All Courses
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Theory of Non-Formal Learning
Theoretical Foundations of Non-formal Learning This course is an overview of the theory and practice of “non-formal” learning, with particular attention to emerging paradigms and historical debates. Primary course goals are to gain working understandings of an array of “non-formal” learning theories and to develop specific pedagogies based on those understandings for opening up new and critically informed possibilities of leaning in/outside of “formal” educational arrangements. Emphasis on power in education is a primary course theme. The course focuses largely on contexts and issues relevant to adult and community educators: Extension education; higher education, community-based education; training and international development; work place/organizational education; social movements/social activism.
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Senior Seminar
The purpose of the Clinical Neuropsychology & Neuroscience Seminar course is to provide educational experiences within the general domain of clinical neuropsychology and neuroscience. This requires exposure to fundamental and advanced materials, which are foundational to the field. These content areas include history, functional neural systems, neuroanatomy, neurobehavioral and standardized assessment techniques, major diagnostic criteria for neuropsychological disorders, individual and cultural variants, and related experiences. These areas are critical both to the development of neuroscience and to clinical practice in the assessment, diagnosis, and treatment of brain disorders. The student will demonstrate knowledge appropriate to her/his training level of the aphasias, alexias, agraphias, aprosodias, agnosias, and apraxias derived from within specific functional cerebral and/or brainstem systems. The student will develop skills, which will eventually be sufficient for syndrome analysis and for standardized measurement approaches to the diagnosis and treatment of brain disorders. It is anticipated that opportunities will be available for classroom presentations and the formulation of theoretical papers relevant to the student’s area of specialization. However, the fundamental perspectives of the course and the student projects will be derived from neuropsychological theory. It is my intent that each meeting will include some discussion and/or presentation of ethical issues and of educational neuropsychological content.