Fall 2009 Graduate Courses
More Affordable at just $330 per semester credit.
(We are committed to your success. Our per credit cost will be in effect until Summer 2011.)
To register call: 937-327-6417
Educ. 510 So Sexy So Soon
Instructor: Dr. Roberta Linder 1 Semester Credits
Date / Time: * Set by building group leader. Mid October - Late November
This book study involves a collaboration of Dr. Roberta Linder with selected Teaching Associates who will lead teams of building level teachers. The book , So Sexy, So Soon comprises the study. As the book describes, marketing and media messages convey images of a premature and hyper sexuality to youth. It affects body awareness and self image as well as sexual conduct and expectation. Each building level team will come up with their own strategies and present them at a wrap-up meeting in which all of the teams attend together. One of the co-authors,
Dr. Diane E. Levin, will be visiting campus Nov. 5 & 6 to talk about the issues of the book and the effect of negative media images on youth development and self-concept.
* Each group leader will determine meeting days and times with the participants. (11 hours of meeting time)
Educ. 510 Creating Caring and Restorative Schools
Instructor: Dr. Bob Welker 2 Semester Credits
Date / Time: T & TH 4 – 5:30 p.m. Oct. 13 – Dec. 5 Place: Rm. 200 49 E. College
We all wish for, and perhaps have had the good fortune of working with peers, administrators, and students who want to come to school and who care for each other and their work. This is the kind of school that builds partnerships. It creates the kind of relationships that build upon individual strengths and allow for collective and personal growth. At Wittenberg, we have begun to call this a “restorative school”. This class will investigate how restorative schools operate from the perspective of “care”. Participants will consider how schools arrange themselves to be caring places and how they intentionally create capacities for caring as part of their instructional mission. We will use the work of Nel Noddings as a basis for the class and participants will interact with other teachers from past classes who have studied “restorative schools” and who have visited schools to understand the idea. As a final product of the class, participants will consider their own responsibilities in creating capacities for care. We will use rubrics to see how our own school matches up with our collective “restorative definition.”
Educ 510 Education and the Making of a Democratic People
Instructor: Brian D. Yontz 2 Semester Credits
Date / Time: TH 4 – 6:30 p.m. Oct. 1 – Dec. 3 Place: Hollenbeck Hall
In an age when much of the focus is on educating for a particular career, this course will explore present scholarship that focuses on educating to create a more inclusive, robust, and healthy democracy. In this course the classic voices of Dewey, Freire, and Adler are heard through contemporary authors John Goodlad, Roger Soder, Bonnie McDaniel, and Paul Theobald. Students will be provided an opportunity to examine personal beliefs, practice school stewardship, and become reenergized to participate in our moral democratic community.
Educ 510 Critical Issues in Education: Stregthening the Preparation of African American Students for Greater College Success
Instructor: Dr. Mary Watkins 2 Semester Credits
Date / Time: Saturday 9 a.m. – 12 p.m. Sept. 12 – Dec. 19 Place: Rm 200 49 E. College
This course is designed to heighten awareness of the severity of the problem of lagging bachelor degree attainment among Black students. Participants will work to discover the extent to which school policies, practices, and the behaviors of individual educators play in suppressing the development and future college success of Blacks. The course will focus on the quality of the pre-collegiate preparation Black students routinely present.
Educ 530 Collaboration for Successful Inclusion
Instructor: Staff 2 Semester Credits
Date / Time: W 4:30 – 7:30 Oct. 21 – Dec. 9 Place: Rm 200 49 E. College
This course will address some of the various areas that general education teachers and intervention specialist need to discuss for a successful relationship. The main ideas of the course will be to introduce a variety of methods for planning, organization, and workload distribution. We will also address how to differentiate instruction for student success.
Educ 550 Professional and Ethical Issues in Education
Instructor: Dr. Lowell Monke 4 Semester Credits
Date / Time: T 4:30 – 7:30 p.m. Sept. 15 – Dec. 15 Place: 49 E. College
Designed to inform practice in P-12 classrooms, this course explores philosophical and pragmatic issues affecting teacher leadership. By the end of the course, participants will have the opportunity to analyze case histories, examine the philosophy and history of teacher professionalization efforts, critique and analyze research articles, develop basic strategies for research review, and formulate initial professional development plans. A major outcome of the course is personal assessment and planning of professional development goals.
Plan to Register for: Coming in Spring 2010
Educ 510 Critical Friends Networks
Instructor: Dr. Gina Post 2 Semester Credits
This course focuses on those skills that good leadership requires: working with colleagues reluctant to change, practicing the communication skills required for crucial conversations, building networks to improve practice, and resolving pressing ethical dilemmas. By the end of the class, each participant will have created a plan to work on responding to either a specific school problem or to a local professional development need.
Educ 510 Personalities at Play: Using Group Dynamics to Enhance Your Classroom
Instructor: Staff 2 Semester Credits
This course will address issues that benefit teachers with all experience levels. Using principles of group dynamics, this courses will investigate how student and teacher personalities contribute to a class profile. This course will explore techniques to motivate students and develop fair and positive classroom environments. Specifically this course will assist teachers in successfully including all students addressing the connection between varying ability levels and classroom contributions. Ultimately this course will help teachers develop / build con-ownership of the classroom environment.
Educ 520 Using Problem Based Learning in the Classroom
Instructor: Staff 2 Semester Credits
Problem-based learning is focused and experiential learning organized around the investigation and resolution of messy, real-world problems. This courses is designed to develop an understanding of problem-based learning (PBL) as both a curriculum and a process. PBL, a constructivist teaching and learning strategy, engages students in a problem situation and creates a learning environment in which teachers “coach” student thinking and guide student inquiry, facilitating deeper levels of understanding. During the course, learners will experience PBL, design PBL lessons and a unit for their own classroom, and discuss , practice teaching, and reflect on PBL.
Educ 530 Practical Unit Design
Instructor: Staff 2 Semester Credits
This course is designed to assist teachers in the development of a unit that is practical and differentiated for students’ needs as well as aligned to any content standards. Teachers will bring their area of study and will be guided through the process of creating a unit which can be immediately implemented in the classroom and shared with colleagues.
During this course participants will achieve the following. Learn the process for developing a unit and identifying the needs of particular students in the classroom. Align instruction to the academic standards, develop effective curriculum for an area of study and establish various methods of measuring student progress. Reflect on current teaching practices to strengthen instruction and foster cooperative learning and peer education.
Educ 560 The Sociology of Educational Change and School Renewal
Instructor: Staff 4 Semester Credits
This course provides participants with the sociological and historical background for examining school reform/renewal models. In analyzing these models, participants will consider current research about assessment outcomes, and implementation processes. Connections will be made to personal and local circumstances and to the institutional cultures that support personal and building-wide educational change. The reading and construction of case studies will allow participants further opportunity to reflect more personally on teacher leadership roles in school change efforts. (Prerequisite for degree seeking students: Educ 550)