making a new science. New York, NY: Penguin Books.
- Goerner, Sally J. (1994). Chaos and the evolving ecologial universe. Langhorne,
PA: Gordon and Breach Science Publishers.
- Goertzel, Ben (1993). The evolving mind. Langhorne, PA: Gordon and Breach
- Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. NY:
- Grasha, Anthony (1996). Teaching with style: A practical guide to enhancing
learning by understanding teaching and learning styles. Pittsburg, PA: Alliance Publishers.
- Gregorc, A. F. (1982). An adult's guide to style. Columbia, CT: Gregorc
- Gregorc, Anthony F. (1985). Inside styles beyond thebBasics. Columbia, CT:
Gregorc Associates, Inc.
- Griggs, Shirley A. (1991). Learning style counseling. Ann Arbor, MI: ERIC/CAPS.
- Grinder, M. (1991). Righting the educational conveyor belt (2nd ed.). Portland,
OR: Metamorphous Press.
- Gross, Ronald. (1991). Peak learning. Los Angeles, CA: J.P. Tarcher, Inc.
- Guild, Pat Burke & Garger, Stephen (1985). Marching to different drummers.
Alexandria, VA: Association for Supervision and Curriculum Development.
- Hale, Janice E. (1982). BlackcChildren, Their roots, culture, and learning
styles. Provo, UT: Brigham Young University Press.
- Hannaford, Carla. (1996). Smart moves: Why learning is not all in your head.
Arlington, VA: Great Ocean Publishers.
- Harel, Idit & Papert, Seymour (1991). Constructionism. Norwood, NJ: Ablex
- Harth, Erich (1993). The creative loop: How the brain makes a mind. Reading, MA:
Addison-Wesley Publishing Co.
- Healy, Jane (1990). Endangered minds: Why our children don't think. New York,
NY: Simon & Schuster.
- Herrmann, Ned (1988). The creative brain. Lake Lure, NC: Brain Books.
- Hill, Winfred (1990). Learning: A survey ofpPsychological interpretations. New
York, NY: HarperCollins Publishers.
- Hobson, J. (1994). The chemistry of conscious states: How the brain changes its
mind. Boston, MA: Little, Brown and Company.
- Howard, Pierce J. (1994). The owner's manual for the brain. Austin, TX: Leornian
- Hunt, Morton (1982). The universe within: A new science explores the human mind.
New York, NY: Simon & Schuster.
- Hyerle, David (1996). Visual tools for constructing knowledge. Alexandria, VA:
Association for Supervision and Curriculum Development.
- Hynd, George W. & Obrzut, John E. (1981). Neuropsychological assessment and the
school-age child, issues and procedures. New York, NY: Grune & Stratton.
- Jackendoff, Ray (1994). Patterns in the mind. New York, NY: Basic Books.
- Jensen, Eric P. (1988). Superteaching: Master strategies for building student
success. Del Mar, CA: Turning Point for Teachers.
- Jensen, Eric (1994). The learning brain. Del Mar, CA: Turning Point for
- Jensen, Eric (1995). Brain-based learning and teaching. Del Mar, CA: Turning
Point for Teachers.
- Jones, Steve (1993). The language of the genes: Biology, history and the
evolutionary future. Glasgow, England: Flamingo.
- Joseph, R. (1993). The naked neuron: Evolution and the languages of the body and
brain. New York, NY: Plenum Press.
- Kauffman, S. (1995). At home in the universe: The search for laws of
self-organization and complexity. NY: Oxford University Press.
- Kavanagh, James F. (1991). The language continuum. Parkton, MD: York Press, Inc.
- Keefe, James W. (1987). Learning style Theory and practice. Reston, VA: National
Association of Secondary School Principals.
- Keefe, James W. (1988). Profiling and utilizing learning style. Reston,VA:
National Association of Secondary School Pincipals.
- Keefe, J. and Monk, J. (1986). Learning style profile. Reston, VA: National
Association of Secondary School Principals.
- Keirsey, D. & Bates, M. (1984). Please understand me: Character & temperament
types (5th ed.). Del Mar, CA: Prometheus Nemesis Book Company.
- Kline, Peter (1988). The everyday genius: Restoring children's natural joy of
learning--and yours too. Arlington, VA: Great Ocean Publishers.
- Kohn, Alfie (1993). Punished by rewards: The trouble with gold stars, incentive
plans, A's, praise, and other bribes. NY: Houghton Mifflin Co.
- Koch, C. & Davis, J. (1994). Large-scale neuronal theories of the brain.
