Masters Degree Courses: Schedule

In this course, the philosophical bases and legal structures of educational policymaking are studied. Students, as educators, develop their own philosophies of education and examine the underlying philosophical assumptions of major educational policies and practices. The course also prepares teachers to understand the legal structures that determine educational policies and how issues of equity affect the implementation of those policies. This level of understanding is necessary in order for teachers to be knowledgeable and active decision-makers in their own classrooms, schools, and communities.

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. 

We teach who we are. This course is for teachers who have both good and bad days. We will explore the research that cites vulnerability as one of our greatest strengths. This course is for teachers who refuse to harden their hearts because we love our work so much. Our primary intervention tool will be to dig deeper into self-awareness. Teaching, like all human activity, comes from our inwardness. As we teach, we project our inward condition onto our students, our subject and our relationships together. Good teaching cannot be reduced to techniques and test scores. Good teaching comes from integrity, authenticity, and vulnerability. In every interaction, our ability to connect with our students depends less on methods and curriculum and more on our depth of self-awareness. Are we willing to be available and open in the service of learning?

This course is designed to guide students through the process of action research. Students will choose an area of social emotional learning to focus on, and attempt to secure solutions through the action research process. 

The newly designed course recognizes that the urge to play exists in all of us. It is a major part of how we have evolved as a species. Plato says, “You can discover more about a person in an hour of play, than in a year of conversation.” Backed by research and grounded in our understanding of the human brain, we will explore the genius of play through the lens of self-awareness and the four attributes of neuro aesthetics—curiosity, open-ended exploration, heightened sensory awareness, and a drive for creative expression—we will explore the profound role of play in personal and intellectual growth. You will have an opportunity to experience the interconnection between various aspects of our intelligence including logical reasoning, sound, language, spatial perception, nature, bodily movement, both interpersonal and intrapersonal awareness, and more. Come prepared to fully engage, experiment, and rediscover the transformative power of play.

The purpose of this course is to enhance the behavioral and mental health literacy of those who support Pre-K through 12th Grade students. Focus will be placed upon common mental health disorders affecting school-age children, such as: attention deficit hyperactivity disorder (ADHD), oppositional defiance disorder (ODD), anxiety disorders, substance use disorders, eating disorders, depression, and other mood disorders. Learners will take a deep look at the needs of the abused child, the grieving child, suicidal students, and those who engage in non-suicidal self-injurious behaviors from the perspective of prevention, intervention, and ongoing support. Learners will closely examine their views and experiences regarding behavioral and mental health, define strategies, and develop tools to create a climate of acceptance, understanding, and change for our youth who are dealing with behavioral and mental health concerns.

This course focuses on the development of theoretical-pragmatic foundations for reflective teaching and educational leadership in collaborative school environments. Philosophical systems are examined as they relate to the realities of classroom instructional leadership.

Experiential education has its roots in ancient history when all students were primarily taught through the modeling and practice of important life skills. This form of learning is an active, creative, “doing” mode of acquiring skills that can and will be used long after the initial individuals role of a student has concluded. In this class, we will use a “laboratory for learning” format. We will follow an experiential learning cycle with emphasis on experiencing, sharing, processing, learning, and application. We will practice this format for the learning of curricular content and social skill development.