This module describes the aims and motivation for the course.

An intensive one-week introduction to leadership, teams, and learning communities. Introduction of concepts and use of a variety of experiential exercises to develop individual and team skills and develop supportive relationships within the Fellows class.

Providing an overview of current issues in UK science education, this unit examines what type of science the curriculum should cover and for what purpose. The unit will introduce you to practical problems in the delivery of an effective science curriculum, and particular questions at all three educational tiers - primary, secondary and tertiary - will be touched on.

This course will introduce you to cognitive psychology. Memory, along with attention, perception, language, and decision making, are among the most prominent topics within this broad and diverse field. Upon successful completion of this course, students will be able to: Identify underlying theoretical considerations in the field of cognitive psychology; Describe the historical context in which cognitive psychology emerged as a field; Define cognitive psychology as is was historically defined and is now defined; Identify the main academic fields and other subdisciplines of psychology to which cognitive psychology is tied; Describe the main findings in the primary areas of scientific research within cognitive psychology; Compare and contrast the theories associated within the primary areas of scientific research in cognitive psychology (e.g., models of memory, attention, etc.). (Psychology 206)

All things considered, there is a lot to learn about teaching, and much of it comes from educational psychology. Teaching as a career has distinctive features now that did not figure as prominently in its profile a generation ago. The features make it more exciting in some ways, as well as more challenging, than in the past. From a teacher’s point of view, the changes mean learning knowledge and skills—and practicing them—that were less important in
teachers’ repertoires in earlier times. But the knowledge and skills are quite learnable. Educational psychology, and this text, will get you started at that task.

Educational psychologists work to understand how to structure educational systems in order to meet the mental and emotional needs of students. They study how people learn, identify and suggest efficient teaching methods, and evaluate the effectiveness of various educational policies and practices. Educational psychologists often point out the inherently social nature of our current educational system, study the ways that learning environments affect education, and study the ways that societal, local, and family issues affect learning and classroom practice. Upon completion of this course, the student will be able to: explain why knowledge of psychology is important to effective teaching; discuss, compare, and contrast cognitive and behavioral psychology; discuss, compare, and contrast constructivist and behaviorist models of teaching and learning, as well as their applications in classroom management; identify important cognitive stages of development, the typical age range of each stage, and the ways that teachers can use that knowledge; identify important aspects of personal, emotional, and moral development, and ways that teachers can use that knowledge; identify diversity in terms of differences in learning styles, intelligence, cultures, and gender, as well as specific abilities and disabilities, that a modern classroom might need to accommodate; discuss theories of motivation and defend those you would use in your classroom; discuss classroom management strategies that smooth the learning process and prevent or deal with misbehavior, and defend those strategies you would use in your classroom; identify communication skills that enhance learning, management, and coordination with students' families; identify strategies for enhancing students' ability to use complex cognitive skills; identify the major parts of a lesson or unit plan; identify and discuss types of teacher-made assessments; discuss the uses of and issues surrounding standardized testing; identify and discuss factors that influence job satisfaction in a teaching career. (Psychology 303)

I started this book in 2001 with a core group of doctoral students. The initial version included 12 chapters with no animations and very few images. Each semester, I ask my current students who are using this book as their required text in my class to improve on the book by either making animations, recorded presentations, graphics, editing, or various other contributions (there is no such thing as a completely free book!). It has been in HTML until May 2007 when we converted it to this Wiki. I continue to provide this book to the academic community free of charge, but now I would like all of you to contribute back by helping me to continually improve the book.

Download the supporting PDF file for this episode http://bit.ly/ijlL3g from the Learning to Teach Online project website.

Engaging students in online learning is critical for success. In this episode, we speak with teachers and students about strategies for improving engagement and motivation in online learning environments. Effective facilitation, creating learning communities, strategies for motivating students, and encouraging and sustaining participation are discussed.

Mechanics of deformation of the crust and mantle, with emphasis on the importance of different rheological descriptions: brittle, elastic, linear and nonlinear fluids, and viscoelastic.

