Education Courses Spring 2004

Experienced Educators Program
Integrated Learning & Waldorf Program

Experienced Educators Program

EDP 599
Action Research & Educational Change
(formerly Educational Research & Educational Change)
Competency Area: Education & Social Policy
Restricted to Experienced Educator students; others by written permission of Program Director attached to or on registration form.

This course will introduce students to the theory and strategies behind action research and will enable them to begin work on selecting an appropriate topic for their Master's Projects and to develop a proposal for their project. Strategies for framing a question, collecting data and determining samples will be part of the discussion. Methods of quantitative and qualitative research will be discussed and the relationship of purpose to method examined. Emphasis will be on the living, changing nature of qualitative research during the process of developing the Master's Project Proposal.

Section C: Keene 2003 Cluster 1: Jane Miller
Section D: Keene 2003 Cluster 2: Peter Eppig
Time: Fridays, January 16, February 6 and March 5,
5:00 - 8:00 pm and
Saturdays, January 17, February 7 and March 6,
9:00 am - 4:00 pm
Maximum: 18 per section
Credits: 2

EDP 600
Contemporary Social & Political Issues in Education
(Formerly Education in Social & Political Context)
Competency Area: Education & Social Policy

Sections C&D:
Restricted to Experienced Educator students; others by written permission of Program Director attached to or on registration form.

This course will look at the context for schooling in America in the twenty-first and latter half of the twentieth centuries. We will look at the relationship between what is happening in society and public education; we will also look at the forces both within and outside the school that direct and constrain the process of education. We will pay particular attention to the role of the teacher in the patterns of teaching, learning, determining curricula and governance that characterize schools.

Section C: Keene 2003 Cluster 1: Judy Coven
Section D: Keene 2003 Cluster 2: Susan Dreyer
Time: Fridays, April 2 & 23 and May 21,
5:00 - 8:00 pm and
Saturdays, April 3 & 24 and May 22,
9:00 am - 4:00 pm
Maximum: 18 per section
Credits: 2

Section E:
Restricted to Experienced Educators School Choice Cluster; others by written permission of Program Director attached to or on registration form.

The socio-cultural contexts of K-12 teaching are ever shifting - Society's expectations for schools and the roles that teachers are expected to assume are best understood in relation to the social, cultural, political, and historical contexts from which they arise. We will explore ways in which these multiple and overlapping contexts influence teachers' work in educational settings - building perspective on what makes organizations and innovative approaches work. We will look at the current relationship between society and public education, with a particular focus on standards and accountability and on issues of school choice. We will also look at the forces within and outside the school that direct and constrain the processes of education.

Section E: School Choice Cluster: Laura Thomas
Time: Fridays, April 2 & 23, and May 21,
4:30 - 7:30 pm and
Saturdays, April 3 & 24, and May 22
9:00 am - 4:00 pm
Maximum: 18
Credits: 2

EDT 611
Learning Theory
Competency area: Theoretical and Philosophical Foundations of Education
Restricted to Experienced Educators School Choice Cluster; others by written permission of Program Director attached to or on registration form.

How do children think and learn? What is intelligence? What is the role of emotion in education? How do biology and the environment interact to create a unique human mind? Developmental theories abound - Piaget, Vygotsky, Erikson, Kohlberg, Kegan, GilliganÉ Some models describe broad stages of development that clump a range of human characteristics. Recent work has been focused more narrowly on the unfolding of a single skill or trait. Learning has been variably ascribed to information processing, cognitive processes, constructivism, and social constructivism. Are there theories and models that can effectively guide us in our approach to teaching? How do we best support our students as they develop, mature, and gain knowledge, skills, and understanding?

Section E: School Choice Cluster: Susan Dreyer
Time: Fridays, January 16, February 6, March 5,
4:30 - 7:00 pm and
Saturdays, January 17, February 7, March 6,
9:00 am - 4:00 pm
Maximum: 18
Credits: 2

ED 699B
Master's Project
Required of all finishing students in the Keene 2002 and Saco 2002 clusters.
Restricted to Students who have completed EDP 599 Educational Research.

The Master's Project is a yearlong project of the student's own choosing. Projects are expected to contribute to the improvement of educational practice, and may have either a research or a developmental focus. Each student must make a public presentation of the project in a symposium before the end of the program. In the past, symposia have consisted of workshops for other teachers, presentations to school boards or parents, discussions in staff meetings or with seminar participants. Projects may incorporate any variety of media, such as videotapes, slides, pictures, but must also have a written report to accompany them.

