Education Courses Spring 2005

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 F: Keene 2004 Cluster: Peter Eppig
Time: Fridays, January 14, February 4, and March 4,
5:00-8:00 pm and
Saturdays, January 15, February 5, and March 5,
9:00-4:00 pm
Maximum: 18
Credits: 2

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

Section F:
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 F: Keene 2004 Cluster: Susan Dreyer Leon
Time: Fridays, April 1, April 29, and May 20,
5:00-8:00 pm and
Saturdays, April 2, April 30, and May 21,
9:00-4:00 pm
Maximum: 18
Credits: 2

Section G:
Restricted to Experienced Educators School Choice 2005 Cluster 2; 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 G: School Choice 2005 Cluster 2: Judy Coven
Time: Fridays, April 1, April 29, and May 20,
5:00-8:00 pm and
Saturdays, April 2, April 30, and May 21,
9:00-4:00 pm
Maximum: 18
Credits: 2

EDC 520
Curriculum Theory and Applications
Competency Area: Curriculum and Instruction
Restricted to Experienced Educators School Choice 2005 Cluster 2.
Changed 11/19/04 to: Restricted to Experienced Educators School Choice Cluster 1
Others by written permission of the Program Director attached to or on the registration form.

This course will include an exploration of curriculum theory and practice from the classroom to the district, and state levels. We will examine historical and modern conceptions of curriculum theory, curriculum design, and curriculum implementation. Given all we know about the world inside and outside the school, we will both individually and as a group: 1) articulate what is quality curriculum, 2) determine how to design curriculum to achieve desired results, 3) produce exemplars of curriculum that make these ideas concrete and practical. During class sessions we will engage in large group discussion, small group work, individual reflection, and curriculum design.

Section E: School Choice 2004 Cluster 1: Tom Julius Time: Fridays, February 4, March 4, April 1, and April 29,
4:30-7:30 and
Saturdays, February 5, March 5,
April 2, and April 30,
9:00 am-5:00 pm
Maximum: 18
Credits: 3

EDT 611
Learning Theory
Competency Area: Theoretical and Philosophical Foundations of Education
Restricted to Experienced Educators School Choice 2005 Cluster 2; 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, 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 G: School Choice 2005 Cluster 2:
Susan Dreyer Leon
Time: Fridays, January 14, February 4, and March 4,
4:30-7:00 pm and
Saturdays, January 15, February 5, and March 5,
9:00 am-4:00 pm
Maximum: 18
Credits: 2

ED 699B
Master's Project
Required of all finishing students in the Keene 2003 Clusters (1 & 2).
Restricted to students who have completed EDP 599 Educational Research.

The Master's Project is a year-long 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 manuscript to accompany them.

Section C: Keene 2003 Cluster 1: Staff
Section D: Keene 2003 Cluster 2: Staff
Credits: 5

ED 699C
Master's Project Continuation

Students who have completed coursework must register for 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 13, 2005.

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 on 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 C: Keene 2003 Cluster 1: Jane Miller
Section D: Keene 2003 Cluster 2: Peter Eppig
Time: Saturdays, January 29, March 12, and April 16, 9:00 am-4:00 pm
Maximum: 15 per section
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 F: Keene 2004 Cluster: Staff
Time: TBA
Credits: 2

ED 693E
Practicum
Practicum Seminar-Leadership for Change
Restricted to Experienced Educators School Choice 2004 Cluster 1.

This practicum is designed explore students' roles as leaders in their schools, school districts and in relation to implementing their change project. We will identify qualities of effective leadership and strategies for building leadership capacity in oneself and others. Students will engage in taking leadership roles, reflect and write about their developing leadership skills, interview leaders they admire, and become knowledgeable about current leadership theory. Practicum work for this semester will culminate in a plan for building leadership capacity to implement a change project in the student's school.

