May 19, 2024  
University Catalog 2023-2024 
    
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University Catalog 2023-2024 [ARCHIVED CATALOG]

Courses By School

 
  

  • EDP-5980: School Law

    This is a seminar designed to provide knowledge about school law and the prohibition of discrimination on the basis of race, national origin, sex, age or handicapping condition. Through lecture, case discussion, and debate, students will be able to understand the theoretical underpinnings of egalitarian social reform, the differences between public policy, and the principal components and content of relevant policy documents as well as the benefits and limitations of policy in this area.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Teacher Education
  

  • EDP-5982: School Law, Ethics & Human Resource Mgmt

    This course will focus on both the ethical and legal dimensions of leadership with an emphasis on resolving conflicts in the school community and explicitly address the principal’s role in the critical process of hiring and firing school staff. Students will examine actual legal cases and ethical dilemmas for the purpose of understanding the role of the leader in creating and maintaining an educational environment that protects and nurtures equity, fairness, tolerance, and respect for the individual. Additionally, students will explore the issues involved from legal, ethical, and educational perspectives. Special attention will be given to the complexities of providing professional support and development for weaker staff members, while still protecting the academic integrity of the school and meeting the needs of students for high quality educational experiences. In addition to your time in class, there will be a required online component for this course.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Teacher Education
  

  • EDP-6040: Research and Self-Development

    This course will work with research methods based upon the essential view of the human being and the basic exercises outlined in Esoteric Science by Rudolf Steiner. We will design and discuss research projects to be completed by students during the following school year, and explore suitable research methods. Discussions will include aspects of evolving consciousness and how personal change can influence social change in school communities.
    Min. Credits: 2.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Waldorf
  

  • EDP-6160: Real World Sustainability

    The purpose of this course is to apply systems thinking to designing and building school community partnerships. We will explore integrated systems within schools and organizations which enable them to serve community, and we will consider the larger municipal, national, and global systems in which they are embedded, including ecological, economic, and social systems. Children’s participation will be at the heart of the course as we investigate the implications of systems thinking and partnership for sustainability, climate change, and place-based education. Further attention will be given to structures ranging from those designed to manage interrelated institutional systems (heating/cooling, food services, water, and electrical) to broader green building, community development, and climate change initiatives. Applying what they learn to their own school or organization, students will formulate recommendations to improve systems, build community, and increase youth participation to promote sustainability and address climate change
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online (asynchronous)
    Course Type Teacher Education
  

  • EDP-6300: Waldorf School Administration

    This course will provide an overview of Waldorf school administration, leadership, and the karmic considerations of group work. The emphasis will be on understanding the various roles in a Waldorf school, including that of the teacher, parent, administrator and board member. A major focus of study will be on the parent-teacher relationship. Learning in this course is intended to support teachers in their non-instructional roles in a Waldorf school.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Waldorf
  

  • EDP-6510: Renewal Institute 2

    The institute brings together Waldorf educators and anthroposophical practitioners in their second summer of the program with experts in the field of healing education. The theme varies each summer. Activities include lectures, seminars, and artistic practice.
    Min. Credits: 2.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Waldorf
  

  • EDP-6512: Kairos Institute II

    This Institute brings together Waldorf educators and anthroposophical practitioners with experts in the field of healing education. The theme varies each summer, preparing teachers and those in healing professions to recognize the behavioral and physical expressions of children and adolescents who may suffer from the effects of PTSD or acute trauma. Activities include lectures, seminars, and artistic practice alongside trauma-preventive therapies, including clay, animal therapy, painting, and movement. The coursework of Kairos Institutes I and II is complementary and takes place over the course of two summer semesters.
    Min. Credits: 2.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Education
  

  • EDP-6550: Sustainable Leadership

    This course is designed to explore students’ roles as leaders in their schools and organizations. We will identify qualities of effective leadership and strategies for building leadership capacity in oneself and others. Students will engage in taking leadership roles, reflect and write about their developing leadership skills, and become knowledgeable about current leadership theory. Some course work will be conducted online.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Teacher Education
  

  • EDP-6630: Educational Advocacy & Leadership

    This course builds capacity for instructional and professional community growth and leadership in the student’s concentration area. Participants will examine emerging tools and trends that will impact schools and their communities through their own field research, review of professional literature, and participation in online learning communities. Participants will collaboratively prepare instructional plans, policies, procedures, and/or budgets demonstrating their understandings of how to best implement and advocate for their technology integration for community development and learning in the classroom and beyond. Online course.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online (asynchronous)
    Course Type Teacher Education
  

  • EDP-6670: Renewal Institute

    This Institute brings together Waldorf educators and anthroposophical practitioners with experts in the field of healing education. The theme varies each summer. Activities include lectures, seminars, and artistic practice.
    Min. Credits: 2.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Waldorf
  

  • EDP-6672: Kairos Institute I

    This Institute brings together Waldorf educators and anthroposophical practitioners with experts in the field of healing education. The theme varies each summer, preparing teachers and those in healing professions to recognize the behavioral and physical expressions of children and adolescents who may suffer from the effects of PTSD or acute trauma. Activities include lectures, seminars, and artistic practice alongside trauma-preventive therapies, including clay, animal therapy, painting, and movement. The coursework of Kairos Institutes I and II is complementary and takes place over the course of two summer semesters.
    Min. Credits: 2.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Education
  

