Proposal for an Individual Major
Name: Elisabeth Sepulveda
Class year: 2016
Adviser: Gary Muir
Date: December 3, 2014
Working Title: Cognition, Problem-Solving, and Education
I.
DESCRIPTION
This major uses principles of Cognitive psychology as a lens through which to assess effective
teaching and learning practices. Specifically, the courses in the major serve to identify the ways
in which biological and environmental variables influence problem-solving ability and solution
fluency.
In order to fully understand this subject, I will need to develop an understanding of both
cognitive psychology and pedagogical practices, as I consider the ways in which problem solving
is effectively encouraged through curriculum development and instructional techniques.
Additionally, I will need to develop practical skills in organizational management and written
and oral communication skills, as I consider future initiatives and deliverables based off of
anticipated findings. Specifically, I hope to explore the ways in which creative thinking is
developed in the STEM fields, as well as the ways in which problem solving skills are nurtured
across disciplines.
Other resources I plan to use as I pursue my major include independent study and research
opportunities in both the Education and Psychology/Neuroscience departments, connections with
the Northfield schools and community groups while developing personal projects, and research
materials from campus libraries as well as online subscriptions.
As I consider my topic, the following questions will drive my studies:
How are creativity and problem-solving skills quantified, and what constitutes an “education”?
What are the most effective means of evaluation? Are these systems effective in assessing
identified objectives?
Within Education:
In what ways and to what degree do curriculum design and pedagogical practices impact the
absorption and application of information? Are certain aspects of the learning process more
influential in impacting outcomes than others?
Do educators need to understand the scientific basis of learning processes in order to effectively
teach? Is this of benefit to them, and if so, in what ways?
Are there environments known to foster creativity specific to problem solving in young people,
and can these be replicated, with limited resources, in classrooms?
Are the environments and educational initiatives conducive to problem solving also applicable to
older age groups, specifically the aging population? In what ways does programming need to
change in response to the unique cognitive needs of older learners?
Within Psychology:
What are the current educational practices related to problem-solving, and in what ways are they
supported by the existing literature in cognition?
What are the existing programs in cognition and innovation, and in what ways do they inform
each other? Are there programs focused on the aging population, and if not, how might current
programs be translated to meet the needs of these students?
Are there differences in students’ baseline tendencies towards problem-solving and creativity,
and are differentiated approaches effective in supporting innovative ability regardless of initial
predispositions?
Within Environment:
How do student-teacher, student-parent, and student-student relationships influence academic
success? In what ways do intrinsic and extrinsic motivation influence approaches towards
learning and application?
What are the broader implications for learning in the larger context of home and school
environments? What salient environmental influences impact the absorption and application of
knowledge outside of the classroom?
In what ways does environment affect cognitive vitality in older populations, and how do these
influences either enhance or inhibit their ability to contribute their skills and knowledge to
positive initiatives and problem-solving within their communities?
Within Sociology and Anthropology:
How do cultural and ethnic differences influence learning in the classroom, particularly for
immigrants and minorities?
How should teachers and scientists approach additional variables of language and culture when
working with increasingly diverse populations?
How is age perceived in the context of problem-solving and innovation, and how might
programs and community structures create space for valuable contributions from older
populations?
II. PERSONAL BACKGROUND
My interest in this field developed as a result of my fascination, first, with the ways in which the
developing brain learns, and second, with the mind’s process of practically employing mastered
material. Increasingly throughout high school, I began to notice a trend between teaching
practices in certain classrooms and my ability to effectively utilize acquired information. As my
understanding of the world grew, I realized that these classrooms had a marked difference in
priming my cognitive faculties to approach the complex, and often nebulous, issues I
encountered in the “real world”. Transitioning to classes at St. Olaf only strengthened my interest
in practically applying knowledge towards solving problems, specifically in exploring ways in
which curriculum and learning experiences further the connection between learning and
application. My psychology classes fueled questions of biological and environmental interactions
on the brain, while simultaneously sparking a desire to create learning materials based off the
answers. Additionally, as I studied the development stages of the brain, I began to see the need
for learning materials positioned across a spectrum of ages, enhancing cognitive vitality from
adolescence through older years. Although the Psychology and Education departments at St. Olaf
offer classes in cognition and learning, through which certain aspects of this topic can be
explored, I am specifically interested in incorporating independent studies, research, and
practical projects in conjunction with cultural, sociological, and development perspectives in
order to develop a holistic perspective.