Section E: School Choice 2004 Cluster 1: Staff
Time: TBA
Credits 3

ED 693D
Practicum
Practicum Seminar-Organizational Case Study
Restricted to Experienced Educators School Choice 2005 Cluster 2.

The practicum seminar is designed to allow students to explore school change and/or school choice issues in their education 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 G: School Choice 2005 Cluster 2: Staff
Time: TBA
Credits: 2

EDC 641A
Professional Standards Portfolio II
Competency Area: Curriculum & Instruction
Required of all finishing students in the Keene Clusters (1 & 2).

This course represents the culmination of students' 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 C: Keene 2003 Cluster 1: Jane Miller
Section D: Keene 2003 Cluster 2: Peter Eppig
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 Registrar's Office by April 20, 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 April 20th 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 661
Backyard Weather Predicting
Competency Area: Curriculum & Instruction

Did you ever wonder how the weather pundits forecast the weather? Could YOU learn to predict the weather accurately? Yes you canÉusing a few simple tools, charts, and your eyes. This course will give you the background knowledge for effectively teaching about clouds, air masses, weather fronts, weather maps, humidity, dew point, wind direction, wind speed, and why and how the weather changes. In addition, you will learn how to set up a simple weather station, how to use on-line information to supplement your own observations, and how to teach students how to observe, record, and predict the weather at your location. Talk about site-based learning! Whether you want to satisfy your own curiosity or satisfy your state's curriculum frameworks, this course will teach you the basics of meteorology and how to unlock the secrets of backyard weather predicting. This course is most suited for educators working with students in grades 3-12.

Section A: Molly Flower Eppig
Time: Thursdays, March 31-May 12, 6:30-8:30 pm
Maximum: 18
Credits: 1

EDP 631
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 26 & 27,
9:00 am-4:30 pm
Maximum: 18
Changed 01/11/05: Maximum 24
(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

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.

Section A: David Sobel
Section B: TBA
TBA changed 11/19/04 to: Carol Berner
Time: Fridays, 8:30-11:00 AM
Maximum: 20 per section
Credits: 3

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 22 & 23,
9:00 am-4:30 pm
(1 seat reserved for ES student)
Changed 01/11/05 to: Maximum 27
Credits: 1

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

Success in school, and the world beyond, depends not only on what students know, but also on what they can do and what they are like. This course focuses on the critical skills and fundamental dispositions (problem-solving, organization, collaboration, self-direction, curiosity and wonder) that form the foundation for both student learning and success outside school. We will determine the skills and dispositions most essential to the dynamic world in which we live, focus on what these capacities look, sound, and feel like in the classroom and how we as teachers can begin to foster these behaviors in the students.

Section A: Maura Hart
Time: Saturday & Sunday, January 29 & 30,
9:00 am-4:30 pm
Changed 11/19/04 to: Maximum 18
(1 seat reserved for ES student)
Credits: 1

EDC 638
Drama in the Classroom
CLASS CANCELLED (12/22/04)
Competency Area: Curriculum & Instruction

Through participation in all aspects of staging a dramatic production, students will gain an understanding of how to produce a dramatic play with children. Students will reflect on the production process as teachers and as learners, and will be introduced to methods and a variety of resources in support of using dramatic arts in the classroom. No acting experience necessary.

Section A: Kari Smith
Time: Fridays, January 21-March 11, 1:30-3:30 pm
Maximum: 18
(1 seat reserved for ES certification student)
Credits: 1

ESE 539
Environmental Education Methods: Food in Schools
Competency Area: Curriculum & Instruction

