Bass Connections in Education & Human Development: Courses

Bass Connections in Education & Human Development

Gateway Courses

EHD 290S-01 & 290S-02: Social Science Research Lab

Spring 2018
Lab Contact: Jessica Sperling

Do you want to get on-the-ground experience in applied social science research? The Social Science Research Lab engages students in project-based learning in social science research principles and their real-world application. In 2017-18, two courses/projects will be offered within this lab: 1) Evaluating Health Innovation, in partnership with the Duke Institute for Health Innovation (EHD 290S-02); and 2) Community Data in Action, in partnership with DataWorks (EHD 290S-01). The first semester (Spring 2018) will provide a foundation in applied and community-engaged research methods and hands-on learning opportunities with the applied partner. An optional subsequent course in Fall 2018 will students to apply this knowledge in a project-based consulting role with the partner program. This lab will prepare students for future research endeavors at Duke and beyond, including participation in Bass Connections projects. The lab program is based in Duke’s Social Science Research Institute (SSRI). For more information, contact Jessica Sperling.

Other Undergraduate Courses

PUBPOL/PJMS/DOCSTUD 290S.05: Social Science Radio Workshop

Fall 2017
Instructor: Brian Southwell

Do you have an interest in social science? Want to help translate research into radio stories that resonate with general audiences? Curious about the place of public radio in our media landscape? Students will produce features for WNCU 90.7 FM and work on a variety of projects. Learn more.

I&E 290: Open Knowledge and Education Innovation

May be offered in Fall 2018
Instructor: Aria Chernik

According to 20th-century progressive educator Paulo Freire, education has the potential to be a great liberator or a systematic oppressor. Freire developed a critical pedagogy of liberation, but his efforts to provide widespread access to knowledge and transform the power imbalance between educator and student proved difficult to scale. Today, technology has significantly improved access to knowledge and changed the very nature of what constitutes knowledge and how we come to learn it. Indeed, 21st-century technology has made it easier than ever to find and produce “open” knowledge: Wikipedia promises free access to the sum of all the world’s knowledge with the tap of a finger, a Google search yields troves of information, instructional channels abound on YouTube and organizations like Khan Academy offer course materials free to anyone living anywhere. Why, then, is so much of the knowledge we learn in traditional academic settings “closed”? Who stands to win if we keep knowledge locked behind journal subscription paywalls, restricted by narrow copyright and regulated by a small group of experts in a field? Who stands to lose under this model of education?