III. RATIONALE
The ability to clearly identify and outline problems while offering viable solutions is one of the
most valued skills in society, with leaders in multiple sectors calling for educational reform in
support of these objectives. While majoring in existing Psychology or Education departments at
St. Olaf would certainly contribute to an understanding of cognition and education, a more
intentionally crafted course load, separate from the broader requirements of the Psychology
major or Education concentration, creates specific opportunities for dynamic exploration and
relevant projects. The breadth of the major encompasses the range of a liberal arts education,
with courses exploring cognitive processes, educational challenges, and political, social, and
economic considerations related to education. In the context of St. Olaf, the major is both
strongly supportive of and supported by the values and mission of the college through its
integration of teaching and scholarship. In creating this major, I am committing to a life of
learning, not only for myself as an individual, but for the students and teachers who will benefit
from stronger connections between learning and application. In a spirit of service, I hope to
contribute to the field in meaningful ways which extend into the classroom, ultimately touching
the lives of students who, in turn, will impact the greater world. In these ways, I see the focus of
the major and the St. Olaf mission as instrinsically aligned.
IV. COURSES
Education and Teaching Practice:
260: Foundations in Education
(Fall 2014)
This course provides the historical lens necessary for understanding the current educational
system, and introduces the basics of lesson plan development and design. In addition to
coursework, the class involves a 20-hour field experience in local schools to create meaningful
practical connections between educational theory and the classroom. This course relates to my
major through introducing various theoretical frameworks, ultimately placing current educational
movements in relation to other perspectives, while allowing for personal reflection regarding the
ways in which curriculum instruction and design are influenced by educational paradigms.
330: Principles of Education
(Spring 2015)
This course describes the principles and practices of education through rigorous study and
classroom placement in a 20-hour field experience. This course relates to my major in that it
focuses on practical classroom application and lesson plan development, while introducing the
challenges and opportunities teachers face in the classroom. Ultimately, it will help to place my
focus on problem solving within the context of lesson plans and curriculum, grounding theory in
practice.
378: Differentiated Instruction
(Spring 2015)
This course describes multiple approaches towards instructing diverse student populations,
particularly in regards to curriculum choice and classroom instruction. The course relates to the
major in its consideration of the spectrum of resources available for students with disabilities,
second language learners, and those labeled "at-risk”. When considering ways to instruct
students in problem-solving practices, a cognizance of particular challenges non-traditional
students may face is important.
378: Multicultural Education in Hawaii OR 379: Urban Practicum and Seminar
This Interim course will provide a hands-on immersion experience in environments reflective of
diversity and classroom differences, allowing for observations regarding both the
implementation of curriculum and accurate teacher instruction. Both experiences offer close
work in urban classroom environments, with exposure to diverse student populations. The
experiences relate to my major in that they provide immersion into school systems which are
increasingly representative of current educational environments. Through this immersive interim
course, I will develop a deeper awareness of the challenges both teachers and students face,
particularly with the ways in which curriculum and instruction interact to create desired
outcomes.
364: Teaching of Science, 5-12
(Spring 2016)
In this course, strategies for the practical application of learning theory to secondary school
science classrooms will be introduced. National science standards movement, No Child Left
Behind, inquiry learning in the science classroom, lesson planning, teaching in the classroom and
in the laboratory, technology, and managing a science laboratory are among the factors
considered in this course, in conjunction with a practical field experience. This course relates to
my major in that it addresses problem solving and inquiry learning in the context of a classroom,
considering practical integration of this skill into curriculum and instruction.