  • EDP-6700: Special Education Families and Networks

    Families and communities play complex, vital roles in the learning process. In this course, we will examine the effects of family and cultural environments on learning, social interaction, and community contribution. We will also explore how the experiences of people with disabilities impact how they function within their families and in their communities. Students will learn how to best advocate for children and families, as well as how to encourage families to advocate for themselves. There will also be emphasis on developing and practicing skills related to crisis prevention and intervention. Students will investigate ways to creatively utilize community resources, as well as how to create thriving collaborations among all service providers, including parents, para-educators, tutors, and others from outside agencies.
    Min. Credits: 2.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Teacher Education
  

  • EDP-6750: Special Education Law and Policy

    In this course, we will explore what laws special educators need to know and why, as well as how law affects students and the classroom. Students will develop an understanding of the rights and responsibilities of all stakeholders in the education process. Local, state of New Hampshire, and federal laws and policies will be examined and discussed. Students will develop an understanding of how law relates to and governs practice in several areas, including identification of children with disabilities, development of educational placement, and referral and evaluation procedures. We will also consider special education case law related to education practices.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Teacher Education
  

  • EDP-6755: Research Topics in Education

    This course will allow students to conduct independent research into topics of their own choosing, working independently or collaboratively. Instruction will focus on research methods, writing for publication, and strategies for presenting work to peers. Online course.
    Min. Credits: 1.0 Max Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online (asynchronous)
    Course Type Teacher Education
  

  • EDP-6900: SIS-Educ & Social Policy

    Student and instructor design an individualized course of study to enable exploration of topics not generally available in the established curriculum. Syllabus contains specific course learning outcomes, assignments and grounds for evaluation.
    Min. Credits: 1.0 Max Credits: 6.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Independent Study
    Course Type Teacher Education
  

  • EDP-6902: SIS-Ed Resrch/Change

    Student and instructor design an individualized course of study to enable exploration of topics not generally available in the established curriculum. Syllabus contains specific course learning outcomes, assignments and grounds for evaluation.
    Min. Credits: 1.0 Max Credits: 6.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Independent Study
    Course Type Teacher Education
  

  • EDP-6904: SIS-Chldrn Spec Needs

    Student and instructor design an individualized course of study to enable exploration of topics not generally available in the established curriculum. Syllabus contains specific course learning outcomes, assignments and grounds for evaluation.
    Min. Credits: 1.0 Max Credits: 2.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Independent Study
    Course Type Teacher Education
  

  • EDR-6000: Library Media Internship K-6

    The purpose of the Internship is to place course content into meaningful contexts at the K-6 and 7-12 levels while also gaining practical experience in the day-to-day operations of a school library. Students must complete 45 hours of supervised internship activities, approved by both the Internship Supervisor/Advisor and the Cooperating LMS. The Internship directly addresses the NH Professional Standard B: The program shall provide for a supervised off-campus practicum which provides experience in both the elementary and secondary levels.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Field Study
    Course Type Education
  

  • EDR-6010: Library Media Internship 7-12

    The purpose of the Internship is to place course content into meaningful contexts at the K-6 and 7-12 levels while also gaining practical experience in the day-to-day operations of a school library. Students must complete 45 hours of supervised internship activities, approved by both the Internship Supervisor/Advisor and the Cooperating LMS. The Internship directly addresses the NH Professional Standard B: The program shall provide for a supervised off-campus practicum which provides experience in both the elementary and secondary levels.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Field Study
    Course Type Education
  

  • EDR-6020: Internship in Digital Learning: K-12

    The purpose of the Internship is to place course content into meaningful contexts while also gaining practical experience in the day-to-day operations of a digital learning specialist. Students must complete 45 hours of supervised internship activities, approved by both the Internship Supervisor/Advisor and the Cooperating DLS. The Internship directly addresses the NH ED 604.03; 604.06 requirements.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Field Study
    Course Type Education
  

  • EDR-6100: Leading w/Data School Profile

    During this course, students will construct a comprehensive profile of their schools, including an analysis of systemic organization, budget, administrative and educational technology, curriculum, assessments, professional development opportunities, equity issues and specific student profiles. This study will help serve as a basis for the implementation of the Equity Advocacy project that they will be leading. Online course.
    Min. Credits: 2.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online (asynchronous)
    Course Type Teacher Education
  

  • EDR-6200: Practicum-Equity & Change

    The primary goal of this practicum is for students to engage in a cycle of inquiry around equity in their own teaching practice. Working with their advisor, students will identify an “equity issue” in their classroom or school setting and then engage in a cycle of inquiry around this equity issue. The cycle of inquiry will include identifying the issue and the student or students affected, gathering information on how this issue might be addressed, trying a change in their practice to help address this issue, and keeping track of what happens when they make this change. Advisors will assist students with the development of this cycle of inquiry related to their project. Ideally, the equity issue should be some aspect of their work over which they have real control. Working within their own classroom or program, students have oversight/control for what happens. Critiquing their own teaching is not easy, but essential in order to equitably distribute “necessary opportunities to learn and thrive.” It’s important that the project focus on a change in THEIR behavior and practice. This change may have an impact on their students, which is what they are hoping to see, but the focus should be on what they can do that makes a difference. Whenever possible, students are encouraged to do this practicum work in the context of whatever natural professional learning communities already exist in their school or district.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Student Teaching
    Course Type Teacher Education
  

