Education Courses Spring 2007

Experienced Educators Program Course Descriptions
Waldorf Program - Maine Site
Integrated Learning & Waldorf Course Descriptions

Experienced Educators Program

EDP 599
Action 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 D: Kingston NH Cluster 2006: Peter Eppig
Section E: Springfield VT Cluster 2006: Jane Miller
Time: Fridays, January 19, February 16 and March 9, 4:30 - 8:30 pm and
Saturdays, January 20, February 17 and March 10, 9:00 - 5:00 pm
Maximum: 18 per section
Credits: 2

EDP 600
Contemporary Social & Political Issues in Education
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 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 D: Kingston NH Cluster 2006: Judy Coven
Section E: Springfield VT Cluster 2006: Peter Eppig
Time: Fridays, March 30, April 20 and May 11,
4:30 - 8:30 pm and
Saturdays, March 31, April 21 and May 12,
9:00 - 5:00 pm
Maximum: 18 per section
Credits: 2

EDC 520
Curriculum Theory and Application
Competency Area: Curriculum and Instruction
Restricted to Experienced Educators School Choice Cluster 2006. Others by written permission of the Program Director attached to or on 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 C: School Choice Cluster 2006: Tom Julius
Time: Fridays, January 19, February 16, March 9 & 30,
4:30 - 8:30 and
Saturdays, January 20, February 17, March 10 & 31, 9:00 am - 5:00 pm
Maximum: 18
Credits: 3

EDP 650
Data Driven Decision Making
Competency Area: Educational Research
Restricted to Experienced Educator students who entered Fall 2005.

The goal of this course is for students to use data they have collected and analyzed to develop a plan for change in their school. This course will be taught during the same semester as the School Change course and the two courses will build on one another to further work toward completing the Master's Project Portfolio. Using previously collected and analyzed data, students develop a strategic action plan for using the data to inform and influence their own school's decision-making processes. In this course students maintain a data-drive decision-making journal; and work closely with their advisors. Students also engage in small and large group discussion in the context of the cluster weekend. As a part of this course students will participate in Symposium Day, an opportunity for finishing students to share their works in progress with other graduate students.

Section A: Pembroke NH Cluster 2005: Staff
Section B: Springfield VT Cluster 2005: Staff
Maximum: 18 per section
Credits: 1

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 11, 2007.

Section A: Education Faculty
Credits: uncredited

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 D: Kingston NH Cluster 2006: Staff
Section E: Springfield VT Cluster 2006: Staff
Time: TBA
Credits: 2

ED 693E
Practicum
Practicum Seminar -
Leadership for Change
Restricted to Experienced Educators School Choice Cluster 2006.

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 C: School Choice Cluster 2006: Staff
Time: TBA
Credits: 3
Changed 11/30/06 to: Credits: 2

ED 693F
Practicum Ð Autism Spectrum Disorders
Restricted to Experienced Educator Autism Spectrum Disorders students who entered in Fall 2005.

The purpose of the Practicum is to assist students in integrating theoretical knowledge gained through Autism Spectrum Disorders reading and courses with their experience as teachers. The emphasis in the Practicum is upon setting professional goals, 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.

Section B: Staff
Credits: 2

EDP 633
School Change
Competency Area: Education & Social Policy
Required of and restricted to Experienced Educator students who entered Fall 2005.

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: Pembroke 2005 Cluster: Laura Thomas
Section B: Springfield 2005 Cluster: Susan Dreyer Leon
Time: Saturdays, January 20, February 17,
March 10 and April 14,
9:00 am - 4:30 pm
Maximum: 18 per section
Credits: 2

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 may be submitted to the Registrar's Office by April 20, 2007, 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

Waldorf Program - Maine Site

EDT 614
Education for Social Renewal
Competency Area: Theoretical and Philosophical Foundations of Education
Required of and restricted to Maine Waldorf Program students. Maine Students are required to either take this course, or do a Supervised Independent Study (see course # ED 690) during the Spring 2007 semester.

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 and enthusiastic? Students will share their research on topics chosen the previous fall, reflect on readings assigned, and submit journal entries to an online partner. Final documentation will include a 12-15-page paper, quotations selected from the readings, and a review submitted by the journal partner. All work will need to be completed by May 1. FirstClass access is required.

Section M: Karine Munk Finser
Time: Online via FirstClass
Maximum: 15
Credits: 4

EDT 583
Evolving Consciousness I
Competency Area: Theoretical & Philosophical Foundations of Education
Required of and restricted to Maine Waldorf Program students.

This two-part course is an introduction to Anthroposophy, with emphasis on conscious self-development, esoteric history and evolution. This session will focus on one of Rudolf Steiner's basic books, Esoteric Science, in particular the 4th chapter on evolution. We will also look at the cultural epochs of India, Persia, Egypt, and Greece.