Section A: Keene 2002: Staff
Section B: Saco 2002: Staff
Credits: 5

ED 699C
Master's Project Continuation

Students who have completed coursework must register for a Master's Project continuation every semester until the project has been completed and signed off by the Master's Project reader. Enrollment in Master's Project continuation confers half-time status for Financial Aid and loan deferment purposes through May 14, 2004.

Section A: Education Faculty
Credits: uncredited

ED 699S
Master's Project Seminar
Restricted to Experienced Educator students; others by written permission of Program Director attached to or on registration form.

The Master's Project seminar is designed to assist teachers with the action research process through collegial critique and advice. The seminar will be used for piloting activities, for sharing concerns and emerging theory, and for reflecting upon both the process and the content of what teachers are learning through their research. Special strategies for data collection and analysis will be explored.

Section A: Keene 2002: Peter Eppig
Time: Fridays, January 9, February 13,
March 12, April 2 & 23,
4:30 - 8:30 pm
Section B: Saco 2002: Jane Miller
Time: Saturdays, January 24, March 13 and April 24,
9:00 - 4:00 pm
Maximum: 15
Credits: 1

ED 693C
Practicum
Practicum Seminar

The purpose of the Practicum is to assist students in integrating theoretical knowledge gained through reading and seminars with their experience as teachers. During this Practicum semester students will be completing their Practicum portfolios. The emphasis in the Practicum is upon self-evaluation, reflection, and articulation of experience. Students may call on faculty consultants for particular assistance with classroom practices. A reflective journal is required of all students, and at least one visit to another classroom; an annotated bibliography and a sustained observation of a student are also required. One hour of the monthly core course meetings will be devoted to practicum-related issues, such as discussion of classroom practice, reflective journal writing, and theoretical applications to teaching.

Section C: Keene 2003 Cluster 1: Staff
Section D: Keene 2003 Cluster 2: Staff
Time: TBA
Credits: 2

ED 693D
Practicum
Practicum Seminar - Organizational Case Study
Restricted to Experienced Educators School Choice Cluster.

The practicum seminar is designed to allow students to explore school change and/or school choice issues in their educational setting. Using a variety of research methodologies, including surveys, interviews, and observations, students will collect data about their setting and use this information to reflect upon the issues facing their school communities. These reflections will include analyses of formal organizational structures, informal power relationships and the roles played by the many constituents making up a school environment. Practicum work for this term will culminate in a case study that presents the collected data with an eye towards beginning to define the work that students might want to undertake for their masters project.

Section E: School Choice Cluster: Staff
Time: TBA
Credits 2

EDC 641A
Professional Standards Portfolio II
Competency Area: Curriculum & Instruction
Required of all finishing students in the Keene 2002 and Saco 2002 clusters.

This course represents the culmination of studentsÕ work begun in the summer semester course EDC 641 Professional Standards Portfolio. Time will be devoted during the Master's Project Seminar to completing this work. Some of the coursework will also be done online. Participants will reflect on their professional strengths and weaknesses, and engage in collegial critiques of portfolios. Proficiencies may be defined from national, state or district-created standards.

Section A: Keene 2002: Peter Eppig
Section B: Saco 2002: Jane Miller
Time: TBA
Maximum: 15
Credits: 1

ED 690
SIS: Supervised Independent Study

If you are planning an independent study, please register for an SIS on your registration form; however, an SIS contract must be submitted to the RegistrarÕs Office by April 20, 2004, in order for it to appear on your schedule or transcript. Please be sure to specify on the contract if the SIS will be used to fulfill a competency area or serve as a required course substitute, or as an elective. Contracts received after the April 20 deadline will be returned to you for registration in a subsequent semester (additional costs may apply). Credits will not appear on your schedule until the SIS contract(s) has been submitted to the Registrar's Office, thus affecting your enrollment status and perhaps your financial aid eligibility.