  • EDR-6900: SIS-Practicum Curriculum

    Student and instructor design an individualized course of study to enable exploration of topics not generally available in the established curriculum. Syllabus contains specific course learning outcomes, assignments and grounds for evaluation.
    Min. Credits: 1.0 Max Credits: 6.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Independent Study
    Course Type Teacher Education
  

  • EDR-6920: Practicum-Child Study

    In this practicum, students will attend to children with the goal of seeing them more clearly and better understanding their strengths as people, learners, and community members. In the process, students will examine their own teaching practice with a specific focus on the developmental appropriateness and efficacy of their curriculum for a specific student or subset of students in their classroom or program. Ongoing observation, reflection, and consultation with the student advisor will inform student practice, allowing them to adjust their approach to include and support children more fully. This practicum encourages teachers to take a descriptive stance and bring open-minded curiosity to their work with children or older learners. It is designed to be carried out in the context of whatever natural professional learning communities already exist in their school and district. Advisers will assist students with the development of a cycle of inquiry related to this practicum.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Student Teaching
    Course Type Teacher Education
  

  • EDR-6940: Practicum-Curriculum

    Teachers are constantly adapting and creating materials to encourage students’ interests, stay current with the field of education, and support learning goals set by the teacher, students, families, and by the district or state. Curriculum may be planned in advance, or emerge in response to opportunities that arise. In addition, the teacher may be striving to enact a particular philosophy, set of values, or approach (e.g. Reggio, Nature-Based). The Curriculum practicum provides an intensive semester in which students engage in a cycle of inquiry around the changes that they make as they teach. Working with their advisor, students develop a question or set of questions about their curriculum. Then using student work, observations of student learning, and whatever assessments are part of normal teaching, students evaluate the impact of their efforts on the students they teach. Students engage in a regular cycle of inquiry that enables them to reflect upon teaching and learning experiences to consider how the curriculum is meeting the students’ needs. Practicum students are encouraged to do this work in the context of whatever natural professional learning communities already exist in their school. Advisors will assist with the development of a cycle of inquiry and help connect students with resources specific to the challenges they face.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Student Teaching
    Course Type Teacher Education
  

  • EDT-5100: Landscape Analysis & Design for Nature P lay & Learning

    The natural world both invites and supports play and learning. This course focuses on how outdoor spaces can contribute to early childhood education. It uses site assessment, analysis and schematic design as tools to reveal the potential of a location for a nature-based early childhood program. Students will engage in a hands-on sequence of exploration together, imagining how an actual outdoor space can be transformed by using and modifying the existing landscape. Each student will apply understanding through creating a schematic design. Learn how to use boundaries, pathways, and destinations to support play and learning, how experiences in nature can support early childhood learning standards, and deepen your understanding of your role as teacher.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Teacher Education
  

  • EDT-5100.SB: Landscape Analysis & Design for Nature Play & Learning

    This course explores how experience in nature promotes engagement with the early childhood standards by understanding the roles of the teacher, the child, and the environment. It includes using and modifying the existing landscape, site assessment, analysis and schematic design as tools to study the strengths and weaknesses of your location for a nature-based early childhood program. The topics also include establishing boundaries, pathways, and destinations to support play and learning.
    Min. Credits: 1.5
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Santa Barbara
    Method(s): Classroom
    Course Type Teacher Education
  

  • EDT-5140: Buddhist Frmwks / Reflect on Teaching

    In this course, and throughout the whole year of the Certificate Program, participants will strengthen their mindfulness meditation and mindfulness practices in the midst of their work and their lives. Additionally, they will study, learn, and understand core Buddhist concepts and frameworks that support a mindful perspective on their work as educators. Finally, they will develop skill in mindful inquiry using educational reflective practices and Buddhist frameworks.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online (asynchronous)
    Course Type Teacher Education
  

  • EDT-5200: Awareness Body Mind Heart; Path to Chg

    Buddhist thought and practice encompass the body, mind and heart as a focus for learning, understanding and action. Most recently, research studies in neuroscience have shown the explicit and visible (through FMRI) relationship between body, mind, heart and brain function. In this course, participants will examine some of the most recent studies in neuroscience and their applications to teaching, learning, and one’s particular educational context. There will be equal emphasis on application and reflection within one’s educational context and the ongoing development of mindfulness meditation practice and personal daily life mindfulness practices. Of the three courses in the Certificate Program, this one will highlight the scientific nature of mindfulness practice and how it is possible to see, apply, verify, or modify based on the first-order data received through the body, mind, heart and brain change process that is every human being. In the final online discussion and submissions, Participants will shape and define the pathways to change that they intend to explore or deepen in order to lead toward greater freedom and joy in their educational contexts and at the heart of teaching and learning.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online (asynchronous)
    Course Type Teacher Education
  

