Education Courses Fall 2004

Experienced Educators Program
Integrated Learning & Waldorf Program


Experienced Educators, Integrated Learning and Science Education


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 F: Keene 2004: Judy Coven
Section G: Central Maine 2004: Tom Julius
Time: Fridays, September 17, October 15,
November 12, and December 10,
4:30 – 8:30 pm and
Saturdays, September 18, October 16,
November 13, and December 11,
8:00 – 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 21.

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 C: Keene 2003 Cluster 1: Arthur Auer
Section D: Keene 2003 Cluster 2: Tom Julius
Section E: School Choice Cluster: Peter Eppig
Time: Fridays, September 10, October 8,
November 5, and December 3,
4:30 – 7:30 pm and
Saturdays, September 11, October 9,
November 6, and December 4,
9:00 am – 3:30 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, 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 C: Keene 2003 Cluster 1: Staff
Section D: Keene 2003 Cluster 2: Staff
Section E: School Choice Cluster: Staff
Credits: 3


ED 693C
Practicum – Practicum Seminar

Restricted to Experienced Educator students entering in Fall 2004.

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 F: Keene 2004: Staff
Section G: Central Maine 2004: 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, 2004 in order for it to appear on your schedule or transcript. Please be sure to specify on the contract if the SIS will be used to fulfill a competency area or serve as a required course substitute, or as an elective. Contracts received after the 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 622

Assessment: A Focus on Learning
Competency Area: Curriculum & Instruction
(Education By Design designated 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: Laura Thomas
Time: Sundays, September 26 & October 24,
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
(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.

Section A: TBA
Time: Sundays, November 7 & December 5,
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 (with written permission of Program Director).

Section A: Elizabeth Auer
Time: Saturdays, September 18 & October 23,
9:00 am – 4:30 pm
Maximum: 18
Credits: 1


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 drama in teaching and education. A major part of the course will be devoted to the rehearsal of an Oberufer folk play that will be performed at the end of the semester. Participation in this course is required for all Waldorf students.

Section A: Arthur Auer and Karine Munk Finser
Time: Thursdays, September 30 – November 4,
6:30 – 8:30 pm,
November 11 – December 9,
4:00 – 8:30 pm,
Performances: December 14 & 15,
11:00 am – 3:00 pm
Maximum: 20
Credits: uncredited


EDP 627
Education for Social Renewal

Competency Area: Education & Social Policy
Restricted to Distant Waldorf Summer Sequence MEd (Summer 2004 enterers) Students with permission of instructor.

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 15. 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
Fulfills Human Development requirement.
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 occult 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 609A
Experiential Education: Learning in Meaningful Contexts

Class Cancelled (09/21/04)
Competency Area: Theoretical & Philosophical Foundations of Education
(Education By Design based course)

This course is designed for educators interested in understanding the theory and the practice of experiential education. 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: Sunday, October 3 & Saturday, October 30,
8:30 – 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


EDC 640
Exploring Thinking and Engaging the Mind:
Visual Tools for Constructing Knowledge Across Disciplines

Competency Area: Curriculum & Instruction

How can students meaningfully and independently construct knowledge? Assessments and standards focus on what to learn, but who is teaching children how to learn? Typically, students struggle to swim through a sea of content matter without a means for effectively processing material. This course will examine how visual tools can support students’ patterning of information across the curriculum. We will explore and apply various visual tools: webbing, graphic organizers, and concept mapping in order to evaluate how these tools facilitate the thinking and learning process. We will also look at a framework for lesson planning that engages students’ minds at pre-, during, and post-lesson intervals. Class time and assignments will emphasize the cognition and metacognition involved in instruction, learning and achievement and how visual tools can scaffold students’ cognitive development and work toward whole school change.

Section A: Sarah Curtis
Time: Saturdays, September 25 & November 13,
9:00 am – 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


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 “plan” 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
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: Saturday, September 18 & Sunday, October 3,
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 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 659
Living Arts I

Competency Area: Curriculum & Instruction

This course is for the personal and artistic development of the educator and for learning techniques to integrate the arts in the classroom. As counter effort to the powerful presence of the media in our schools, a living environment where the arts support our sense of beauty and our sense of who we are and who we strive to be, is essential for authentic growth. When we paint or draw, we open pathways to greater communication with ourselves and the students we teach. Through explorations with color, painting and drawing, as well as through lectures and discussions, participants will consider the role of art for people of various learning styles and dispositions.

Section A: Karine Munk Finser
Time: Saturday & Sunday, November 13 & 14,
9:00 am – 4:00 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: Judy Coven
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 – 12:30 pm
Maximum: 12 per section
Credits: uncredited


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 21.

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: Judy Coven
Time: Thursdays, 9:00 – 11:00 am
Maximum: 18
(1 seat reserved for ES student)
Credits: 2


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: TBA
Time: Thursdays, 4:00 – 6:00 pm
Maximum: 18
(1 seat reserved for ES Certification student)
Credits: 2


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: Paula Aarons
Time: Thursdays, 9:00 – 11:00 am
Maximum: 18
Credits: 2


Movement Education in the Waldorf Classroom
Required 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 16,
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, October 16 & December 11,
9:00 am – 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


EDC 657
Mysterious, Magical Mushrooms

Competency Area: Curriculum & Instruction

Join me and my second and third graders as we explore the mysterious world of mushrooms! Follow the paths we take –in the classroom, on the school grounds and at Antioch– to discover why mushrooms seem to appear magically on the forest floor. Connect the study of mushrooms to art, literacy and math curricula. Unravel the role fungi play in the process of decomposition and ecosystem health –all through the wondering eyes of the children who find them. Most sessions of this class will meet in Christine Payack’s classroom at the Wells Memorial School in Harrisville, NH.

Section A: Christine Payack
Time: Fridays, 4:00 – 6:00 pm
Location: Wells Memorial School &
Antioch University New England
Maximum: 18
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 4 & 5,
9:00 am – 4:30 pm
Location: Harris Center
Maximum: 16
(1 seat reserved for ES student)
Credits: 1


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

This course 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 10 – October 8,
4:00 – 6:00 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 2, – November 4,
4:00 pm – 6:00 pm
Maximum: 20
Credits: 1


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: Susan Dreyer
Time: Fridays, 1:30 – 4:00 pm
Maximum: 24
(1 seat reserved for ES Teacher Certification student)
Credits: 3


EDC 549
Placed-Based Environmental Education

(Formerly 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, environmental 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 environmental education in an integrated curriculum examining both key environmental education content areas and teaching strategies for the elementary years. Additional course focus will include an examination of existing Environmental Education curricular and institutional resources; 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

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 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. Participants will be required to develop a portfolio of their work from the course.

Section A: David Sobel
Time: Fridays, 4:30 – 6:30 pm
Maximum: 24
(1 seat 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 20 & 21,
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 25, & October 30,
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 December 1, 2004 in order for it to appear on your schedule or transcript. Please be sure to specify on the contract if the SIS will be used to fulfill a competency area or serve as a required course substitute, or 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.

Credits: variable


EDC 574
Using Online Resources to Enhance Teaching

Competency Area: Curriculum & Instruction

This course provides 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 and what they might plan for their classrooms with others in the class. This course will be delivered exclusively online over five weeks’ duration, and will include weekly online class meetings and regular postings and responses using FirstClass. Students should expect to spend a minimum of 6 hours per week online. This would be a good introduction to distance learning for students who have not yet experienced it.

Section A: Peter Monether
Time: 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 3 – December 10,
1:00 – 3:30 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 13,
9:00 am – 4:30 pm
Maximum: 18
Credits: uncredited