Credits: variable

Integrated Learning & Waldorf Program

EDC 654
Appropriate Use of Technology
Course Cancelled (01/15/04)
Competency Area: Curriculum & Instruction

As technology becomes more capable of performing more functions more quickly and easily, educators must increasingly address the questions of “whether”, “which”, “how”, and “why”, and the issues of appropriateness become more critical. This course will examine appropriate use from a number of perspectives, from school policies to instructional practices and special needs accommodations. Participants will gain practical experience with selected software, as well as insights into principles of integrating technology into curricula within an inclusion classroom model. A framework and suggested guidelines for creating an Acceptable Use Policy will also be provided and discussed. Students will be expected to create an action plan for their classroom - real or projected - which will demonstrate how they see themselves applying the issues of appropriateness encountered in this course.

Section A: Peter Monether
Time: Saturdays, January 31 & February 21,
9:00 am - 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDP 630
Behind the Label:
A Deeper Look at Diagnosis and Toxic Stress in the Lives of Children
Competency Area: Education & Social Policy

As we seek to understand our children and adolescents, an ever-increasing number of them are being tested and diagnosed with a range of learning and behavioral disorders. How can we create safety in a world that threatens to overwhelm? How can we create a daily balance between calming and arousal? As we look deeper into the issues that confront our children we may glimpse how, in helping them penetrate the difficulties that face them each day, they are gathering and refining the tools they need. What is the difference between naming and labeling? In this course we will journey from the neurological to the practical. We will challenge the “hard wired” principle that so often leads to medication. We will explore a classroom and family-based response to many of the common diagnoses such as Attention Priority Issues, Obsessive/Compulsive Disorder, Oppositional/Defiance Disorder, Asperger's/Non Verbal Learning, Post Traumatic Stress Disorder, Dissociative Behaviors - moving from survival to empathy.

Section A: Kim Payne
Time: Saturday & Sunday, February 21 & 22,
9:00 am - 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDC 656
Building Leadership Capacity for a Learning School
Competency Area: Curriculum & Instruction
(Education By Design course)

This is a course for people who are interested in taking a leadership role - principal or teacher - within a school. In this course we will explore what is meant by the term leadership, gain an understanding of the purpose and importance of leaders in a learning school, develop skills that are essential to leadership, and create a vision of a school that is led with a learning community as its core purpose.

Section A: Marcea Gustafson
Time: Saturday & Sunday, March 20 & 21,
9:00 am - 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDP 590
Children with Special Needs: Focus on Childhood
Competency Area: Education & Social Policy
Required of and Restricted to Education Department teacher certification students; others by written permission of Program Director attached to or on registration form.
Priority to Waldorf certification students.

This course will examine the assumptions, attitudes and actions of the individual, family, teacher and community toward the special needs child. We will discuss the law and IEP as they relate to special needs students and the public school system, as well as the concepts of mainstreaming, integrated curriculum and teamwork between special educators and the classroom teacher. The focus will be on children with learning disabilities, with secondary emphasis on ADD (Attention Deficit Disorder), emotional and physical disabilities. Students will relate theory to practice through observation and interviews in a variety of special needs settings, as well as through personal reflection and introspection.

Section A: Laureen Harlow
Time: Thursdays, 4:30 - 6:30 pm
Maximum: 18
(1 seat reserved for ES certification student)
Credits: 2

EDC 539
ChildrenÕs Games
Competency Area: Curriculum & Instruction

It is necessary for healthy development of the person, yet too often play is considered “childish” and unimportant. This predominantly experiential course will explore the use of play and games in enriching the educational experience. Whether used to develop group cohesiveness or to illustrate concepts or to have fun, a diverse repertoire of games serves the classroom and outdoor educator well. Participants will learn a wide array of traditional games, new games, Project Adventure initiatives, Wide Games and other playgroup pastimes. We will also reflect on game structure and the techniques of leadership.

Section A: David Sobel
Time: Fridays, January 23 - March 12,
1:30 - 3:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDT 532
Conceptual Development & Learning Theory:
Focus on Middle Childhood
Competency Area: Theoretical & Philosophical Foundations of Education
Required of and Restricted to teacher certification students; others by written permission of Program Director attached to or on registration form.
Priority to Education Department students.