224: Community Applications in Psychology
(Interim 2015)
This course integrates on-campus classroom activities with an internship placement. Scholarly
readings, classroom discussions, and assignments highlight the unique theoretical perspectives,
skills, and methodological approaches that psychologists use to address social problems and
community needs through research, practice, and policy. On-site experiences and observations
provide opportunities for the application of previous coursework as well as guided reflection and
exploration of goals for personal and vocational development. I was placed in Targeted Services
BLAST program for at-risk middle school students as a programming intern. The experience
creating science club curriculum and connecting with students provided valuable experience in
curriculum and program development.
Skills and Methods:
291: Standards and Technology
(Spring 2015)
This course introduces techniques of integrating technology into classroom instruction. This
relates to my major in that it considers ways in which technology can enhance teaching practices
and foster problem-solving abilities.
230: Research Methods in Psychology (Fall 2014)
Research Methods provides information specific to designing and executing research in
Psychology. The course involves research reports and group research in order to develop
familiarity with laboratory procedures and necessary empirical considerations of validity and
significance--all of which are necessary for an understanding of the scientific process. This
course is specifically useful for my major in that it introduces forms of experimental design and
research through which to effectively assess scientific literature on cognition and education, as
well as ways to critically evaluate “Brain-based” claims in the classroom.
251: Management
(Fall 2013)
This course focuses on best practices for engaging with diverse groups of people, developing and
managing projects, and accomplishing the vision and mission of an organization, while
developing necessary skills for functioning within for-profit and not-for-profit ventures, small
businesses, and large corporations. This course contributes to the major in that it offers a broader
perspective on the needs and considerations of educational administrators and stakeholders.
250: Industrial/Organizational Psychology
(Fall 2015)
In this course, students apply psychological facts and principles to organizational issues. Topics
include organizational structure, personnel management, employee-supervisor relationships, job
satisfaction and motivation, communication and leadership. The course applies to the major in
that it introduces subjects applicable to the needs of teachers and administrators within the
educational system.
Business Writing:
(Spring 2016)
This course introduces the necessary language and structure of professional documents, and
provides close instruction in corporate communication. This course contributes necessary focus
on written communication for the major, particularly important in creating educational resources,
deliverables, and communication.
110: Statistics
(Fall 2013)
This course provides the basics of statistical analysis, with applications and the language and
reasoning involved in analyzing behavioral and health science data. This course contributes an
important quantitative perspective to the major through providing skills of critically assessing
statistics in both educational and scientific studies.
Development:
241: Developmental Psychology (Spring 2014)
Developmental Psychology follows human development from conception through the final
stages of life, and ultimately provides context for important cognitive, social, and emotional
milestones to consider at each stage of development. This course supports the purpose of the
major through its holistic focus on early learning, ultimately introducing considerations for
scaffolding curriculum to scale with developmental benchmarks.
Seminar: Aging and Cognition
(Fall 2015)
This course provides an overview of cognitive processes in older populations. This is important
to the major in that it provides a deeper understanding of cognition across a developmental
spectrum, particularly in regards to the unique needs and challenges involved in developing
resources for these populations.
Psychology:
238: BioPsychology (Spring 2014)
BioPsychology offers a thorough overview of Cognitive psychology, introducing brain structure,
neuroimaging technologies, and foundational aspects of cognition. This course relates to the
major in that it creates the necessary foundation and vocabulary for understanding and relating
the Biological processes of learning to problem-solving.
237: Cognitive Psychology (Fall 2015)
Cognitive Psychology dives further into cognition and learning, detailing the biological
processes of learning while providing a critical evaluation of what can and cannot be stated about
the brain. This course provides the necessary context for understanding cognition and learning in
the brain, and applies to both developing new curriculum and assessing current curriculum and
instruction used in improving problem-solving skills.
398: Independent Research: Neuroeducation (Fall 2014)
This independent research explores the Mind, Brain, and Education field in depth through
assessing the reactions of teachers, scientists, and curriculum/program developers to the
emerging field of Neuroeducation and the available resources claiming to merge the two fields.
