Education, Fall 2005 - Courses - Antioch University New England

Education Courses
Fall 2005

Experienced Educators Program
Integrated Learning & Waldorf Program

Experienced Educators Program

EDT 611
Learning Theory
Competency Area: Theoretical & Philosophical Foundations of Education
Restricted to Fall 05 entering Experienced Educator students; others by written permission of the 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, Gilligan. 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 H: Springfield VT 2005: Susan Dreyer Leon
Section I: Pembroke NH 2005: Thomas Julius
Time: Fridays, September 23, October 21,
November 11, and December 9,
4:30 - 8:30 pm, and
Saturdays, September 24, October 22,
November 12, and December 10,
9:00 am - 5:00 pm
Maximum: 20 per section
Credits: 3

ED 699C
Master’s Project Continuation
Required of all students continuing a Master’s Project for which they have previously registered.

Students must register for 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 loan deferment purposes through December 20.

Section A: Education Faculty
Credits: uncredited

EDT 533
Philosophy of Education
Competency Area: Theoretical & Philosophical Foundations of Education
Restricted to Continuing Experienced Educator students; others by written permission of the Program Director attached to or on registration form.

A basic assumption of this course is that every school person either has a conscious philosophy of education or behaves as if he or she has one. That is, not having a philosophy, the teacher follows set patterns of classroom organization, expectations of children’s behavior, curriculum, etc. which enforce purposes arrived at by someone else, or which were never intellectually formulated in the first place. Such a person lacks direction: when to support the system, when and how to challenge it, where to set personal limits on compromise?

Through readings, discussion, introspection, and the comparison between ideals and experience, students will be expected to define personal systems of beliefs and operation compatible with their values and the state of their wisdom. American education will be examined from a social, political, and economic perspective, considering the impact of concurrent events in these realms on the structure and character of education from 1900 to the present.

Section F: Keene 2004 Cluster: Arthur Auer
Section G: School Choice Cluster: Peter Eppig
Time: Fridays, September 23, October 21,
November 11, and December 9,
4:30 - 8:30 pm, and
Saturdays, September 24, October 22,
November 12, and December 10,
9:00 am - 5:00 pm
Maximum: 18 per section
Credits: 3

ED 693A
Practicum - Practicum Seminar
Restricted to Continuing Experienced Educator students.

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. A reflective journal is required of all students. Some time during each class meeting will be devoted to practicum-related issues, such as discussion of classroom practice, reflective journal writing, and theoretical applications to teaching.

Section F: Keene 2004 Cluster: Staff
Section G: School Choice Cluster: Staff
Credits: 3

ED 693C
Practicum - Practicum Seminar
Restricted to Experienced Educator students entering in Fall 05.

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. A reflective journal is required of all students. Some time during each cluster meeting will be devoted to Practicum related issues, such as discussion of classroom practice, reflective journal writing, and theoretical applications to teaching.

Section H: Springfield VT: Staff
Section I: Pembroke NH: Staff
Credits: 2

ED 690
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 December 1, 2005 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 December 1st deadline will be returned 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.

Integrated Learning & Waldorf Program

EDC 622
Assessment: A Focus on Learning
Competency Area: Curriculum & Instruction
(Critical Skills designated/based course)

Assessment should focus more on improving learning than merely auditing it. To support the learning process, assessment needs to be seen as a rich process of feedback, based on evidence related to clearly identified standards and criteria. This course will focus on assessment, embedded in the learning process, that is intended to promote student learning and growth towards a wide range of outcomes. Together, we will look at principles of authentic assessment, explore best assessment practices and develop assessment tools and strategies to best support student learning.

Section A: Thomas Julius
Time: Saturdays, September 17 & October 8,
9:00 am - 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDC 629
Building Learning Communities
Competency Area: Curriculum & Instruction
(Critical Skills designated/based course)

What can we do to ensure that students learn self-direction, ethical character, curiosity and wonder, while also attending to high quality work and becoming valued members of the community? Experience shows us that the most authentic learning communities grow from the work that teachers, students, administrators and school staff do together. This course will provide practical strategies for creating safe, productive, and collaborative classrooms. Topics will include the stages of developing learning communities and building community through meaningful work. We will examine the role of classroom rituals, traditions, democratic rules, and positive consequences.

