Education Courses Fall 2007

Experienced Educators Program – Registration Instructions and Course Schedule (PDF 84KB)
Integrated Learning and Waldorf Program – Registration Instructions and Course Schedule (PDF 88KB)

Course Descriptions (below)
Year-Round Experienced Educators
Experienced Educators Summer Sequence – Educating For Sustainability
Experienced Educators Summer Sequence – School Leadership and Administration
Integrated Learning and Waldorf


Year Round Experienced Educators Programs Course Descriptions


EDP 643
Data Collection and Analysis I

Competency Area: Educational Research/Educational & Social Policy
Restricted to Continuing Experienced Educator Students (Fall 2006 enterers).

The goal of this course is to provide a forum in which the process and results of research can be examined by a supportive community of learners. Students actively engage in collecting and analyzing data as outlined in their research proposals developed in the Action Research and Educational Change course. Advisors work with students to analyze data they have collected. A reflective research journal is required for course verification. Some time during each cluster weekend will be devoted to research-related issues. The work in this course will contribute to the completion of the student’s Master’s Project.

Note: Data Collection and Analysis does not meet as a course. The student engages in this research independently and in consultation with his/her advisor.

Section D: Kingston NH 2006 Cluster: Staff
Section E: Springfield VT 2006 Cluster: Staff
Maximum: 18 per section
Credits: 1


EDT 611
Learning Theory

Competency Area: Theoretical & Philosophical Foundations of Education
Restricted to Fall 2007 entering Experienced Educator students; others by written permission of the Program Director attached to or on registration form.

How do people 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? This course will explore human development and learning theory as a way of understanding both ourselves and the students we work with. We will consider the thinking and influence of various theories, including those on cognitive and moral development, brain-based learning and multiple intelligences. Specifically, the objective of this course is to explore how we can best understand and support our students as they develop, as they gain skills, and as they search for understanding.

Section F: Concord, NH 2007: Thomas Julius
Section G: Rutland, VT 2007: Maura Hart
Time: Fridays, September 28, October 19, November 9 & December 14, 4:30 – 8:30 pm
Saturdays, September 29, October 20, November 10 & December 15, 9:00 am – 5:00 pm
Maximum: 20 per section
Credits: 3


ED 699C
Master’s Project Continuation

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

Students must register for Master’s Project Continuation every semester until the project has been completed and signed off by your Master’s Project reader. Enrollment in Master’s Project Continuation confers half-time status for loan deferment purposes through December 21.

Section A: Education Faculty
Credits: uncredited


Instructor Change

EDT 533
Philosophy of Education

Competency Area: Theoretical & Philosophical Foundations of Education
Restricted to continuing Experienced Educator students (Fall 2006 enterers); 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 D: Kingston, NH 2006 Cluster: Tom Julius
Section E: Springfield VT 2006 Cluster: Peter Eppig
Time: Fridays, September 14, October 12,
November 2 & 30, 4:30 – 8:30 pm
Saturdays, September 15, October 13,
November 3 & December 1, 9:00 am – 5:00 pm
Maximum: 18 per section
Credits: 3


ED 693F
Practicum -
Autism Spectrum Disorders

Restricted to Experienced Educator Autism Spectrum Disorders students who entered in Fall 2006.

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 E: Springfield VT 2006 Cluster: Staff
Maximum: 18
Credits: 2


Section Added

ED 693C
Practicum – Practicum Seminar

Restricted to Experienced Educator students entering in Fall 2007.

The purpose of the Practicum is to assist students in integrating theoretical knowledge gained through reading and seminars with their experience as teachers. The emphasis in the Practicum is upon self-evaluation, reflection, and articulation of experience. Students may call on faculty consultants for particular assistance with classroom practices. A reflective journal is required of all students. Some time during each cluster meeting will be devoted to Practicum related issues, such as discussion of classroom practice, reflective journal writing, and theoretical applications to teaching.

Section D: Practicum-Practicum Seminar (Kingston Cluster)
/07 —>
Section F: Concord NH 2007 Cluster: Staff
Section G: Rutland VT 2007 Cluster: Staff
Maximum: 18 per section
Credits: 2


ED 690
Supervised Independent Study

If you are planning an independent study, please register for an SIS on your registration form; however, an SIS contract must be submitted to the Registrar’s Office by December 1, 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 December 1st deadline will be returned for registration in a subsequent semester (additional costs may apply). Credits will not appear on your schedule until the SIS contract(s) has been submitted to the Registrar’s Office, thus affecting your enrollment status and perhaps your financial aid eligibility.


Experienced Educators Summer Sequence Programs Course Descriptions – Educating For Sustainability


Instructor Change

EDC 576
Connecting Curriculum & Communities

Competency Area: Curriculum and Instruction
Required of and restricted to Experienced Educator/Educating for Sustainability students.
On-line course

This course will focus on models of experiential education that intentionally weave sustainability, citizenship and service into learning. In this course, students will learn how to design a service-learning unit and a community engagement project that explores a sustainability issue. The class will focus on designing and identifying a project that meets a community need while meeting curricular requirements. In addition, students will learn strategies for building student ownership and citizenship skills into the project. Students will plan a curricular project involving a local community partner.