By the end of study, research in Neuroeducation will be compiled and presented to local teachers
in a professional development session discussing the ways in which understanding of cognition
relates to effective teaching practices.
Cultural Competency:
Spanish 112-232 and Arabic 100-200: These language courses provide necessary instruction in
language acquisition and cultural literacy. The courses are particularly important to the major
when considering the unique needs of English Language Learner students in curriculum
development and instruction.
Middle Eastern Studies:
(Spring 2015)
This course introduces the intellectual dimensions of cultures and traditions of the modern
Middle East, focusing on the period from the late 18th century to the present. This is relevant to
the major in that it provides the necessary context for a growing population of immigrants
transitioning into the intellectual atmosphere of the U.S., providing insight into academic
considerations necessary for creating culturally sensitive curriculum.
115: Global Democracy
(Fall 2012)
This course provides an in-depth overview of critical questions and considerations necessary to
address complex issues of democratization, government, and social structures. Within the major,
the course provides both a necessary cultural understanding of the experiences of immigrants and
refugees in the U.S., as well as an introduction to the scope of current world issues, and the
processes and critical thinking skills needed to consider these nuanced issues.
Senior Project
(2015-2016):
Through this project, I will build on my previous experience in curriculum development by
adding a module of supplementary activities to an existing curriculum. After researching the
components involved in problem-solving and creative-thinking—from both pedagogical and
psychological perspectives—I plan to integrate curriculum content with opportunities to actively
apply knowledge by solving related problem sets. I plan to outline the project specifics during
the 2014-2015 school year, including forming connections with local schools and seeking out
potential curriculum, in preparation for launching the project during fall of Senior year.
Junior Project
(Spring 2015)
Through this project, I will be working under Kathy Vadnais, a visiting master’s student,
developing inquiry-based science curriculum for Minneapolis public schools through grant
money awarded to St. Olaf Biology department. This experience will provide practical
experience in areas of inquiry and problem-solving, as I learn how to structure learning cycles,
and will provide meaningful and relevant experience in curriculum development.
Web Portfolio:
My web portfolio will serve as both a personal portfolio of college work, as well as a list of
resources in specific areas of interest, including both Professional Development/Teacher
trainings and Curriculum Development. I plan to include a reflective blog, photographs, and
detailed information regarding the implementation of my senior project, and additional, related
extra-curricular information and initiatives. I also plan to list books and resources used in
developing and understanding of the field, as well as conventions and training programs
attended, to serve as a portfolio of opportunities, experiences, and resources utilized throughout
college.
Related Experiences:
Marketing and Communications Intern, Coastal Enterprises, Inc. (Summer 2014)
In my position as a Marketing and Communications Intern at a Community Development
Financial Institution in Maine, I developed insight into the processes and procedures used to
address complex community issues. This insight provided the context for considering the ways in
which knowledge and problem-solving skills are utilized in practically addressing community
issues. Additionally, I was able to observe a roundtable on “Aging in Place”, in which
stakeholders discussed solutions to a lack of opportunities for the senior population in Lincoln
County, Maine—the oldest county in the oldest state in the United States. Through this
experience, I began to consider the ways in which learning initiatives might be extended to tap
into the rich experiences and deep knowledge of older individuals.
Financial Literacy Intern, Thrivent Financial and Financial Aid Office
(2013-2014)
Through my position as a Financial Literacy Intern on campus, I developed presentation and
teaching strategies, as my team explored and implemented peer-to-peer education models.
Additionally, I had the opportunity to create a long-term project management plan for use in
organizing events, as well as create event and presentation materials for use in future
programming. The skills of project management and program development will be useful for
future projects related to my content areas.
Traveling Field Staff, TeenPact Leadership Schools
(2011-2012)
In this position, I traveled to state capitals throughout New England, staffing interactive, weeklong classes for high school students focused on state political processes. Through this
experience, I developed practical experience teaching hands-on and applied learning experiences,
sparking my interest in high-impact experiences in education.