Texts: An Outline of Esoteric Science, by Rudolf Steiner and Meno, by Plato

Section M: Torin Finser
Time: Friday, February 9, 7:00 - 9:00 p.m., Saturdays, February 10 and May 5, 9:30 a.m. - 3:30 p.m.
Location: Merriconeag Waldorf School,
Freeport, Maine
Maximum: 15
Credits: 1

EDC 541
Speech I
Competency Area: Curriculum & Instruction
Required of and restricted to Maine Waldorf Program students.

This course is designed to enable students to approach a text as a lyric, epic or dramatic gesture, and then to speak out of this gesture, using the proper breathing, imagination, movement and form. Speech forms to be explored include lyric poetry, epic poetry, stories, ballads, fables and drama.

Section M: Ronald Richardson
Time: Saturday, February 10,
8:30 - 9:30 am and 3:30 - 5:00 pm,
Saturday, March 17, 3:30 - 5:00 pm,
Friday, March 30, 7:00 - 9:00 pm,
Saturday, April 7, 8:30 - 10:30 am and 3:00 - 4:30 pm, and Saturday, May 5, 8:30 - 9:30 am and
3:30 - 5:30 pm.
Location: Merriconeag Waldorf School,
Freeport, Maine
Maximum: 15
Credits: 1

ED 690
SIS: Supervised Independent Study

Credits: variable

EDC 559
Waldorf Curriculum Preparation I
Competency Area: Curriculum & Instruction
Required of and restricted to Maine Waldorf Program 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 experience and create age-appropriate lesson elements for a variety of grade levels. The aim will be to revisit the nature of the child of each grade level, and to understand how the curriculum fits the child's development. This course builds on the course Human Development and the Waldorf Curriculum.

Section M: Arthur Auer
Time: Friday, March 16, 7:00 - 9:00 pm, Saturdays, March 17 & 31, 8:30 am - 3:30 pm and
Saturday, April 7, 10:30 am - 3:00 pm
Location: Merriconeag Waldorf School,
Freeport, Maine
Maximum: 15
Credits: 1

Integrated Learning & Waldorf Program Course Descriptions

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 can using 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 29 - May 10,
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 3 & 4,
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

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: Carol Berner
Time: Fridays, 8:30 - 11:00 am
Maximum: 20 per section
Credits: 03

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 27 & 28,
9:00 am - 4:30 pm
Maximum: 20
(1 seat reserved for ES student)
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: Saturdays, February 24 & March 24,
9:00 am - 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDC 651
Dancing Classroom: Dance Education for Grades Pre-K Through 8
Competency Area: Curriculum & Instruction

Learn to lead singing games, social and display dances, and creative movement exploration with children. This course provides theory and practice for integrating dance/movement into the education of children, and curriculum frameworks for a comprehensive program of dance education. No dance experience necessary.

Section A: Kari Smith
Time: Fridays, March 30 - May 11, 1:30 - 3:30 pm
Maximum: 18
(1 seat reserved for ES certification 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: Fridays, January 19 - March 9, 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: Jane Miller
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

EDC 679
Living Arts II
Competency Area: Curriculum and Instruction

This course, a sequel to Living Arts I, focuses on experiencing color as creative expression both as it relates to participants and to the classroom grades 1 through 6. We will explore ways to integrate art in the classroom, and we will practice techniques in wet-in-wet painting, chalk pastels and tissue collages. This very hands-on course will also include presentations on integrating art into thematic curriculum areas. Guest presenter for “Windows on Waldorf”: Torin Finser. Participation in Living Arts I is not a prerequisite for attending.

Section A: Karine Munk Finser
Time: Saturday & Sunday, February 17 & 18,
9:00 am - 4:30 pm
Maximum: 18
Credits: 1

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 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 11, 2007.

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, 1:00 - 3:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 3

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): Lindy Hanninen
Section B (Focus on Grades 3 - 6): Jane Miller
Time: Thursdays, 1:00 - 3:30 pm
Maximum: 18
(1 seat reserved in each section for ES student)
Credits: 3

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, February 24 & March 31,
9:00 am - 4:00 pm
Maximum: 16
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

EDT 609A
Real World Learning in Today's Classrooms
(formerly: Experiential Learning)
Competency Area: Theoretical & Philosophical Foundations of Education
(Critical Skills based course)

This course is designed for educators interested in understanding and applying experiential, real world learning. We will explore what constitutes a “learning experience” in a variety of educational contexts, such as outdoor education, field trips and service learning. We will identify the ways in which experiences can be more or less educative, looking at a continuum of educational experiences and considering the implications for educational practice. We will also examine the different stages of the experiential learning cycle for use in curriculum design and for practical application.