  • EDT-5220: Human Development Teaching & Learning

    The goals of educational programs are sometimes at odds with the cognitive and emotional realities of teachers and learners. Finding balance both internally and externally can help an educator to move beyond momentary limitations in order to create new learning possibilities. In this course, educators gain new insight into the moment-to-moment reality of their professional lives through a renewed understanding of human psychology and human development across the lifespan as well as the integration of kindness, compassion, and equanimity practices. Online study and discussion familiarizes participants with concepts and terms in the more recent literature of education and psychology as well as readings from Buddhist scholarship and the mindfulness in education literature.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Teacher Education
  

  • EDT-5320: Conceptual Development

    This course is focused on children’s ideas and points of view, and on the intersections of learning, teaching and curriculum. Framing questions include: What does it mean to know something? How do children figure things out, and how can we access their evolving ideas? As we consider children’s capacity to make meaning, we’ll reflect on our own role in the learning process and how we, as teachers, can engage children in the critical exploration of subject matter and encourage understanding to develop. The perspectives of Duckworth, Freire, Paley, Piaget, Vygotsky and a range of classroom teachers will inform our thinking, as will research projects carried out with children.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Teacher Education
  

  • EDT-5342: Trauma and Grief Informed Teaching

    This course is created to support the empathetic practices of the students who will develop insights, capacities and methodological tools needed to approach human situations encountered in their professional environment as school leaders, community workers, or in private healing practices. Trauma and grief will be addressed to help understand psychological, spiritual and psychophysical foundations of human consciousness. Understanding cumulative stress, collective trauma, trauma outreach, and addressing grief are important aspects of the course.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Teacher Education
  

  • EDT-5360: Childhood & Nature

    When children have access to free play in natural areas, they do the same things, around the country and around the world. They make special places, go on adventures, develop fantasy games, go hunting and gathering, craft small worlds. These recurrent play patterns can be used as design principles to help structure engaging outdoor activities with children. During our days together, we’ll recollect our own favorite childhood experiences and we’ll spend time outside exploring some of these recurrent play patterns. We’ll discuss the research on the relationship between childhood play in nature and environmental behavior in adults. Then we’ll use these experiences to design new approaches to nature programming at schools, nature centers, and environmental programs.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Teacher Education
  

  • EDT-5450: Philosophy of Education and Change

    Philosophy of Education and Change looks at key philosophical influences on our American education system. This class helps students explore multiple perspectives in the quest to expand educational equity and opportunity for all, while respecting the uniqueness of each learner and the complexities inherent in institutional organization and change. As a result of this class, students will gain a better understanding of the antecedents of our current educational dilemmas and develop the capacity to more critically evaluate trends in the political and social context of education in the 21st century. Students will look at the impact of systems thinking and systemic change theory on educational institutions and will use this knowledge to help them in their work as change agents and leaders in their schools and communities. Online course.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online (asynchronous)
    Course Type Teacher Education
  

  • EDT-5460: Teacher Facilitation in a PBL Classroom

    Explored in this course are the multi-faceted roles of a teacher designing and implementing problem-based learning into her/his teaching. Strategies for effectively crafting, coaching, scaffolding, and assessing student problem-solving is integral to successful PBL. At the center of this course will be the utilization of the Experiential Learning Cycle. Essential questions that frame this work and the course objectives will be: How do we as teachers effectively and appropriately facilitate or coach students in a PBL experience? What needs consideration in the student’s developmental level or learning style? How do we utilize the experiential learning cycle to facilitate the learning, have students reflect on their learning, and connect one learning experience to the next? Online course.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online (asynchronous)
    Course Type Teacher Education
  

  • EDT-5470: Tech Tools for All Learners

    This course builds a collaborative understanding of modern teaching and learning, its roots and its opportunities. We will explore when and how to use technology - and when not to. This course will help participants identify and assess the resources available to them in their schools as well as how to best use those tools in their own instruction in all content areas in ways that support all learners (and plan for the careful selection of new resources). Participants will explore ways in which technology can support building learning communities, instruction and assessment, Universal Design for Learning (UDL) and online portfolios. Finally, students will develop an ePortfolio demonstrating their use of a wide variety of tools in the classroom. Online Course.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online (asynchronous)
    Course Type Teacher Education
  

  • EDT-5500: Critical Skills Classroom Immersion

    This course is designed to be an introduction to and immersion in the Critical Skills Classroom approach. Participants will explore the foundations of the Critical Skills Classroom, the creation and maintenance of the Collaborative Learning Community, and the integration of problem-based learning, experiential learning, collaborative learning, and standards-based learning. Students will develop problem-based experiential challenges, and techniques for feedback reflection, and assessment for use in their own classrooms and/or contexts. Particular attention is given to understanding strategies for developing and maintaining a collaborative learning community; setting and assessing standards for quality work; targeting and assessing critical skills and dispositions within curriculum frameworks. Students will utilize the experiential cycle as a framework for designing problem-based challenges that build community, teach classroom systems, introduce skills and dispositions, address subject area standards, and for guiding and coaching students’ production and reflection processes.
    Min. Credits: 2.0 Max Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Teacher Education
  