Cambridge, MA: The MIT Press.
- Kolb, D. A. (1984). Experiential learning: Experience as the source of learning
and development. Englewood Cliffs, NJ: Prentice-Hall, Inc.
- Kosslyn, S. & Koenig, O. (1992). Wet mind: The new cognitive neuroscience. New
York, NY: The Free Press.
- Kovalik, S. (1994). Integrated thematic instruction: The model (3rd Ed.). Kent,
WA: Books for Educators.
- Lawrence, Gordon (1993). People types and tiger stripes. Gainesville, FL: Center
for Applications of Psychological Type, Inc.
- Lazear, David (1994). Multiple intelligence approaches to assessment. Tucson,
AZ: Zephyr Press.
- Leonard, Geroge B. (1968). Education and ecstasy. New York, NY: Delacorte Press.
- LeVay, Simon (1993). The sexual brain. Cambridge, MA: The MIT Press.
- Light, Paul & Butterworth, George (1993). Context and cognition: Ways of
learning and knowing. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
- Lister, Richard G. & Weingartner, Herbert J. (1991). Perspectives on cognitive
neuroscience. New York, NY: Oxford University Press.
- Manning, Brenda H. (1991). Cognitive self-instruction for classroom processes.
Albany, NY: State University of New York Press.
- Markova, Dawna (1992). How your child is smart. Berkeley, CA: Conari Press.
- Marzano, Robert J. (1992). A different kind of classroom: Teaching with
dimensions of learning. Alexandria, VA: Association for Supervision and Curriculum Development.
- Marzano, R., Pickering, D. & McTighe, J. (1993). Assessing student outcomes:
Performance assessment using the dimensions of learning model. Alexandria, VA: Association for Supervision and Curriculum Development.
- Masters, Roger D. & McGuire, Michael T. (1994). The neurotransmitter revolution.
Carbondale, IL: Southern Illinois University Press.
- McCarthy, Bernice (1991). 4 MAT system: Teaching to learning styles with
right/left mode techniques. Barrington, IL: Excel, Inc.
- McCarthy, Bernice (1996). About learning. Barrington, IL: Excel, Inc.
- McCaulley, M. H. & Natter, F.L. (1974, 1980). Psychological (Myers-Briggs) type
differences in education. Gainsville, FL: Center for Applications of Psychological Type, Inc.
- McGaugh, J., Weinberger, N. & Lynch, G. (1995). Brain and memory: modulation and
mediation of neuroplasticity. New York, NY: Oxford University Press.
- Mender, Donald (1994). The myth of neuropsychiatry: A look at paradoxes,
physics, and the human brain. New York, NY: Plenum Press.
- Milgram, R., Dunn, R., & Price, G.E. (1993). Teaching and counseling gifted and
talented adolescents. Westport, CT: Praeger.
- Miller, Laurence (1990). Inner natures: Brain, self & personality. New York,
NY: Ballantine Books.
- Miller, Lynda (1993). What we call smart: A new narrative for intelligence and
learning. San Diego, CA: Singular Publishing Group, Inc.
- Mills, J.& Crowley, R. (1986). Therapeutic metaphors for children and the child
within. New York, NY: Brunner/Mazel Publishers.
- Moir, Anne & Jessel, David (1989). Brain sex: The real difference between men
and women. New York, NY: Dell Publishing.
- Moyers, Bill (1993). Healing and the mind. New York, NY: Doubleday.
- Mulcahy, R.F., Short, R.H. &Andrews, J. (1991). Enhancing learning and thinking.
New York, NY: Praeger.
- Myers, Irene & Myers, Peter B.. (1980). Gifts Differing. Palo Alto, CA: CPP
- Myers, I. and Briggs, K. (1976). Myers-Briggs type indicator. Palo Alto, CA:
consulting Psychologists Press, Inc.
- Naisbitt, John (1994). Global paradox. New York, NY: William Morrow and Company,
- Nadel, L., Haims, J. & Stempson, R. (1990). Sixth sense. New York, NY: Avon
- Newman, D., Griffin, P., & Cole, M. (1989). The construction zone, Working for
cognitive change in school. Cambridge, MA: Cambridge University Press.
- Novitt-Moreno, Anne D. (1995). How your brain works. Emeryville, CA: Ziff-Davis
- Obrzut, J. & Hynd, G. (1991). Neuropsychological foundations of learning
disabilities. San Diego, CA: Academic Press, Inc.