Section A: Maura Hart
Time: Saturdays, October 15 & December 3,
9:00 am - 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDC 571A
Classroom Drawing
Competency Area: Curriculum & Instruction
Restricted to Waldorf students; others by written permission of Program Director attached to or on registration form.

In this course students practice drawing as it relates to the Waldorf curriculum in grades one through six. Particular emphasis is placed on how this artistic activity connects with the development of the child and enhances the learning of particular subjects. Students will experience a variety of methods and materials including beeswax crayons, colored pencils, and chalk for blackboard drawing. The techniques learned in this course are adaptable to non-Waldorf settings and students from other programs are welcome.

Section A: Elizabeth Auer
Time: Saturdays, September 17 & October 15,
9:00 am - 4:30 pm
Maximum: 18
Credits: 1

EDP 627
Education for Social Renewal
Competency Area: Education & Social Policy
Restricted to Distant summer sequence Waldorf Students.

This course will give students an opportunity to examine the social and pedagogical basis for Waldorf education. How do children interact in a Waldorf classroom? How can a teacher prepare to meet the emotional as well as academic needs of students? What is the philosophic framework for teacher preparation? How can a teacher remain inspired, enthusiastic? Students will share their research on topics chosen the previous summer, reflect on readings assigned, and submit journal entries to an online partner. Final documentation will include a 20-page paper, quotations selected from the readings, and a review submitted by the journal partner. All work will need to be completed by December 16. FirstClass access is required.

Section A: Torin Finser
Time: Online via FirstClass
Maximum: 12
Credits: 4

EDT 586
Evolving Consciousness II
Competency Area: Theoretical & Philosophical Foundations of Education
Required of Waldorf students; others by written permission of Program Director attached to or on registration form.

This course is the sequel to the introduction of anthroposophical concepts presented in the summer. During this term, world evolution and esoteric history will be considered from the standpoint of the evolving consciousness of humanity as characterized by Rudolf Steiner. Steiner’s relationship to other educational philosophers and the history of educational thought will also be considered. We will start each session by playing the recorder.

Section A: Torin Finser
Time: Fridays, 8:30 - 11: 00 am
Maximum: 24
Credits: 3

EDT 572
Human Development: Focus on Childhood
Competency Area: Theoretical & Philosophical Foundations of Education
Required of and Priority to Elementary and Early Childhood certification students.

Good teaching stems from a grasp of the principles and purposes of human development. A vision of development provides the biological and philosophical underpinnings of informed education. By examining the ñplanî which directs human growth, we find a basis upon which curriculum can be built. Without this perspective, schooling can become arbitrary and heartless. In this course, we first aspire to discover the universal characteristics of being human while also searching out that which is unique in each of us. To accomplish this, we will pursue theoretical and narrative accounts of development and attempt to reflect on our lives. One of a teacher’s greatest resources is her ability to recall what it felt like as a child. Readings will be from Kegan, Crain, and a variety of other provocative developmental theorists.

Section A: Jane Miller
Section B: Susan Dreyer Leon
Time: Fridays, 8:30 - 11:00 am
Maximum: 18
(1 seat reserved in each section for ES student)
Credits: 3

EDC 634
Image-Making Within The Writing Process
Competency Area: Curriculum & Instruction

Through the use of simple, hands-on art experiences, the introduction of fine quality picture books, and an on-going Artist/Writers workshop, this innovative approach gives children access to visual and kinesthetic as well as verbal modes of thinking. In doing so, this process allows all children access to enter the writing process from a position of personal strength and enthusiasm. Required materials and manual will cost $125.00 (please submit payment to the Education Department prior to the first class meeting).

Section A: Kathy Shanks
Time: Saturdays, October 29 & November 5,
9:00 am - 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDC 550
Integrated Arts I
Competency Area: Curriculum & Instruction
Priority to Elementary and Early Childhood certification students.

The arts are an integral part of education. They are a vital part of the learning and growth process. Through the visual arts, one is able to see, think and speak in response to his or her environment in a creative manner. This class will offer opportunities to explore a wide range of art materials, processes and techniques in painting, print making, sculpture and mask making, and how these art lessons fit into classroom themes.