Rising rates of childhood obesity, research that links nutrition and learning, as well as growing support for reshaping school lunch programs with local food and connections to small community-based farms has given rise to a national movement called “Farm to School”. Participants in this course will explore this movement and its impact on schools, including implementation of school gardens and related curricula, and methods for increasing access to and consumption of local food in school cafeterias. The USDA considers this movement a way to insure the “security” of communities by supporting local farmers and food sources. Nutritionists consider this an ideal way to increase the freshness of food and, as a result, its nutritional value for children. Farmers benefit economically with the increase of local markets. It seems a win-win situation for all involved. When people begin to know where their food comes from, the effect on ecological literacy is significant. This class will meet six times over the semester on Thursday mornings. Two of the class sessions will be spent visiting a school-based food initiative. Students will spend either Thursday February 10, 17, or 24 at a school assessing the cafeteria and food access/distribution, interviewing Food Service directors, etcÉ The other Thursday, either April 21, 28, or May 5 will be spent visiting a school garden or greenhouse.

Section A: Deborah Habib
Time: Thursdays, 8:00-11:00 am,
January 20, February 3, March 3 & 31,
April 14 and May 12,
plus two additional Thursdays TBA
Maximum: 16
(8 seats reserved for ES students)
Credits: 2

EDC 609A
Inquiry and Discovery in a Standard Based World
Competency Area: Curriculum & Instruction

It is increasingly challenging (even subversive) in a standard-based world for teachers to design curriculum that honors student questions and is propelled by student engagement. Students can learn content and skills through pursuing questions they find meaningful and meet state standards through authentic projects. In this course we will experience a process that shows how to encourage deep and broad questions, organize them into projects, and define performance goals that demand understanding and skill.

Section A: Steven Levy
Time: Saturdays, February 12 & 19,
9:00 am-4:30 pm
Maximum: 18
Changed 01/11/05 to: Maximum 24
(1 seat reserved for ES student)
Credits: 1

EDC 562
Integrating Math and Science Through Mapmaking
Competency Area: Curriculum & Instruction

Maps hold an implicit fascination for many children, and mapmaking is a wonderful way to build on this interest and integrate math and science in the curriculum. This project-centered class will focus on developmentally appropriate map-making for the elementary and middle school grades. Class participants will make a variety of maps and explore the logistical issues of working with groups and equipment to solve curricular problems. Classroom maps, neighborhood maps, affective maps, contour maps, mind maps and treasure maps are all possibilities in this exploratory course.

Section A: David Sobel
Time: April 1-May 13, 1:30-3:30 pm
Time clarification 11/19/04:
Fridays, April 1-May 13, 1:30-3:30 pm
Maximum: 18
(1 seat reserved for ES Certification 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. 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
Changed 01/31/05 to: Jane Miller
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 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

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 Financial Aid and loan deferment purposes through May 13, 2005.

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
Section B (Focus on Grades 3-6): Jane Miller
Time: Thursdays, 1:30-3:30 pm
Maximum: 18 per section
(1 seat reserved in each section for ES student)
Credits: 2

EDC 665 Movement and Storytelling in the Early Childhood Classroom
(Emphasis on Preschool through Kindergarten)
Competency Area: Curriculum & Instruction
Required of and Priority to Early Childhood Certification Students
Substitute for Waldorf Curriculum Preparation II

Movement and stories lay a healthy and joyful foundation for physical, emotional, social, and cognitive development in young children. This course will explore the importance of storytelling and movement in the daily life of children and in the classroom environment. Students will experience a variety of ways to use storytelling, puppetry, singing games, and practical activities to enrich the early childhood classroom.

Section A: Betsi McGuigan
Time: Saturdays, January 29 & April 16
9:00 am-4:00 pm
Added 11/19/04: Affects calendar/Schedule page 7
Maximum: 16
Changed 01/11/05: Maximum 18
Credits: 1

EDC 544B
Painting II
Competency Area: Curriculum & Instruction
Restricted to Waldorf students; others by written permissions 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: Fridays, April 1, 8, & 22, 4:00-7:00 pm and
Saturday, April 30, 9:00 am-5:00 pm
Changed 12/22/04 to:
Time: Fridays, April 1, 8 & 22, 4:30-7:30 pm
Maximum: 20
Credits: 1