  • EDT-5502: Critical Skills Immersion 1 - Foundations

    This course is designed to be an introduction to the Critical Skills Classroom approach and should be paired with EDT-5504: Critical Skills Immersion 2 - Applications. Participants will explore the foundations of the Critical Skills Classroom, the creation and maintenance of the Collaborative Learning Community, the integration of problem-based learning, experiential learning, collaborative learning and standards-based learning for implementation in their own classroom. Particular attention is given to understanding strategies for: Developing the classroom as a strong, collaborative learning community; Setting standards for quality work; Targeting critical skills and dispositions within curriculum frameworks; Designing problem-based classroom challenges that build community, teach classroom systems, and introduce skills and dispositions; and Organizing teaching and Learning via the Experiential Cycle
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online Meeting (synchronous),Online (asynchronous)
    Course Type Teacher Education
  

  • EDT-5504: Critical Skills Immersion 2 - Applications

    This course is designed to be an in-depth introduction to the Critical Skills Classroom approach and should be paired with EDT-5502: Critical Skills Immersion 1 - Foundations. Participants will deepen their understanding of the maintenance of the Collaborative Learning Community, the development of problem-based experiential challenges, and techniques for feedback reflection, and assessment. Particular attention is given to understanding strategies for: Maintaining the classroom as a strong, collaborative learning community; Setting and assessing standards for quality work; Targeting and assessing critical skills and dispositions within curriculum frameworks; Utilizing technology and media resources as tools for problem-solving; Designing problem-based classroom challenges that address subject area standards through a meaningful context for learning; Applying the Experiential Cycle as a framework for teaching and learning; and Guiding and coaching students’ production and reflection processes using the Experiential Learning Cycle.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online Meeting (synchronous),Online (asynchronous)
    Either Previous or Concurrent: EDT-5502: Critical Skills Immersion 1
    Course Type Teacher Education
  

  • EDT-5506: Classroom Practice 1

    This course provides support for teachers working to build or deepen their pedagogical skills via individualized advising, coaching, research, implementation, and reflective practice. Participants will engage in a targeted cycle of inquiry around their classroom practice, setting data-informed goal, investigating, implementing and documenting relevant strategies, tools, processes and resources, reflecting upon new learning and emerging goals, and surfacing a new goal or goals for further study. Possible areas of study may include: Developing and maintaining the classroom as a strong, collaborative learning community; Setting and assessing standards for quality work; Targeting skills and dispositions within curriculum frameworks; Designing student-centered learning experiences that address subject area standards through a meaningful context for learning; and Using the Experiential Learning Cycle as a framework for understanding teaching and learning. This course may be paired with EDT-5502: Critical Skills Immersion 1 - Foundations and EDT-5504 Critical Skills Immersion 2 - Applications; or EDT-5500: Critical Skills Classroom Immersion.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online Meeting (synchronous),Online (asynchronous)
    Course Type Teacher Education
  

  • EDT-5508: Classroom Practice 2

    This course provides additional support for teachers working to build or deepen their pedagogical skills via further individualized advising, coaching, research, implementation, and reflective practice. Participants will engage in an additional targeted cycle of inquiry by setting a data-informed goal, investigating, implementing and documenting relevant strategies, tools, processes and resources, reflecting upon new learning and emerging goals, and surfacing a new goal or goals for further study. Possible areas of study may include: Developing and maintaining the classroom as a strong, collaborative learning community; Setting and assessing standards for quality work; Targeting skills and dispositions within curriculum frameworks; Designing student-centered learning experiences that address subject area standards through a meaningful context for learning; and Using the Experiential Learning Cycle as a framework for understanding teaching and learning.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online Meeting (synchronous),Online (asynchronous)
    Course Type Teacher Education
  

  • EDT-5512: Rightful Presence in the Experiential Classroom

    This course is designed to support classroom practitioners in their implementation of Experiential Learning practices in the classroom. Human beings learn within relationships and in spaces that allow them to be present enough to take risks. This course will utilize the concept of Rightful Presence (Calabrese, Barton and Tan) to engage learning about the partnership, relationships, practices, and constructs necessary to enable students to engage in meaningful, and experiential learning within a collaborative learning community. Students in this course will engage in reflection and application of what it means to create learning spaces promoting partnerships in learning with the students in their classroom - providing the tools that support constructive relationships, student inquiry, and the habits that support both. At the center of this is the construct of Rightful Presence where all students can embrace true belonging, know that they are inherently valuable, and experience learning outside of the guest/host dynamic where a teacher “invites” students to the classroom. In a classroom centered on Rightful Presence there is a balance of power where all members of the classroom, educators and students, are learners and members of the learning community.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online Meeting (synchronous),Online (asynchronous)
    Course Type Teacher Education
  

  • EDT-5720: Human Develop Chldhd

    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.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Teacher Education
  