- Ono, T., Squire, L.R., Raichle, M.E., Perrett, D.I., & Fukuda, M. (1993). Brain
mechanisms of perception and memory. New York, NY: Oxford University Press.
- Ornstein, Robert (1991). The evolution of consciousness. New York: Simon &
Schuster. Ornstein, Robert (1986). Multimind. New York, NY: Doubleday.
- Ornstein, Robert (1993). The roots of thesSelf. New York, NY: HarperCollins
- Orloff-Falk, J. & Doubleday, P. (1991). Choices for success. North Blackburn,
Victoria: Collins Dove.
- Pelton, Ross (1989). Mind food smart pills: A sourcebook for the vitamins,
herbs, and drugs that can increase intelligence, imporve memory, and prevent brain aging. NY: Bantam Books Doubleday Dell Publishing Group, Inc.
- Pennington, Bruce F. (1991). Diagnosing learning disorders, A neuropsychological
framework. New York, NY: Guilford Press.
- Pinker, Steven (1994). The languageiInstinct. New York, NY: William Morrow and
- Posner, M. & Raichle, M. (1994). Images of mind. New York, NY: Scientific
- Presseisen, B. Z., Sternberg, R. J., Fischer, K. W., Knight, C.C., & Feuerstein,
R. (1990). Learning and thinking styles: Classroom interaction. Washington, D.C.: National Education Association.
- Restak, Richard 1991). The brain has a mind of its own. New York, NY: Crown
- Restak, Richard (1979). The brain, the last frontier. New York, NY: Warner Books.
- Restak, Richard (1994). The modular brain. New York: Charles Scribner's Sons.
- Restak, Richard (1994). Receptors. New York, NY: Bantam Books.
- Revonsuo, Antti & Kamppinen, Matti (1994). Consciousness in philosophy and
cognitive neuroscience. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
- Riso, Don Richard (1990). Understanding the enneagram-The practical guide to
personality types. Boston, MA: Houghton Mifflin Company.
- Robbins, Anthony (1991). Awaken the giant within. New York: NY: Simon &
- Rogoff, Barbara (1990). Apprenticeship in thinking, cognitive development in
social context. New York, NY: Oxford University Press.
- Rose, Steven (1992). The making of memory: from molecules to mind. New York, NY:
- Rotter, J. (1966). Generalized expectancies for internal versus external control
of requirements. Psychological monographs, 80(10), pp. 1-28.
- Roueche, John & Roueche, Suzzane. (1993). Between a rock and a hard place: The
at-risk sudent in the open-door college. Washington, DC: Community College Press.
- Rourke, B. & Fuerst, D. (1991). Learning disabilities and psycosocial
functioning. New York, NY: The Guilford Press.
- Rundle, Susan M. & Morales, Richard (1995). When adults andlLearning styles
meet. Rochester, NY: Performance Concepts, Inc.
- Rutter, Michael & Rutter, Marjorie (1993). Developing minds: Challenge and
continuity across the life span. New York, NY: Basic Books.
- Rymer, Russ (1993). Genie, A scientific tragedy. New York, NY: HarperPerennial.
Schooler, Carmi & Schaie, K. Warner (1987). Cognitive functioning and social structure over the life course. Norwood, NJ: Ablex Publishing Corporation.
- Schnitker, Max (1972). The teacher's guide to the brain and learning. San
Rafael, CA: Academic Therapy Publications.
- Secretary's Commission on Achieving Necesary Skills U.S. Department of Labor
(1992). Learning a living: A blueprint for high performance. A SCANS report for America 2000. Washington, DC: SCANS.
- Senge, Peter M. (1990). The fifth discipline- The art and practice of the
learning organization. New York, NY: Doubleday Currency.
- Sheldrake, Rupert (1981/1987/1995). A new science of life: The hypothesis of
morphic resonance. Rochester, VT: Park Street Press.
- Sheldrake, Rupert (1988/1995). The presence of the past: Morphic resonance and
the habits of nature. Rochester, VT: Park Street Press.
- Solso, Robert L. (1995). Cognitive psychology. Boston, MA: Allyn and Bacon.
- Sonbuchner, Gail Murphy (1991). Help yourself. How to take advantage of your
learning styles. Syracuse, NY: New Readers Press.
- Springer, Sally P. & Deutsch, Georg (1981). Left brain, right brain. New York,
NY: W.H. Freeman and Company.
- Sternberg, R.J. & Wagner, R.K. (1986). Practical intelligence: Nature and
origins of competence in the everyday world. New York, NY: Cambridge University Press.