How do children think and learn? How do children's cognitive and affective skills evolve as they develop? How do we teach in conjunction with children's developmental skills? What assumptions do teachers and curriculum designers make about how children learn? Are these assumptions well founded? How do our personal learning styles differ? How can we construct “authentic curriculum” that is developmentally appropriate? In attempting to answer these questions, we'll explore recent research in neurophysiology and learning, language development and learning theory. Laboratory sessions will provide opportunities to synthesize our ideas on thinking, learning and teaching. Throughout, we'll be attempting to synthesize rational and intuitive modalities in the learning models we develop. Readings include Duckworth, Labinowicz, Vygotsky, Williams, and Britton.

Texts: Williams, Teaching for the Two-Sided Mind; Labinowicz, The Piaget Primer; Armstrong, The Radiant Child.

Section A: David Sobel
Section B: Wendy McGrath
Time: Fridays, 8:30 - 11:00 am
Maximum: 20 per section
Credits: 3

EDP 595
Conflict Resolution and Peacemaking in the Classroom
Course Cancelled (01/15/04)
Competency Area: Education & Social Policy

Conflict exists everywhere. We spend large portions of each day maneuvering through situations that feel full of conflict. In this course we will examine our own responses to conflict, as well as those of our students. We will spend time in experiential exercises, which can easily be applied to the classroom, learning how to “receive” conflict in a manner that increases our understanding of diversity, provides opportunities for growth and learning, and results in the possibility of creating truly collaborative and effective resolutions. We will talk about how to help children make intentional choices in response to conflict, rather than simply “reacting.” Ultimately we will focus on exploring and sharing answers to the following question, “How can we, as teachers, model and provide peaceable and effective approaches to conflict and conflict resolution in the classroom?”

Section A: Katie Kitchel
Time: Saturdays, March 13 & 27,
9:00 am - 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDC 623
Creating A School Culture of Responsibility
Course Cancelled (01/15/04)
Competency Area: Curriculum & Instruction

Empowering students lays the groundwork for teaching personal responsibility, fostering social responsibility, teaching self-discipline, and developing a positive, safe, school climate essential for student achievement. Participants in this course will learn how one New Hampshire middle school's system-wide approach to putting this philosophy into practice has yielded a positive, productive learning community. Participants will be immersed in a number of activities, simulations, and role-plays to understand and practice “language for effective conflict resolution”, strategies for preventive discipline, and classroom structures for self-evaluation. In addition, understanding misbehavior will be addressed through analyzing how particular behavior management systems can actually contribute to student discipline problems in school.

Section A: Rick Nannicelli
Time: Saturdays, February 14 & 28,
9:00 am - 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDC 561
Creative Bookbinding
Competency Area: Curriculum & Instruction

Student-produced books build pride in the writing process. Making books seems to have widespread appeal for children at various age levels. Whether using simple techniques of fastening a few sheets of paper together or using more involved and elaborate bookbinding procedures, children are often inspired to write something inside their books and are interested in reading other students' books. In this course, we will explore various methods of making and decorating books with an emphasis on using readily available and inexpensive materials.

Section A: Ron LaBrusciano
Time: Saturday & Sunday,
January 24 & 25, 9:00 am - 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDP 629
Critical Skills
Competency Area: Education & Social Policy
(Education by Design designated course)

Success in school and in the world beyond depends not only on what students know, but also on what they can do and are like. Success in assessment depends not only on auditing student learning, but also on improving student learning. This course focuses on the critical skills and fundamental dispositions that form the foundation for student learning as well as the assessment techniques that provide feedback for both student and teacher. Together, we look at the skills most essential to the dynamic world in which we live and explore how to help students develop those skills via instruction and assessment.

Section A: Laura Thomas
Time: Saturday & Sunday, March 27 & 28,
9:00 am - 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDC 638
Drama in the Classroom
Competency Area: Curriculum & Instruction

ThereÕs no surer way to build a collaborative community than to immerse a group of people in creating a dramatic performance. In this experiential class, participants will make and gather costumes, prepare sets and props, and practice and perform a lighthearted play. By experiencing the “steps” involved in developing a dramatic production, participants will have the opportunity to gain an understanding of how to lead children in the rich, interdisciplinary curriculum that drama offers. No previous experience in drama needed.

Section A: Jane Miller
Time: Fridays, April 2 - May 14,
1:30 - 3:30 pm
Maximum: 18
(1 seat reserved for ES certification student)
Credits: 1

Handcrafts
Required of and Restricted to Waldorf Students.
It is not necessary to write this course on your registration form. Students will be assigned by the department.