  • EDT-5750: Special Topics in the Critical Skills Classroom

    This course provides additional support for teachers working to build or deepen their pedagogical skills via further individualized advising, coaching, research, implementation, and reflective practice. Participants will engage in an additional targeted cycle of inquiry by setting a data-informed goal, investigating, implementing and documenting relevant strategies, tools, processes and resources, reflecting upon new learning and emerging goals, and surfacing a new goal or goals for further study. Possible areas of study may include: Developing and maintaining the classroom as a strong, collaborative learning community; Setting and assessing standards for quality work; Targeting skills and dispositions within curriculum frameworks; Designing student-centered learning experiences that address subject area standards through a meaningful context for learning; and Using the Experiential Learning Cycle as a framework for understanding teaching and learning.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online Meeting (synchronous),Online (asynchronous),Classroom
    Prerequisites: EDT-5500 or EDT-5504: Critical Skills Immersion
    Course Type Teacher Education
  

  • EDT-5760: Evolving Consciousness

    This course is the sequel to the introduction of anthroposophical concepts presented previously. 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. student research projects will be presented and discussed. An outline component will be presented to students prior to the beginning of the course in July.
    Min. Credits: 2.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Teacher Education
  

  • EDT-5820: Anthroposophy-Projective Geometry

    Through the development of freehand and exact geometrical drawings, students will experience geometry as inner movement and as a process of disciplined imaginative thinking. Students will be introduced to the teaching of geometry from grade 1-12.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Teacher Education
  

  • EDT-5840: Human Development

    This course will cover the basis of child development from birth to adulthood. We will explore growth patterns and nodal points of physiological and psychological changes as described by Rudolph Steiner. We will strive to awaken through this study an appreciation for the why, the what, the when and the how of the Waldorf approach to teaching, coming to the realization that when the teacher is grounded in these principles, his/her own artistic/creative involvement becomes the active therapeutic agent behind this Waldorf methodology.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Waldorf
  

  • EDT-5860: Evolving Consciousness & Philosophy

    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.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Waldorf
  

  • EDT-6070: Foundations of Human Experience

    This course will include a detailed seminar study of Steiner’s 14 lectures entitled Foundations of Human Experience given to the first Waldorf teachers. The text provides the philosophical foundation for the Waldorf approach, characterizing the major principles from which the Waldorf method of teaching children of all ages has developed. The course will be augmented by an artistic component. Students are required to read the text before the course begins.
    Min. Credits: 2.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Waldorf
  

  • EDT-6130: Foundations of Human Experience II

    This course will focus on an integrative approach to the study of human being developed by Rudolf Steiner and Armin Husemann among others. The functional morphology and development of the threefold human being and organ systems will be examined through different approaches.
    Min. Credits: 2.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Teacher Education
  

  • EDT-6140: Education for Social Renewal

    This independent study 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 paper, quotations selected from the readings, and a review submitted by the journal partner. Online course.
    Min. Credits: 4.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online (asynchronous),Classroom
    Course Type Waldorf
  

  • EDT-6160: Principles of Sustainability

    This course will cover the foundational scientific principles that govern all sustainable systems. It will focus on three scientific laws: the law of limits to growth, the second law of thermodynamics which exposes the dangers of increased energy consumption, and the law of self-organization which results in complex, integrated, highly efficient, stable systems. These laws will be examined at various spatial and temporal scales in biological and ecological systems to show how they function in the world around us. We will then apply them to the examination of human systems - organizational, social, economic, and political as well as intentionally designed systems. Students will learn how to evaluate, from a foundational perspective, why practices or policies will either support or thwart sustainability in any system.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Teacher Education
  

  • EDT-6162: Principles of Sustainability & Climate Change

    The purpose of this course is to uncover the foundational principles that govern all sustainable systems, including a dynamic balance between human activities and climate. It will focus on three scientific laws (the law of limits to growth, the second law of thermodynamics, and the law of self-organization) and numerous substantive strategies for addressing climate change that are scientific, social, and cultural in nature. The laws and strategies will be examined at various spatial and temporal scales in biological and ecological systems to show how they function in the world. We will then examine them in the context of human systems - organizational, social, economic, political, and intentionally designed systems. Students will learn how to evaluate, from a foundational perspective, why practices or policies will either support or thwart sustainability in any system.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Environmental Studies
  

  • EDT-6190: Compassionate Action in the World

    Compassion and compassionate action in education can be informed by a framework that points to a new and fresh understanding of the source of distress in oneself, one’s students and one’s colleagues. The framework is known as the eight worldly conditions and it posits a sequence of four opposite conditions that are ever changing and impersonal. These four opposites are: pleasure and pain, gain and loss, praise and blame, and fame and disrepute. Understanding distress from the perspective of this framework can help educators to recognize and to shape compassionate action as the most caring and useful response to distress. Through readings and presentations, this course presents the eight worldly conditions and three mindfulness-compassion practices that can help educators to directly connect with their own experience and to wise, compassionate action in the midst of their classrooms and educational contexts.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online (asynchronous)
    Course Type Teacher Education
  

  • EDT-6200: History & Practice of EFS

    This course is an introduction to Educating for Sustainability, providing an overview of the philosophical, historical, and theoretical underpinnings of EFS. We will study the evolution of EFS during the past quarter century as we clarify for ourselves the meaning of the terms sustainability and educating for sustainability. Beginning with a review of the historical initiatives and events that gave rise to EFS, we will explore the conceptual components of this field, while simultaneously considering our personal perspectives on them. Then we will turn our attention to the strategies and guidelines applied in the practice of EFS, gaining global perspective by researching implementation of EFS in a variety of contexts. Students can expect course work to include: reading, discussion, individual and group projects, reflective and expository writing, and oral presentations. For the final project in the course, each student will submit an overview and critique of an institution or curriculum as seen through an EFS lens.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Teacher Education
  