Section A: Ron LaBrusciano
Time: Fridays, 4:00 - 6:00 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 2

EDC 551A
Integrated Learning:
Theory into Practice
Competency Area: Curriculum & Instruction
Required of Integrated Learning and Waldorf (NH State) Certification students.
Priority to Elementary and Early Childhood certification students.

This course will provide students with opportunities to acquire an historical perspective of the integrated day classroom. Students will learn to appreciate the value of an integrated approach to learning and gain experience in determining children’s characteristics, levels of development and needs through observation. Students will see the learning of creative, social and process skills as important components of the curriculum and learn how to plan and implement an interdisciplinary thematic study, which can satisfy the demands of the curriculum, as well as build on children’s experiences and meet the needs and interest of a variety of learners. They will explore issues and learn techniques of management, grouping, documentation, record keeping, display, evaluation, etc., and understand the implications of establishing a democratic classroom and a community for learning and sharing.

Section A: Ron LaBrusciano
Section B: Jane Miller
Time: Thursdays, 1:00 - 3:30 pm
Maximum: 18 per section
(1 seat per section reserved for ES students)
Credits: 3

EDC 668
Introduction to Learning Styles:
4MAT System
Competency Area: Curriculum & Instruction

This course introduces participants to the concept of learning as a natural cycle incorporating learning style theory, brain processing research, and the 4MAT System of instructional design. The 4MAT System is a model for instructional design based on research in learning styles, hemisphericity, art, creativity, and effective management training. 4MAT follows a natural cycle of learning, appealing to and capitalizing on the strengths of all learning styles, in a sequenced framework. It includes descriptions of the nature of the changing teacher role from Motivator to Instructor to Coach to Evaluator as learners move through the learning cycle.

Section A: Kim Carter
Time: Saturdays, September 17 & October 8,
9:00 - 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

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. Integrated Learning and Waldorf students are required to do a minimum of two semesters of supervised teaching (8 credits) in an approved Elementary or Early Childhood setting. Science and Environmental Education students must do one Elementary internship and one Science/Environmental Education internship. Note: Please be sure to write the correct course number, as well as the number of credits, and the site of your internship in the spaces provided on your registration form.

Section A: Education Faculty
Credits: variable

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

All entering students and 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, uses of educational media, and a variety of other issues.

Entering Students:
Section A: David Sobel
Section B: Jane Miller
Time: Fridays, 11:30 am - 12:30 pm
Finishing Students
Section C: Ron LaBrusciano
Section D: Peter Eppig
Time: Fridays, 11:30 am - 1:00 pm
Waldorf Students
Section F: Arthur Auer
Time: Fridays, 11:30 am - 1:00 pm
Maximum: 12 per section
Credits: uncredited

EDC 653
Life Down Under! :
Soil Invertebrates in the Classroom
Competency Area: Curriculum & Instruction

Centipedes, earthworms, earwigs, millipedes, mites, slugs, sow bugs and more! Investigate the amazing communities of life that stir beneath your feet. Learn about the invertebrates that live under logs, leaves, bark, bricks, boards and other damp and dark microhabitats. Connect the study of local soil invertebrates to literacy and math curricula. Find out how you - and the kids you teach - can become experts of arthropods both inside and out the classroom doors.

Section A: Christine Payack
Time: Fridays, 4:00 - 6:00 pm
Changed 07/20/05 to: Fridays, 4:00 - 6:00 pm, September 2 - October 21
Location: Wells Memorial School &
Antioch University New England
Maximum: 18
Credits: 1

EDC 659
Living Arts I
Competency Area: Curriculum & Instruction

The gift of being able to reproduce the beauty of our natural world both in painting with watercolor and in drawing is something everyone is entitled to. It helps us live into and connect with our environment and to creatively participate in a living process. It helps our students experience their aesthetic intelligence and find their inner artist.

This course is an introduction to help integrate painting and drawing in the classroom. We will explore how color is connected to our own inner selves, work with the four temperaments, and discover different learning styles. We will learn to paint with the “wet on wet” method used in Waldorf schools, and discover how to create a color mood that gives rise to form. Drawing with our guest presenter, we will explore themes connected to the four kingdoms of nature. We will use wax crayons. Guest presenter: Elizabeth Auer.