This course will provide an overview of the Waldorf handcraft curriculum, grades K-8. Students will be taught to knit, crochet, cross-stitch and sew, as well as plan the crafts to complement and support the main lesson curriculum.

Note: There will be a $20 lab fee payable to the instructor at the first class.

Section A: Monica Marshall
Time: Fridays, February 20, April 2 & 16,
May 7 & 14,
4:15 - 6:30 pm
Maximum: 20
Credits: uncredited

ED 691
Internship, Elementary Education
ED 692
Internship, Early Childhood Education
ED 694
Internship,
Science/Environmental Education

Internships are available in a variety of public and independent elementary schools and early childhood learning centers. Students are required to do supervised teaching in an approved elementary and/or early childhood setting.

Note: Please be sure to write the correct course number, the number of credits, and the site of your internship in the space provided on your registration form.

Section A: Education Faculty
Credits: variable

ED 697
Professional Practice Seminar
Required of and Restricted to students in Internships.
Please write this course on your registration form. Students will be assigned to a section by the Department.

All students in an internship are required to participate in the Professional Seminar. This seminar covers issues arising from working in schools and professional settings, providing a support group for the trials and tribulations of the beginning teacher. Topics covered include discipline, classroom management, designing classroom space, parent-teacher relationships, the politics of public schooling, appropriate physical education programs, uses of educational media and developing a teaching portfolio.

Section A: Ron LaBrusciano
Section B: Judy Coven
Section C: David Sobel
Section D: Arthur Auer
Time: Fridays, 11:30 am - 1:00 pm
Maximum: 10 per section
Credits: credited as part of internship

ED 699
Master's Project
Required of all Waldorf non-certification students in 5th semester of program.

The Master's Project is a yearlong project of the studentÕs own choosing. Projects are expected to contribute to the improvement of educational practice, and may have either a research or a developmental focus. Each student or team of students must make a public presentation of the project in a symposium before the end of the program. In the past, symposia have consisted of workshops for other teachers, presentations to school boards or parents, discussions in staff meetings or with seminar participants. Projects may incorporate any variety of media, such as videotapes, slides, pictures, but must also have a written report to accompany them.

Section W: Staff
Credits: 5

ED 699C
Master's Project Continuation

Students must register for a Master's Project Continuation every semester until the project has been completed and signed off by your Master's Project reader. Enrollment in Master's Project Continuation confers half-time status for Financial Aid and loan deferment purposes through May 14, 2004.

Section W: Education Faculty
Credits: Uncredited

EDC 553A
Math Methods: Concrete Approaches to Math Curriculum
Competency Area: Curriculum & Instruction
Required of and Restricted to Education Department teacher certification students; others by written permission of Program Director attached to or on registration form.

This course aims at eliminating math phobia for both children and adults. It is based on the premise that mathematics will be both accessible and enjoyable if understanding is derived from experience and strong links are made between that experience and abstract symbolism. Beginning with a consideration of how children learn mathematics, the course will focus on providing children with opportunities to put together their own mathematical understanding. Students will explore a variety of materials such as base ten blocks, fraction bars, and geoboards. Strategies for encouraging creative problem solving and for meeting the needs of individual students will be examined, as well as assessments and record keeping systems, sources of ideas and materials, and the relevance of the recent standards issued by the National Council of Teachers of Mathematics.

Section A: Judy Coven
Time: Thursdays, 1:30 - 3:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 2

EDC 555
Methods of Teaching Reading & Other Language Arts
Competency Area: Curriculum & Instruction
Required of and Restricted to Education Department teacher certification students; others by written permission of Program Director attached to or on registration form.

Is reading a skill that children naturally develop or is it a process that requires programmatic, constant instruction? Is it better to teach phonics or try a whole language approach? This course will address these questions and consider the following topics:
¥ an analysis of the reading process and what is involved in decoding and encoding
¥ different approaches to reading instruction and the use of children's literature
¥ ways to teach reading that promote fluency and correctness
¥ the integration of reading, writing and speech activities throughout the curriculum.

Section A (Focus on K-2): Ron LaBrusciano
Time: Thursdays, 1:30 - 3:30 pm
Section B (Focus on Grades 3 - 6): Paula Aarons
Time: Thursdays, 4:00 - 6:00 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 2

EDC 544B
Painting II
Competency Area: Curriculum & Instruction
Restricted to Waldorf students; others by written permission of Program Director, attached to or on registration form.

