Masters Degree Courses: Schedule

This course is designed to guide students through the process of action research.  Students will choose a problem in their classroom to focus on, and attempt to secure solutions through the action research process. Final research results will be disseminated to the larger public.

This course is designed to explore the impact of traumatic experiences on children and adolescents across multiple stages of development. In addition, this course will identify how Adverse Childhood Experiences (ACEs) can affect the ability of children to learn in a variety of settings. Through engagement and participation in experiences, learners will gain a comprehensive understanding of the impacts of trauma and ACEs and attain a variety of strategies to implement in the school setting to effectively contain and manage maladaptive emotional and physical responses.

This course is part of the 12-credit Social, Emotional, and Behavioral Wellness Endorsement. It is also an Elective course in the Masters in Social Emotional Learning degree program.

There is a growing body of research noting the correlation between academic success and the emotional/physical health of students. Given the growing importance of attending to the whole child, this course has been developed to increase K-12 educators’ knowledge of health and wellness practices and research. The course will ask participants to assess their own beliefs and practices in health and wellness and will encourage a self-change model. The course is based on two theoretical structures: one being that wellness is composed of physical, emotional, mental, social, and spiritual health. The second structure is Erickson’s stages of development and their usage in directing our choices for growth throughout our lives. 

The course is designed to help teachers, administrators, and support staff eliminate the achievement gap. Our goal is to present a comprehensive K-12 model that ensures racial and social differences in academic achievement are eliminated. The program will focus on the academic, social and emotional learning skills that improve achievement for all students. Our primary philosophy is respect, responsibility and relationships are essential for academics to be relevant to all learners. Until we address the relevance of academics to all learners we can never be successful with academic rigor.

What is essential in building a classroom community? What is your greatest hope for your students? What is essential in a teacher and student relationship? In over 50 years in education, Thom Stecher has learned that these are the integral questions in education. In our time together, we will explore connection, community, and love, which must be the foundation of all classrooms. Educators K through 12 are invited to participate in this highly experiential classroom community-building course.

This course is designed to move our students from risk to resiliency by identifying and fostering the developmental competencies needed for students to succeed.  The course hinges on the belief that resilience is not something you do, but something you are and can become.  To that end, the course is designed to guide educators through a paradigm shift, away from the Deficit Model and toward the Strengths/Asset Model.  Drawing on research from Nan Henderson, Mike Milstein, Robert Brooks, and Bonnie Benard, the attributes seen in resilient students will be identified and specific strategies for fostering these traits in all students will be taught.

This course provides helpful, practical, and research-based techniques for the creation of a stimulating, effective classroom for all students at all levels.  Knowledge of the characteristics of students who learn at different paces and levels will be explored. Participants will study a variety of curriculum options, such as those of content, process, product, and learning styles, that further assists the implementation of differentiated lessons to optimize learning for all students, including ELD, special needs, and gifted students.