Section A: Paul Bocko
Time: Saturday, January 13 & Sunday, February 11, 9:00 am - 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDP 652
Rural Poverty and Social Justice
Competency Area: Educational and Social Policy

As teachers, we see the effects of poverty on children in our classrooms every day. New Hampshire has the highest per capita income in the United States and the lowest rate of charitable giving. The number of children in our state who go to bed hungry has doubled in just over two years. Students in this course will participate in the conference on rural poverty and social justice to be held March 30 - 31 at Antioch University New England and reflect upon the impact of this experience on their own educational philosophies and expectations. Using a combination of pre-readings, online discussions, and small group conversation, we will examine not only what it means to understand rural poverty in our region, but also how we can work for social justice in our own classrooms and schools.

Section A: Laura Thomas
Time: Friday, March 30, 4:00 - 9:00 pm &
Saturday, March 31, 8:00 am - 5:00 pm
Maximum: 18
Credits: 1

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: Rebecca Todd
Time: Section A: Saturdays, March 3 & 17,
8:30 am - 4:00 pm
Section B: Sundays, March 4 & 18,
8:30 am - 4:00 pm
Section C: Saturdays, April 14 & 28,
8:30 am - 4:00 pm
Maximum: 20 per section
(6 seats per section reserved for ES students)
Credits: 1

Sculptural Modeling and Action Geometry
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 design exercises and conduct lessons in sculptural modeling and an active type of geometry called Waldorf form drawing. They will model and draw purely abstract geometric forms as well as shapes from nature. Particular emphasis will be placed on experiencing the significance of metamorphosis and of the plasticity of the human hand in the creative process.

Section A: Arthur Auer
Time: Fridays, January 19 & 26,
1:30 - 5:30 pm
Maximum: 20
Credit: uncredited

EDC 612
Setting up a Naturalist's Journal
Competency Area: Curriculum & Instruction
Priority to Integrated Learning students.

This course is based on the book Nature Notebook: Developing the Art of Learning to See, A Curriculum Guide for Teachers, written by the instructor. Nature Notebook incorporates nature drawing, scientific observation and poetry as tools for developing higher level thinking skills and expanded environmental awareness. This course begins with basic techniques for understanding how the brain visualizes and interprets the world around us, then develops these visual interpretive skills through a series of lessons that will be useful for any classroom teacher. No prior art experience is necessary. Day one of this course will be held at Antioch, day two at the instructor's farm in Spofford, NH. A mandatory book/materials package will be available for purchase at the first class session for $40.00 (please submit payment to the Education Department prior to the first class meeting).

Section A: Lorna McMaster
Time: Saturday & Sunday, April 21 & 22,
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, 2007, 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

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 18 - March 8,
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
Required of and 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: Jodi Paloni
Time: Saturday & Sunday, February 10 & 11,
and Saturday & Sunday, April 14 & 15,
9:00 am - 4:00 pm
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: Wendy McGrath
Time: Saturdays, February 24 & March 24,
9:00 am - 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1

EDP 635
Understanding and Educating Children with Autism Spectrum Disorders
Competency Area: Education & Social Policy

This course will introduce students to the behavioral and learning characteristics associated with an autism spectrum disorder, as well as strategies for supporting children and adolescents with an autism spectrum disorder in classroom settings. Course content will include a review of autism demographics, an overview of the four theoretical explanations of autism, an overview of conventional and alternative treatments for autism, and the discussion of practical classroom strategies that will accommodate the learning differences of children and adolescents with an autism spectrum disorder.

Section A: Kathryn Ransom
Time: Saturdays, March 3 & 17,
Changed 03/28/07 to: Date: March 31 (replaces March 17 cancelled class)
9:00 am - 4:30 pm
Maximum: 18
Credits: 1

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: Christine Payack
Time: Fridays, March 30 Ð May 11,
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, February 2 - May 4,
1:30 - 4:00 pm, and May 11,
1:00 - 5:00 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, February 16,
March 9 & 30 and April 20,
4:30 - 6:30 pm
Saturdays, February 3 & March 24,
9:00 am - 2:00 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. Both books should be read before the first session.

Section A: Torin Finser
Time: Sundays, January 21 & 28,
9:00 am - 4:30 pm, and
Thursday, February 1,
7:30 - 9:30 pm in Temple
Snow day: February 4
Maximum: 20
Credits: 1

Workshop in Middle School Painting
Restricted to Waldorf students. It is not necessary to write this course on your registration form. Students will be assigned by the department.

Students in this course will deepen their experience with colors and learn ways in which painting can be of great value to students in the upper elementary grades in their emotional and cognitive development.

Section A: Karine Munk Finser
Time: Fridays, February 2 & 9,
4:30 - 6:30 pm, and
Saturday, April 28,
9:00 am - 1:00 pm
Maximum: 20
Credits: uncredited