- Sylwester, Robert (1995). A celebration of neurons: An educator's guide to the
human brain. Alexandria, VA: Association for Supervision and Curriculum Development.
- Talbot, Michael (1991). The holographic universe. New York, NY: HarperPerennial.
- Ulrich, C. & Guild, P. (1985). No sweat! How to use your learning style to be a
better student. Seattle: The Teaching Advisory (P.O. Box 99131, Seattle, WA 98199).
- Vygotsky, L. (1994). Thought and language. Cambridge, MA: The Massachusetts
Institute of Technology.
- Wagschal, P. & Kahn, R. (1963). R. Buckminster Fuller on education. Amherst,
MA: The University of Massachusetts Press.
- Waldrop, Mitchell (1992). Complexity. New York, NY: Simon & Schuster.
- Watson, D. & Tharp, R. (1989). Self-directed behavior: Self-modification for
personal adjustment. Pacific Grove, CA: Brooks/Cole Publishing Company.
- Werner, E. & Smith, R. (1992). Overcoming the odds: High risk children from
birth to adulthood. Ithaca, NY: Cornell University Press.
- West, Thomas G. (1991). In the mind's eye. Buffalo, NY: Prometheus Books.
- Wheatley, Margaret (1992/1994). Leadership and the new science: Learning about
organization from an orderly universe. San Francisco, CA: Berrett-Koehler Publishers, Inc.
- Whisler, Jo Sue & Marzano, Robert J. (1988). Dare to imagine an olympian's
technology. Aurora, CO: Mid-Continent Regional Education Laboratory.
- Williams, L. (1983) Teaching for the two-sided mind: A guide to right-brainl/left
brain education. Englewood Cliffs, NJ: Prentice-Hall, Inc.
- Wills, Christopher (1993). The runaway brain: The evolution of human uniqueness.
New York, NY: Basic Books.
- Wirth, Arthur G. (1992). Education and work for the year 2000: Choices we face.
San Francisco, CA: Jossey-Bass Publishers.
- Wlodkowski, R. & Jaynes, J. (1990). Eager to learn: Helping children become
motivated and love learning. San Francisco, CA: Jossey-Bass Publishers.
- Wright, R. (1994). The moral animal: Evolutionary psychology and everyday life.
NY: Vintage Books.
- Wurman, Judith (1988). Managing your mind and mood through food. NY: Harper &
Row, Publishers, Inc.
- Wurman, Richard Saul (1989). Information anxiety. New York, NY: Bantam Books.
- Young, J.Z. (1987). Philosophy and the brain. Oxford, NY: Oxford University
EDCC 802 Evaluation Rubric
||Meets Expectations (B/B+)
|Books & Articles
||Critiques indicate superficial overview of obvious content. Minimum of 3 books
and 5 articles.
||Critiques show new knowledge construction. Minimum of 5 books with at least one
each pertaining to learning style, consciousness, learning, and brain behavior and
8 articles read. 2-3 page critiques highlight salient points & student reactions to
them. Writing conventions are accurate.
||Critiques demonstrate new knowledge construction & insightful relationships
across readings. Syntheses are clear, articulate, & representative of strong doctoral
thinking & writing skills. Minimum of 5 books & 8 articles read in depth plus scanning
of additional references.
||Plans include: clearly stated objectives, content for reaching objectives,
grading criteria, plans for student involvement, time schedule, list of needed
materials for 3 50 minute classes.
||2+ Full syllabus with outline of course topics and at least a five-book
reference list. Inclusion of a conceptual learning game.
||Duplicates plans for 3 class sessions, explains them & answers questions.
||1+ brainstorming ideas for the semester's teaching with ideas for each of five
learning systems and evaluation. Teaches a 45-50 minute class segment, provides
handouts appropriate to the topic if needed, & provides class with a schedule of
classes demonstrating where the selected lessons are embedded. Offers constructive
critique of plans & presentations by self. Includes a course rubric.
||2+ Quality of presentation is high. Students are actively engaged in higher
order thinking. Purpose & content of lesson are clearly conveyed. Five learning
systems are honored.
|| Submits portfolio of coursework that represents personal learning.
Answers self-reflective questions: -Which shows the most growth? Why & how?
||1+ Answers: *From all assignments, course activities & interactions which were
most helpful to me? How were they helpful? Portfolio is well-organized, includes a
Table of Contents and reflects a strong interest in learning.
||2+ Portfolio is attractive assemblage suitable for job interviews. It makes
a visual statement about the sense of self as an effective professor for adults. A
personal philosophy about teaching & learning is included.