EDC 662
Poetry as Self-Expression
CLASS CANCELLED (12/22/04)
Competency Area: Curriculum & Instruction

Participants in this workshop will have an opportunity to write their own poetry while looking at what opens or closes doors for this creative expression. In addition, we will explore different approaches to releasing poetry in young people; consider poetry as a model for developing imaginative thinking and for humanizing education. A thematic approach to poetry will be explored: which themes are suitable for a particular age group? How can a theme be adapted for different age levels? A variety of poems by students written at The Poetry Studio or in school, from kindergarten to tenth grade, will be read and discussed. We will meet at The Poetry Studio in Marlboro, Vermont, a unique environment that nurtures the creative spirit.

Section A: Ann Gengarelly
Time: Saturdays, February 26 & March 5, 9:00 am-4:30 pm
Location: The Poetry Studio, Marlboro, VT
Maximum: 18
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 Education and Environmental Studies 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 CourtÔs Impact on Public Education

Sections A & B: John Carr
Time: Section A: Saturdays, February 19 & March 5,
9:00 am-4:30 pm
Section B: Sundays, February 20 & March 6,
9:00 am-4:30 pm
Section C: TBA
Time: Saturdays, April 2 & April 30,
9:00 am-4:30 pm
Maximum: 20 per section
(6 seats per section reserved for ES students)
Credits: 1

EDC 612
Setting Up A Naturalist's Journal
Competency Area: Curriculum & Instruction
Priority to Integrated Learning Students.

Students will create their own nature journals, using both writing and drawing to study Keene's 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 9 & 10,
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 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 20-March 10,
6:30-8:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDC 663
Teaching and Learning in Primary Classrooms
(Emphasis on 1st Through 3rd Grades)
Competency Area: Curriculum & Instruction
Priority to Early Childhood Certification 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. A 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 a meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all primary level children.

Section A: TBA
Time: Saturdays, January 29, February 19, April 9, & April 16,
9:00 am-4:00 pm
Changed 11/19/04 to: Saturdays, January 29 and April 16, 9:00 am
(Affects calendar/schedule page 7)
Maximum: 16
Credits: 2

EDC 654
Technology in the Classroom: The Good, the Bad, and the Ugly
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, March 12 & April 16,
9:00 am-4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDC 646
Vernal Pools: A Field Study Model for Teachers
Competency Area: Curriculum & Instruction
Restricted to Science Education students.
Added 12/01/04: Priority 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: Christine Payack
Time: Fridays, April 1-May 13,
4:15-6:15 pm
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.

Section A: Arthur Auer
Time: Fridays, January 21-April 8,
1:00-3:30 pm,
April 29 & May 6,
4:00-6:30 pm,
and May 13, 1:00-5:00 pm
Changed 12/22/04 to: Time: Fridays, January 21-April 8, 1:30-4:00 pm,
April 29, May 6, 4:30-7:30 pm
Maximum: 18
Credits: 2

EDC 538
Waldorf Methods in Math and Language Arts
Competency Area: Curriculum & Instruction
Required of and Restricted to Waldorf students.

This course will cover methods of introducing, and cultivating skills in mathematics and language arts from the Waldorf perspective in the elementary grades. Practical hands-on activities and methods will be shared and integrated in these two subjects.

Section A: Monica Marshall
Time: Fridays, January 21, March 4 & 11 and April 15,
4:00-6:00 pm, and
Saturdays, January 22 & February 12,
9:00 am-2:00 pm
Changed 12/22/04 to:
Time: Fridays, January 21, March 4 & 11 and April 15, 4:30-6:30 pm
Maximum: 20
Credits: 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, April 15-May 6,
1:00-3:30 pm, and
Thursday, May 12,
4:30-7:30 pm
(in Temple)
Changed 12/22/04 to:
Time: Fridays, April 15-May 6, 1:30-4:00 pm
Maximum: 20
Credits: 1