  • EDT-6202: The Nexus of Climate Change & Sustainability Education

    This course explores the three Es, equity, economy, and environment, in the context of the history and practice of sustainability education (SE). Climate change education (CCE) with a focus on solutions is included using the lens of a proposed fourth E, enough. We will study the nexus of CCE and sustainability education (SE) during the past century as we clarify the meaning of the terms, sustainability and solutions-based education. Beginning with a review of the historical initiatives and events that gave rise to CCE and SE, we will investigate the conceptual components of this field, while simultaneously considering our personal perspectives on them. We will then turn our attention to the strategies and guidelines applied in the practices of CCE with SE, gaining global perspective by researching their implementation in a variety of contexts.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Environmental Studies
  

  • EDT-6220: Mindfulness Practices for Educators

    In Mindfulness Practices for Educators, we explore the core practices through demonstrations, guided experiences, and experiential group activities. In discussions, we explore both the philosophical underpinnings as well as the recent research findings in brain research on the impact of mindfulness on children and adults. Equally important, we discuss the many applications of mindfulness to the teacher’s practice and to classroom contexts.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Teacher Education
  

  • EDT-6260: The Developing Mind

    Acting on the belief that everyone is a learner and can learn, teachers will explore theories of child and adult development and current research on brain development and human learning. They will use this information to examine their beliefs about students and learning and to critically reflect on their teaching practice, their work with colleagues and their own professional growth. The course will specifically explore how cognitive, moral, and self-identity development should guide the organization of classrooms and learning experiences. The course will also explore the intersection of student and adult development in classrooms. Teachers are also on a developmental journey and our own level of self-awareness and our capacity to create learning environments that are emotionally safe, kind and effective depend in part on understanding ourselves and the relationship between our developmental needs and the needs of the students we serve.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Teacher Education
  

  • EDT-6500: Adv Topics in Nature based Erly Childhd

    This course provides a crediting vehicle for students who participate in a variety of workshops and conferences at Antioch New England and other nature-based early childhood workshops and conferences around the country. Students can participate in the Starting Out Right and In Bloom annual seminars and conferences and receive credit for participation plus additional work. Similarly, students could participate in similar conferences at the Irvine Nature Center in Maryland or the Chippewa Nature Center in Michigan and complete additional work coordinated by a core faculty member.
    Min. Credits: 1.0 Max Credits: 2.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Teacher Education
  

  • EDT-6900: SIS-Theor/Philos Found

    Student and instructor design an individualized course of study to enable exploration of topics not generally available in the established curriculum. Syllabus contains specific course learning outcomes, assignments and grounds for evaluation.
    Min. Credits: 1.0 Max Credits: 6.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Independent Study
    Course Type Teacher Education
  

  • EDT-6902: SIS -Philosophy of Education

    Student and instructor design an individualized course of study to enable exploration of topics not generally available in the established curriculum. Syllabus contains specific course learning outcomes, assignments and grounds for evaluation.
    Min. Credits: 1.0 Max Credits: 6.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Independent Study
    Course Type Teacher Education
  

  • EDT-6904: SIS-Elective

    Student and instructor design an individualized course of study to enable exploration of topics not generally available in the established curriculum. Syllabus contains specific course learning outcomes, assignments and grounds for evaluation.
    Min. Credits: 1.0 Max Credits: 6.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Independent Study
    Course Type Teacher Education
  

  • EDT-6906: Teaching and Learning Capstone

    This culminating course is designed to provide a structured opportunity for students to reflect on their learning experiences as emerging educators, document their strengths and growing edges, and make concrete plans for further growth and development as classroom teachers. Particular emphasis will be given to: Understanding why the student chose to enter the classroom; Reflecting on one’s experiences as k-12 student; Reflection on one’s experiences as a classroom teacher; Surfacing growing edges and opportunities for growth and improvement as a classroom teacher; Establishing short-and long-term professional goals related to strengths and growing edges; Documenting professional networks and the opportunities available therein. Students should register for this course in their last semester.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online Meeting (synchronous),Online (asynchronous)
    Course Type Education
  

  • EDU-1510: Independent Study

    Student and instructor design an individualized course of study to enable exploration of topics not generally available in the established curriculum. Syllabus contains specific course learning outcomes, assignments and grounds for evaluation.
    Min. Credits: 1.0 Max Credits: 5.0
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Los Angeles
    Method(s): Independent Study
    Course Type Liberal & Disciplinary Studies
  

  • EDU-2510: Independent Study

    Student and instructor design an individualized course of study to enable exploration of topics not generally available in the established curriculum. Syllabus contains specific course learning outcomes, assignments and grounds for evaluation.
    Min. Credits: 1.0 Max Credits: 5.0
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Los Angeles
    Method(s): Independent Study
    Course Type Liberal & Disciplinary Studies
  