Section A: Paul Bocko

All course work will be conducted on-line.
Maximum: 18
Credits: 2


ED 693B
Practicum -
Educating For Sustainability

Required of and restricted to Experienced Educator/Educating for Sustainability students.
On-line course.

The purpose of the EFS 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 in relation to issues of educating for sustainability. Students may call on faculty consultants for particular assistance with classroom practices. A reflective journal is required of each student as well as at least one visit to another classroom, an annotated bibliography, and a sustained observation of a student.

Section A: Staff
All course work will be conducted on-line.
Maximum: 18
Credits: 2


Experienced Educators Summer Sequence – School Leadership and Administration Leading to Principal Certification


Course Credit Change

EDP 606
Case Study – A School Profile

Competency Area: Educational Research/Educational & Social Policy
Required of and restricted to Experienced Educator/School Leadership & Administration students.
On-line course

During this course, students will construct a comprehensive profile of their schools, including an analysis of systemic organization, budget, curriculum, assessments, professional development opportunities, equity issues and specific student profiles. This study will help serve as a basis for the implementation of the school change project that they are or will be leading.

Section A: Staff
All course work will be conducted on-line.
Maximum: 18
Credits: 1


EDC 567
Critical Friends Group Coaching I

Competency Area: Curriculum & Instruction
Required of and restricted to Experienced Educator/School Leadership & Administration students.
On-line course

In accordance with NSRF training in the summer, each candidate will be leading a CFG in their school. Candidates will keep in contact with one-another through a regular on-line forum that will provide support and feedback for their CFG work. In addition, each student will keep a comprehensive CFG coaching journal that will detail their professional development goals, work with individual staff members, and thoughts and feelings on the process of CFG work.

Section A: Susan Dreyer Leon
All course work will be conducted on-line.
Maximum: 18
Credits: 2


ED 693E
Practicum – School Leadership & Administration

Required of and restricted to Experienced Educator/School Leadership & Administration students.
On-line course

This course will function much like a supervised independent study. In conjunction with their advisors, students will design a project that will address a specific portfolio competency area in which they feel they need additional work or have a specific interest.

Section A: Staff
All course work will be conducted on-line.
Maximum: 18
Credits: 1


Integrated Learning and Waldorf Programs Course Descriptions


EDC 622
Assessment: A Focus on Learning

Competency Area: Curriculum & Instruction
(Critical Skills 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, which 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: Saturday & Sunday, December 8 & 9,
9:00 am – 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


EDC 629
Building Learning Communities

Competency Area: Curriculum & Instruction
(Critical Skills based course)

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

Section A: Maura Hart
Time: Saturdays, September 22 & October 6
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.

Section A: Elizabeth Auer
Time: Saturdays, September 15 & October 13,
9:00 am – 4:30 pm
Maximum: 18
Credits: 1


EDT 586
Evolving Consciousness II

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

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

Section A: Hanneke van Riel
Time: Fridays, 8:30 – 11: 00 am
Maximum: 24
Credits: 3


EDC 510
Have You Seen the Moon?

Competency Area: Curriculum & Instruction

Join me and my fifth and sixth graders as we explore ancient mythology through the lens of the natural world around us. With the moon as our guide, follow the lunar paths we take to unravel and comprehend the moon’s mysterious patterns through our own inquiries and observations. Discover the connections between making and natural phenomena through art, literacy and math curricula – all through the wondering eyes of children.

Section A: Christine Payack
Time: Fridays, September 7 – October 26,
4:30 – 6:30 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 Leon
Time: Fridays, 8:30 – 11:00 am
Maximum: 18
(1 seat reserved in each section for ES student)
Credits: 3


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

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

Section A: Kathy Shanks
Time: Saturdays, November 3 & 17,
9:00 am – 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


MEETING TIME CHANGED

EDC 550
Integrated Arts I

Competency Area: Curriculum & Instruction
Priority to Elementary and Early Childhood certification students.

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

Section A: Ron LaBrusciano
Time: Fridays, 2:00 – 4:00 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 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


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: Jane Miller
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 Summer Entering Students:
Section F: Arthur Auer
Time: Fridays, 11:10 am -12:10 pm
Maximum: 12 per section
Credits: uncredited


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. Guest presenter for storytelling : Nancy Mellon.

Section A: Karine Munk Finser
Time: Saturday & Sunday, September 22 & 23,
9:00 am – 4:00 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


ED 699
Master’s Project

Required of all Waldorf year-round non-certification students in 5th semester of program, and of Waldorf M.Ed. 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


MEETING TIME CHANGED

EDC 554
Math Methods: Intermediate Focus

(formerly 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: Dot Gorenflo
Time: Thursdays, 4:00 – 6:30 pm

Maximum: 18
(1 seat reserved for ES Certification student)
Credits: 3


EDC 553A
Math Methods: Primary Focus

(formerly 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 – 11:30 am
Maximum: 18
(1 seat reserved for ES student)
Credits: 3


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: Kari Smith
Time: Saturdays, September 15 & October 13,
9:00 am – 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


EDC 587
New England Mammals: Lessons for Teachers

Competency Area: Curriculum & Instruction

This 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 Spikol
Time: Saturday & Sunday, December 8 & 9,
9:00 am – 4:30 pm
Location: Harris Center
Maximum: 16
(1 seat reserved for ES student)
Credits: 1


The Oberufer Plays
(formerly: The Oberufer Plays:
Transformation through Drama)
Required of and restricted to Waldorf Students. It is not necessary to write this course on your registration form. Students will be assigned by the department.

