Education Courses Fall 2003

Experienced Educators Program
Integrated Learning & Waldorf Program


Experienced Educators Program


EDT 570B
Human Development

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

The experience of growing up, from birth through adolescence and into adulthood, is the focus of this course. Through the study of literature, the examination of different developmental theorists, such as Piaget, Gesell, Kegan, Erikson, and others, and through reference to our own experiences in growing up, we strive for an overall perspective in human development which will help us better understand ourselves and the children we teach.

Section C: Keene 2003: TBA
Section D: Seacoast: Judy Coven
Section E: Upper CT River Valley: Tom Julius
Time: Fridays, September 19, October 17,
November 14, and December 12,
4:30 – 8:30 pm and
Saturdays, September 20, October 18,
November 15, and December 13,
8:00 am – 5:00 pm
Maximum: 20 per section
Credits: 3


IDS 608
The Humanities and the Professions

Interdisciplinary Course Added (08/25/03)
Competency Area: Elective

This course will be conducted as a seminar, exploring the ways fundamental ideas and values of culture and civilization shape, and are shaped by, our work and our professional training. The texts used will span several millennia, including Homer, Emerson, W.E.B. Dubois, Hannah Arendt, and Walt Whitman, with about 50 pages of required reading per week. Class discussions will be freewheeling and open-ended. Students taking the course for credit will be asked to write a mid-term paper and a final paper. Auditors are welcome.

Section A: Peter Temes
Time: Thursdays, September 25 – December 11, 6:00 – 8:00 pm
Maximum: 15
Credits: 2


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 19.

Section A: Education Faculty
Credits: uncredited


EDT 533
Philosophy of Education

Competency Area: Theoretical & Philosophical Foundations of Education
Restricted to 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 A: Keene 2002: Arthur Auer
Section B: Saco 2002: Tom Julius
Time: Fridays, September 12, October 10,
November 7, and December 5,
4:30 pm – 7:30 pm and
Saturdays, September 13, October 11,
November 8, and December 6,
9:00 am – 3:30 pm
Maximum: 18 per section
Credits: 3


ED693A
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, and at least one visit to another classroom; an annotated biography and a sustained observation of a student are also required. 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 A: Keene 2002: Staff
Section B: Saco 2002: Staff
Credits: 3


ED 693C
Practicum – Practicum Seminar

Restricted to Experienced Educator students entering in Fall 2003.

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, and at least one visit to another classroom; an annotated biography and a sustained observation of a student are also required. 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 C: Keene 2003: Staff
Section D: Seacoast: Staff
Section E: Upper CT River Valley: Staff
Credits: 3


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, 2003, 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 1 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 629
Building Learning Communities

Competency Area: Curriculum and Instruction
(Education by Design 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. (EBD based course)

Section A: Marcea Gustafson
Time: Saturdays, November 1 & 22,
9:00 am