This course will introduce the student to organizational psychology, or the application of psychological research and theory to human interaction in the workplace. Industrial/Organization Psychology takes research findings and theories that were originally used to explain general human behavior and applies them to human behavior in the workplace. The course begins by taking a look at how the student evaluates jobs and employees before exploring how the student evaluates and motivate employees, noting what encourages versus discourages employee job commitment. The student will then study leadership and group influences in the workplace, including working conditions, humans factors, performance management, and work teams. Leadership interaction and the leadership theories are also covered. Upon successful completion of this course, the student will be able to: perform a thorough and systematic competency model (job analysis); develop and validate a job specific selection design; design, develop, and evaluate a job specific training program; define a performance appraisal process and form; identify research methods for conducting experiments; explain organizational recruitment, selection, and retainment; evaluate the work performance of employees; describe the motivating factors of employees; identify teamwork problems and issues; compare and contrast models of motivation and leadership; explain organizational issues including: teams, attitudes, and occupational health; define work-life balance and its impact on organizations and employees. (Psychology 304)

This course surveys questions about human behavior and mental life ranging from how you see to why you fall in love. The great controversies: nature and nurture, free will, consciousness, human differences, self and society. Students are exposed to the range of theoretical perspectives including biological, evolutionary, cognitive, and psychoanalytic. One of the best aspects of Psychology is that you are the subject matter. This makes it possible to do many demonstrations in lecture that allow you to experience the topic under study. Lectures work in tandem with the textbook. The course breaks into small recitations sections to allow discussion, oral presentations, and individual contact with instructors.

Core subject for students majoring in management science. Surveys individual and social psychology and organization theory interpreted in the context of the managerial environment. Laboratory involves projects of an applied nature in behavioral science. Emphasizes use of behavioral science research methods to test hypotheses concerning organizational behavior. Instruction and practice in communication include report writing, team decision-making, and oral and visual presentation. Twelve units may be applied to the General Institute Laboratory Requirement.

Surveys social psychology and organization theory interpreted in the context of the managerial environment. Shares lectures with 15.301, with a separate recitation required. 15.301 is intended primarily for non-Sloan students, both graduate and undergraduate. Deals with a number of diverse subjects, including motivation and reward systems for engineers and scientists in industry; the aging of technical groups; the management of R&D matrix organizations; and the architecture of R&D laboratories and its effect on communication patterns in the organization. 15.301 is a core subject for students majoring in management science. A laboratory is a required element of the course for these students. It involves projects of an applied nature in behavioral science. Emphasizes use of behavioral science research methods to test hypotheses concerning organizational behavior. Instruction and practice in communication include report writing, team decision-making, and oral and visual presentation.

The course is an examination of philosophical theories of action and motivation in the light of empirical findings from social psychology, sociology and neuroscience. Topics include Belief, Desire, and Moral Motivation; Sympathy and Empathy; Intentions and other Committing States; Strength of Will and Weakness of Will; Free Will; Addiction and Compulsion; Guilt, Shame and Regret; Evil; Self-knowledge and Self-deception; Virtues and Character Traits.

" This course is an examination of philosophical theories of action and motivation in the light of empirical findings from social psychology, sociology, and neuroscience. Topics include belief, desire, and moral motivation; sympathy and empathy; intentions and other committing states; strength of will and weakness of will; free will; addiction and compulsion; guilt, shame and regret; evil; self-knowledge and self-deception; and, virtues and character traits. This course is a CI-M course."

This module explains our motivation for undertaking the task of piano note detection, and background information on the mathematics of music that is relevant to our project.

Relation of structure and function at various levels of neuronal integration. Topics include: functional neuroanatomy and neurophysiology, sensory and motor systems, centrally programmed behavior, sensory systems, sleep and dreaming, motivation and reward, emotional displays of various types, "higher functions" and the neocortex, and neural processes in learning and memory. In order to improve writing skills in describing experiments and critiquing published research in neuroscience, students are required to complete four homework assignments and one literature review with revision.

Relation of structure and function at various levels of neuronal integration. Topics include: functional neuroanatomy and neurophysiology, sensory and motor systems, centrally programmed behavior, sensory systems, sleep and dreaming, motivation and reward, emotional displays of various types, "higher functions" and the neocortex, and neural processes in learning and memory. In order to improve writing skills in describing experiments and critiquing published research in neuroscience, students are required to complete four homework assignments and one literature review with revision.

Concerns associated with developing orchestra programs in public schools, youth symphonies and higher education.