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

Section A: Karine Munk Finser
with Arthur Auer (assistant producer)
Time: Thursdays, September 13 – November 29,
6:30 – 8:30 pm,
December 6 & 13, 4:00 – 8:30 pm
Dress Rehearsal, Saturday, December 15,
9:00 am – 3:00 pm
Play Performances, December 18 & 19,
3:00 – 9:00 pm
Maximum: 24
Credits: uncredited


EDC 544
Painting I

Competency Area: Curriculum & Instruction
Required of and Restricted to 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 6 – October 25,
4:00 pm – 6:00 pm
Maximum: 20
Credits: 1


MEETING DATE CHANGED

EDC 544B
Painting II

Competency Area: Curriculum & Instruction
Restricted to Waldorf students; others by written permission 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: Thursdays, November 1 – 29,
4:00 pm – 6:00 pm, and Saturday, December 8,

9:00 am – 4:30 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 Leon
Time: Fridays, 1:30 – 4:00 pm
Maximum: 24
(1 seat reserved for ES Teacher Certification student)
Credits: 3


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

Competency Area: Curriculum & Instruction
Required of and Priority to Integrated Learning students.

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

Section A: Eric Bell
Time: Fridays, 9:00 – 11:00 am
Maximum: 18
(1 seat reserved for ES student)
Credits: 2


EDP 623
Social Inclusion

(formerly: Social Inclusion: Teasing, Bullying & Peer Abuse)
Competency Area: Education & Social Policy

An exploration and practical tools to work with bullying, teasing, and peer abuse. 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: Saturday & Sunday, October 27 & 28,
9:00 am – 4:30 pm
Maximum: 30
(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, 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 an elective. Contracts received after the December 1st deadline will be returned for registration in a subsequent semester (additional costs may apply). Credits will not appear on your schedule until the SIS contract(s) has been submitted to the Registrar’s Office, thus affecting your enrollment status and perhaps your financial aid eligibility.

Credits: variable


EDC 555
Teaching Reading & Other Language Arts

(formerly: 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: Carol Berner
Time: Thursdays, 9:00 – 11:30 am
Maximum: 18
Credits: 3


CLASS CANCELLED

EDC 515
Virtual Worlds in Education: Is there Value ‘In There?’

Competency Area: Curriculum & Instruction

With the advent of the net, interaction through ‘computers’ has changed our experience in ways never imagined so much so that the word itself is no longer descriptive of its role in our lives. While instant messaging and emailing have become a routine part of life, increasingly, people everywhere are also spending time with online games, simulations and virtual reality. Second Life, Club Penguin, Whyville The Sims Online are attracting developers, entrepreneurs, and universities as well as hordes of participants. These virtual reality programs are moving into the classroom. What does this mean to educators? What are the issues? Are there opportunities or clear advantages here? There are lots of conflicting expert opinions about virtual reality programs. There are claims made about student motivation, enhanced retention, a sense of presence, exposure to unique experiences and materials, even budget benefits. Others counter that virtual experiences are incomplete at best and cannot have the same impact as the real-life versions of the same thing encouraging too much time in artificial social interactions at the expense of real-world relationships. This course gives us a chance to become familiar with some of the most popular virtual worlds and to look at whether there are good reasons for using them in your teaching.

Section A: Wendy McGrath
Time: Fridays, November 2 – December 21,
4:30 – 6:30 pm
Maximum: 18
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 create 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&rsqup;s development.

Section A: Arthur Auer
Time: Fridays, September 7, 21, 28, October 5, 12, 19, 26, November 2, 9, 16,
1:00 – 4:00 pm and
November 30, December 7 & 14,
1:00 – 2:45 pm
Maximum: 20
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 methods, activities and movement exercises will be shared and integrated in these two subjects.

Section A: Monica Marshall
Time: Fridays, September 14 – October 19,
4:30 – 6:30 pm, and
Saturday, October 27,
9:00 am – 1:00 pm
Maximum:20
Credits: 1


Workshop on Early Childhood and Readiness
Competency Area: Curriculum & Instruction
Required of Waldorf students with an elementary focus; others 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 workshop is for both elementary class teachers as well as early childhood teachers and will focus on the nature of the Waldorf Kindergarten and how to recognize a child’s readiness for first grade.

Section A: Petty Waterhouse

Time: Friday, September 14, 1:00 – 4:00 pm
Maximum: 18
Credits: uncredited


Workshop on Middle School Drawing
Competency Area: Curriculum & Instruction
Required of Waldorf students with an elementary focus; others 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 workshop 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 10,
9:00 am – 4:30 pm
Maximum: 18
Credits: uncredited