Section A: Karine Munk Finser
Time: Saturday & Sunday, September 24 & 25,
9:00 am - 4:00 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

ED 699
Master’s Project
Required of all Waldorf year-round non-certification students in 5th semester of program, and of Waldorf MEd summer sequence students in the second semester of their program.

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 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
Required of all students continuing a Master’s Project for which they have previously registered.

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 loan deferment purposes through December 20.

Section W: Education Faculty
Credits: uncredited

EDC 553A
Math Methods:
Concrete Approaches to Math Curriculum
Competency Area: Curriculum & Instruction
Required of and Priority to Elementary and Early Childhood Education certification students.

Young children develop their own informal mathematics knowledge before entering school. In this course students will learn how teachers can continue to allow them to build on their experiences, both practical and teacher-constructed, to extend their mathematical understandings and skills. Using concrete materials and hands on experiences, students will become actively involved with problems from a range of mathematical strands (number sense, geometry, measurement, pattern, probability) to illustrate how children can explore mathematics, including arithmetic, through problem solving and inquiry. Classroom management and methods of assessing children’s understanding will also be addressed.

Section A: Dot Gorenflo
Time: Thursdays, 5:00 - 7:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 3

EDC 554
Math Methods:
Focus on Intermediate Grades
Competency Area: Curriculum & Instruction
Required of and Priority to Elementary Education certification students.

This course will focus on the learning and teaching of the mathematics skills covered in the intermediate grades. Through problem solving mathematics discourse, and the use of concrete materials including geoboards, ten blocks, fraction bars, and other manipulatives, mathematics concepts will be explored from both the teacher’s and learner’s point of view. Classroom management, meeting the needs of individual students, assessment, and use of both traditional and non-traditional materials will be covered.

Section A: Linda Parker
Time: Thursdays, 5:00 - 7:30 pm
Maximum: 18
(1 seat reserved for ES Certification student)
Credits: 3

EDC 555
Methods of Teaching Reading & Other Language Arts
Competency Area: Curriculum & Instruction
Required of and Priority to Elementary and Early Childhood certification students.

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 confidence and fluency; and the integration of reading, writing and speech activities throughout the curriculum.

Section A: Lindy Hanninen
Time: Thursdays, 9:00 - 11:30 am
Maximum: 18
Credits: 3

Movement Education in the Waldorf Classroom
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.

In this workshop students will learn how to develop movement exercises to support classroom activities such as circle work, physical coordination and artistic and academic subjects.

Section A: Monica Marshall
Time: Saturday, October 22,
9:00 am - 2:00 pm
Maximum: 20
Credits: uncredited

EDC 556A
Music Every Day
Competency Area: Curriculum & Instruction

In this course we find our own connections to music making, and explore ways to integrate music into our homes and classrooms. No musical prerequisite is necessary to enroll in this course. Materials will be explored in a non-threatening and empowering way, accessible to all participants regardless of musical history. We will begin by learning songs, dances, and singing games, and move into other musical activities. This course is primarily geared to children ages 4 - 12, but teachers of older students are welcome as well. Other topics will include creating songs, children’s compositions and notation (following the “whole language” method of writing music), improvisation, the music of words, and curriculum tie-ins. Coursework will include an observation, creating an “idea book” of songs and activities, and leading a musical activity of your own choosing.

Section A: Becky Graber
Time: Saturdays, September 10 & October 1,
9:00 am - 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDC 587
New England Mammals: Lessons for Teachers
Competency Area: Curriculum & Instruction

This weekend class will give you a foundation for designing lessons about wild mammals. You will learn the life stories of several mammals, ways to teach tracking, interpret mammal sign and recognize common mammal skills and scat. You will leave this course with a collection of animal sign and materials designed to support your teaching.

Section A: Janet Altobello & Susie Denehy
Time: Saturday & Sunday, December 3 & 4,
9:00 am - 4:30 pm
Location: Harris Center
Maximum: 16
(1 seat reserved for ES student)
Credits: 1

Number, Rhyme and Handcraft
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 focuses on how math, language and handcrafts are integrated in the Waldorf curriculum to meet the needs of the whole child: head, heart and hands.