Students in this course will develop experience with colors and their relationships to an inner experience that can be objectively observed. The watercolor process, as used in Waldorf schools, provides a key to the artistic process that is an integral and necessary part of human development.

Section A: Karine Munk Finser
Time: Saturdays, February 7 & 14,
and March 6,
9:00 am - 2:00 pm
Maximum: 20
Credits: 1

ED 693
Practicum

The purpose of the Practicum is to assist students in integrating theoretical knowledge gained through reading and seminars with their experience as teachers. The emphasis in the Practicum is upon self-evaluation, reflection, and articulation of experience. Students may call on faculty consultants for particular assistance with classroom practices.

Section A: Education Faculty
Credits: 4

EDP 598
School Law
Competency Area: Education & Social Policy
Required of and Priority to Environmental Studies and Education certification students.

This is a seminar designed to provide knowledge about school law and the prohibition of discrimination on the basis of race, national origin, sex, age or handicapping condition. Through lecture, case discussion, and debate, students will be able to understand the theoretical underpinnings of egalitarian social reform, the differences between public policy, and the principal components and content of relevant policy documents as well as the benefits and limitations of policy in this area.

Text: Edmund Reutter, Jr., The Supreme Court's Impact on Public Education.

Sections A - C: John Carr
Time: Section A: Saturdays,
February 14 & March 13, 9:00 am - 4:30 pm
Section B: Sundays,
February 15 & March 14, 9:00 am - 4:30 pm
Section C: Saturdays,
April 3 & 24, 9:00 am - 4:30 pm
Maximum: 20 per section
(2 seats per section reserved for O&M students,
6 seats per section reserved for ES students)
Credits: 1

EDC 612
Setting Up A NaturalistÕs Journal
Competency Area: Curriculum & Instruction
Priority to Integrated Learning students.

Students will create their own nature journals, using both writing and drawing to study KeeneÕs local habitats. The Nature Journal has become a popular tool in K-College curriculums for integrating the study of Place-Based Science with writing, math, art, local history, drama, and even physical education. No previous drawing or nature study is necessary. Emphasis will be on uses of the nature journal for increasing observation skills and for exploration of its value in personal as well as professional work. Course time will be both indoors and outdoors, in a personally chosen outdoor study plot. A list will be sent to you for equipment to bring. Required text: Keeping A Nature Journal by Clare Walker Leslie, available in the bookstore.

Section A: Clare Walker Leslie
Time: Saturday & Sunday, April 24 & 25,
9:00 am - 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

ED 690
SIS: Supervised Independent Study

If you are planning an independent study, please register for an SIS on your registration form; however, an SIS contract must be submitted to the Registrar's Office by April 20, 2004, in order for it to appear on your schedule or transcript. Please be sure to specify on the contract if the SIS will be used to fulfill a competency area or serve as a required course substitute, or as an elective. Contracts received after the April 20 deadline will be returned to you for registration in a subsequent semester (additional costs may apply). Credits will not appear on your schedule until the SIS contract(s) has been submitted to the Registrar's Office, thus affecting your enrollment status and perhaps your financial aid eligibility.

Credits: variable

EDC 647
Star Search: A Survey of the Night Sky
Competency Area: Curriculum & Instruction

Want to take your students on a tour of the stars? This course will help you know the landmarks of the sky at night. Topics to include: principal named stars, constellations, constellation mythology (from various cultures), galaxies, nebulae, “shooting stars”, and the solar system. Other topics will be dictated by student interest. Designed as a survey course to build your knowledge base about astronomy, help you meet state curriculum standards, and satisfy your own curiosity.

Section A: Molly Flower Eppig
Time: Thursdays, January 22 - March 11,
6:30 - 8:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDC 648
Teaching and Learning in the Early Childhood Classroom
(Pre-K to 3rd grade)
Competency area: Curriculum & Instruction
Priority to Early Childhood students.
Substitute for Waldorf Curriculum Preparation II.

Throughout the years that children spend in educational settings, their successful learning is dependent not just on “instruction,” but on personal connections with important adults who support and facilitate their learning. It is through these connections that children develop not only academic skills but also positive learning dispositions and confidence in themselves as learners. Warmth and responsiveness in care-giving creates the conditions within which young children can explore and learn about their world.