Section A: Monica Marshall
Time: Fridays, September 9 - October 7,
4:30 - 6:30 pm
Maximum: 20
Credits: uncredited

The Oberufer Plays:
Transformation through Drama
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 focuses on the value and transformative power of acting for the teaching profession. Students will learn skills in the artistic use of voice, gesturing and interpersonal interaction that are valuable on stage, in public speaking and storytelling and in many ways in the classroom. It will be tied in with the themes of the Waldorf curriculum. A major part of the course will be devoted to the rehearsal of a folk play from the Danube River village of Oberufer which will be performed by students at the end of the semester in the outside community. Participation in this course is required for all Waldorf students.

Section A: Karine Munk Finser with
Arthur Auer (assistant producer)
Time: Thursdays, September 29 - November 3,
6:30 - 8:30 pm,
November 10 - December 8,
4:00 - 8:30 pm
Performances: December 13 & 14,
10:00 am - 3:00 pm
Maximum: 20
Credits: uncredited

EDC 544
Painting I
Competency Area: Curriculum & Instruction
Required of Waldorf students; others by written permission of the instructor attached to or on registration form.

Students in this course will learn to work with Goethean color theory and experience color free from the restrictions of outer form. 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. In addition, this course will explore stages of the evolution of consciousness by painting out of various soul moods. While not a curriculum study, this course is intended to provide the background for the personal and artistic development of the teacher.

Section A: Karine Munk Finser
Time: Thursdays, September 1 - November 3,
4:00 pm - 6:00 pm
Maximum: 20
Credits: 1

Pedagogical Theater:
Writing and Producing Class Plays
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.

In this workshop students will learn how teachers can become playwrights and compose age-appropriate dramas for children. They will explore ways to use the art of theater to support pedagogical themes and strengthen the social fabric of the class. The skills learned in this course are adaptable to non-Waldorf settings and students from other programs are welcome.

Section A: Arthur Auer
Time: Thursdays, September 8 & 15,
6:30 - 8:30 pm
Maximum: 20
Credits: uncredited

EDT 574
Philosophy of Education
Competency Area: Theoretical & Philosophical Foundations of Education
Required of and Priority to Integrated Learning Elementary and Early Childhood certification students.

An evolving philosophy of education can guide decision making, help determine methodology, and become a source of inspiration and renewal for the teacher. This course will focus on developing a personal philosophy of education through a process of research, reflection and discussion. We will survey major changes in educational thought from 500 B.C. to the present. This historical perspective will form the basis for the students’ personal search for a philosophy of education appropriate for today.

Section A: Torin Finser
Time: Fridays, 1:30 - 4:00 pm
Maximum: 24
(1 seat reserved for ES Teacher Certification student)
Credits: 3

EDC 549
Place-Based Education
(Formerly Place-Based Environmental Education)
Competency Area: Curriculum & Instruction
Required of and Priority to Science and Environmental Education concentration students. This course fulfills the environmental education requirement for students in the Science and Environmental Science Concentration.

Drawing on children’s natural fascination with the world around them and their desire to make the world right, place-based education in the school setting offers an opportunity to develop a classroom into a living center of materials-based, community-related, cooperative learning, while fostering in children the attitudes, understandings and skills of environmentally literate citizens. This course will explore the potential roles of place-based education in an integrated curriculum examining both environmental education content areas and teaching strategies for the elementary years. Additional course focus will include approaches to dealing with environmental issues, both in the classroom as a school community; strategies for taking full advantage of a school’s outdoor site; and techniques for promoting a working interrelationship with the community.

Section A: David Sobel
Time: Fridays, 1:00 - 3:00 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 2

ED 693
Practicum

Section W: Education Faculty
Credits: 4

EDC 577
Problem Solving Science:
Focus on Primary & Intermediate Grades
Competency Area: Curriculum & Instruction
Required of and Priority to Integrated Learning students.

Science in elementary schools is more than reading the chapter and answering the questions. Observations, hands-on investigations, nature experiences and children’s literature can all provide starting points for developmentally appropriate science curriculum. By “doing what scientists do”, we will experience problem solving in science first hand and explore ways to initiate science with children. We will also explore building a connection between science inquiry and mathematical problem solving. Topics may include pendulums, stream studies, clay boats, design technology and earth science. We will examine diverse science curriculum materials such as TOPS, GEMS, ESS, MacDonald 5/13 and AIMS and reflect on the current issues and theoretical debates in science education involving pedagogy and standards. This course will be most valuable for students who are engaged in internships or who have access to a group of children to do science curriculum work with during the semester.

Section A: David Sobel
Time: Fridays, 9:00 - 11:00 am
Section B: Pauline Chandler
Time: Fridays, 4:30 - 6:30 pm
Maximum: 15 per section
(1 seat per section reserved for ES student)
Credits: 2

EDP 633
School Change
Competency Area: Education & Social Policy

Educators charged with leading school change efforts face a complex mix of social, political, and intrapersonal issues. This course will focus primarily on the “how” of school change and the skill requirements necessary for change agents. Emphasis will be placed on exploring successful methods of shepherding the change process through increased understanding of group dynamics, systems thinking, and promoting adult growth.

Section A: Laura Thomas
Time: Saturday & Sunday, November 19 & 20,
9:00 am - 4:30 pm
Maximum: 20
(1 seat reserved for ES student and
3 seats reserved for O & M students)
Credits: 1

EDP 623
Social Inclusion: Teasing, Bullying & Peer Abuse
Competency Area: Education & Social Policy

It is the aim of this course to give each participant the insight, confidence and the tools needed to break the pattern of bullying and teasing. It will also provide practical advice on how to set up a simple yet dynamic community based action research project involving teachers, parents and students that brings bullying out into the open without needing to punish, polarize, stigmatize or blame. We will explore the bully, target, and by-stander roles and the relationship of bullying to Cumulative Stress Reaction or Post Traumatic Stress Disorder and its significant impact on the social and emotional life of children and teenagers. Role plays will be developed based on examples given from many schools where children, teachers and parents meeting together have used the Social Inclusion conferencing method to establish healthier relationships out of difficult, even long-term, situations of peer abuse.

Section A: Kim Payne
Time: Saturdays, September 10 & October 29,
9:00 am - 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

ED 690
SIS: Supervised Independent Study

Credits: variable

EDC 574
Using Online Resources to Enhance Teaching
Competency Area: Curriculum & Instruction

This course provides prospective educators with the tools and training needed to make use of the plethora of educational resources online. Teachers today need to be able to locate and retrieve curricular resources and opportunities, and to access the best of professional resources such as listservs, reviews, online journals, and educational research. They need to be able to make rapid and sound decisions about the value of various educational software products. Teachers also need to be aware of the considerable potential in becoming a producer as well as a consumer of Internet materials. Participants in this course will be expected to explore a variety of resources, reflect on the effectiveness of those resources, and share what they have found. The final project will include ideas and resources for what they might use in their classrooms, actual or anticipated. This course will be delivered through two classroom meetings and regular online interaction over seven weeks duration.

Section A: Peter Monether
Time: Thursdays, October 27 & December 15,
6:30 - 8:30 pm
The remainder of the course is delivered
online via FirstClass
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDC 559
Waldorf Curriculum Preparation I
Competency Area: Curriculum & Instruction
Required of and Restricted to Waldorf students.

Waldorf curriculum in grades 1 - 4 is based on a highly articulated view of the course of human development both in the individual and over the history of mankind. This course will examine the curriculum in each of the first four grades. Students will have the opportunity to make age-appropriate lessons for a variety of grade levels. The aim will be to clarify the nature of the child of each grade level, and understand how the curriculum fits the child’s development.

Section A: Arthur Auer
Time: Fridays, September 2 - December 9,
1:30 - 4:00 pm
Maximum: 20
Credits: 2

Workshop in Middle School Drawing
Competency Area: Curriculum & Instruction
Required of Waldorf students with an elementary focus; other by permission of the instructor.
It is not necessary to write this course on your registration form. Students will be assigned by the department.

This course will provide a practical introduction to the Waldorf drawing curriculum of the upper elementary grades. It will focus on such techniques as black and white and shaded drawing and perspective. The skills learned in this course are adaptable to non-Waldorf settings.

Section A: Elizabeth Auer
Time: Saturday, November 12,
9:00 am - 4:30 pm
Maximum: 18
Credits: uncredited

Education CoursesFall 2005

Experienced Educators Program

Integrated Learning & Waldorf Program

Education Courses
Fall 2005