Good early childhood curriculum does not come out of a box or a teacher-proof manual. Teachers need to know, understand, and use a wide array of effective approaches, strategies, and tools to positively influence young children's development and learning and need to recognize that every child constructs knowledge in personally and culturally familiar ways. In this course, students will consider the preceding in the design, implementation, and evaluation of meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all young children.

Section A: Betsi McGuigan
Time: Saturdays, February 21, March 20,
April 17 & 24
9:00 am - 4:00 pm
Maximum: 16
Credits: 2

EDC 646
Vernal Pools: A Field Study Model for Teachers
Competency area: Curriculum & Instruction
Restricted to Science Education students.

This course will help prepare you to lead vernal pool field studies with students of all ages. Through our weekly outdoor explorations you will: learn to identify vernal pools and their inhabitants; learn to recognize the vocalizations of several NH frogs; gain understanding of the ecological role of these temporary puddles; and learn how to organize productive investigations of vernal pools with students.

Section A: Janet Altobello and Susie Denehy
Time: Thursdays, April 1 - May 13,
9:00 - 11:00 am
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDC 559A
Waldorf Curriculum Preparation II: Grades 5-8
Competency Area: Curriculum & Instruction
Required of and Restricted to Waldorf Year-Round students; others by written permission of Program Director attached to or on registration form.

Waldorf Curriculum in grades 1-8 is based on a highly articulated view of the course of human development, both within the individual and over the history of mankind. This course will focus on grades 5-8. It will cover what is taught in these grades, why the Waldorf Curriculum meets the child in an appropriate way and how the teacher can best present the curriculum to the class. Classes will consist of overall curriculum presentations and of specific material presented by the students.

Required Reading: Rudolf Steiner, Discussions with Teachers

Section A: Arthur Auer
Time: Fridays, January 23 - February 13,
4:15 - 6:30 pm and
Fridays, February 20 - May 14,
1:30 - 3:45 pm
Maximum: 18
Credits: 2

EDP 628
Waldorf Educational Research
Competency Area: Education & Social Policy
Restricted to Waldorf M.Ed students who are not doing NH Certification.

This course is intended for those preparing to do a master's project as part of the completion requirements of their program. We will review research methods with emphasis on qualitative research, engage in a lively process of selecting a research question, and prepare a master's project proposal. The course will take place over a weekend and will then be followed by on-line dialogue between participants and the electronic submission of the final draft of the research proposal due by April 30.

Section A: Torin Finser
Time: Friday, March 12, 4:15 - 8:15 pm, and
Saturday, March 13, 8:30 - 4:30 pm, and online
Maximum: 12
Credit: 1

EDP 630
Waldorf School Administration and Leadership
Competency Area: Education & Social Policy
Required of and Restricted to third semester Waldorf students.

This course will provide an overview of Waldorf school administration with emphasis on the parent/teacher partnership, colleagueship, servant leadership and community development. Class sessions will balance practical aspects with philosophical considerations including karma and social dynamics inherent in schools. Required texts: School Renewal by Torin Finser and Karma and Reincarnation by Rudolf Steiner.

Section A: Torin Finser
Time: Fridays, January 23 - February 13,
1:30 - 3:45,
and Friday, March 5,
4:30 - 8:00 pm
(in Temple)
Maximum: 20
Credits: 1

EDT 612
Window on Waldorf
Course Cancelled (01/15/04)
Competency Area: Theoretical & Philosophical Foundations of Education

This course will include a brief overview of child development from a Waldorf perspective, Anthroposophy as a philosophical basis, and highlights from the curriculum. Watercolor painting will help illustrate the curriculum and the artistic process of teaching.

Section A: Karine Munk Finser
Time: Fridays, January 23 - March 5,
4:00 - 6:00 pm
Maximum: 18
Credits: 1

EDC 628
Wintertime - Teaching in the Outdoors
Competency Area: Curriculum & Instruction

Does taking a class of children outdoors in the winter seem like an intimidating experience? This course will provide opportunities to learn and practice techniques for teaching safely in the New England winter outdoor context. In this experiential course, participants will refine their own natural history skills, and practice developing and implementing environmental education practices for elementary school children.

Section A: Kara Wooldrik
Time: Saturday & Sunday,
January 31 & February 1,
9:00 am - 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1