  • EDU-3510: Independent Study

    Student and instructor design an individualized course of study to enable exploration of topics not generally available in the established curriculum. Syllabus contains specific course learning outcomes, assignments and grounds for evaluation.
    Min. Credits: 1.0 Max Credits: 5.0
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Los Angeles
    Method(s): Independent Study
    Course Type Liberal & Disciplinary Studies
  

  • EDU-3530: Internship

    Individualized field-based learning activity that takes place in an applied professional context locally, nationally or globally. Syllabus contains specific learning outcomes, demonstration of learning, and grounds for evaluation
    Min. Credits: 1.0 Max Credits: 5.0
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Los Angeles
    Method(s): Field Study
    Course Type Liberal & Disciplinary Studies
  

  • EDU-3800A: Educational Foundations III

    This course introduces new students to Antioch University Los Angeles, preparing them to make the most of their time at this unique educational institution. Students develop a good sense of AULA’s learning community, the more than 150 year history of the university, the philosophies of education that inform the undergraduate program, and the culture of the AULA classroom. In order to promote a challenging, respectful, and creative learning environment, the course focuses on issues of diversity, difference, the relationship of social justice to higher education, as well as the place of identity and experience in the classroom. In this course students develop an educational plan tailored to the individual student as well as institutional requirements. They also acquire a familiarity with the concepts of critical reading and writing; an understanding of what is meant by social justice, examining its place in students’ lives as individuals and in AULA as an institution. Students consider how issues of social justice play out in terms of diversity, discrimination and multiculturalism in the classroom and in education as a whole. They also acquire an understanding of the place of identity and experience in the classroom, including the concepts of experiential learning in higher education.
    Min. Credits: 3.0
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Los Angeles,Antioch Univ Seattle,Antioch Univ Santa Barbara
    Method(s): Classroom
    Course Type Liberal & Disciplinary Studies
  

  • EDU-3900C: History & Contemporary Issues: Schooling African-Americans

    In this workshop students will examine critically the historical, pedagogical, cultural, and social underpinnings and issues related to the “schooling” of African Americans. Participants will trace major paths, efforts and movements pursued by African Americans during the period of early informal training prior to the reconstruction era up through the Brown v Board of Education decision, Civil Rights Movement of the 1960s and the ensuing Black Power movement. A primary focus will additionally include a critical examination and analysis of the contemporary urban school reform movement, and the public and charter school movements pursued doing the mid 2000s. Guest panel experts will offer perspectives on an array of critical topics related to the historical and contemporary issues of access, content, and context in African American schooling and education.
    Min. Credits: 1.0 Max Credits: 2.0
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Los Angeles,Antioch Univ Seattle,Antioch Univ Santa Barbara
    Method(s): Workshop
    Course Type Liberal & Disciplinary Studies
  

  • EDU-4510: Independent Study

    Student and instructor design an individualized course of study to enable exploration of topics not generally available in the established curriculum. Syllabus contains specific course learning outcomes, assignments and grounds for evaluation.
    Min. Credits: 1.0 Max Credits: 5.0
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Los Angeles
    Method(s): Independent Study
    Course Type Liberal & Disciplinary Studies
  

  • EDU-4530: Internship

    Individualized field-based learning activity that takes place in an applied professional context locally, nationally or globally. Syllabus contains specific learning outcomes, demonstration of learning, and grounds for evaluation
    Min. Credits: 1.0 Max Credits: 5.0
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Los Angeles
    Method(s): Field Study
    Course Type Liberal & Disciplinary Studies
  

  • EDU-5011: Introduction to Becoming a Trauma Informed Educator - A

    This is the first of a two part introductory course and designed for the classroom based or connected practitioner. The course focuses on recognizing the behaviors associated with childhood trauma. It seeks to teach the practitioner to prepare an environment that is sensitive to traumatized persons and to respond to young people that experience the psychological, physiological and social-emotional deficits associated with experiencing trauma during childhood. In this course students will gain an overview of the services available for children and families experiencing trauma.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Teacher Education
  

  • EDU-5012: Introduction to Becoming a Trauma Informed Educator - B

    This is the second of a two part introductory course, designed for the classroom based or connected practitioner and focuses on recognizing the behaviors associated with childhood trauma. It seeks to teach the practitioner to prepare an environment that is sensitive to traumatized persons and to respond to young people that experience the psychological, physiological and social-emotional deficits associated with experiencing trauma during childhood. In this course students will gain additional understanding of the services available for children and families experiencing trauma.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Teacher Education
  

  • EDU-5020: Physiological, Psychological, and Developmental Effects of Childhood Trauma

    Designed for the classroom based or connected practitioner this course focuses on understanding the ways that experiencing trauma during childhood alters the typical developmental progress of childhood. The practitioner will learn how trauma affects brain development, how childhood trauma affects a person physiologically, and how behaviors often attributed to psychological disorders are directly correlated to the person’s experience of trauma during the developmental milestone years of childhood. Theories of neuroplasticity and sequential development and their application to childhood trauma will be explored.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Teacher Education
  

  • EDU-5030: Connecting the Community with those Affected by Childhood Trauma

    Designed for the classroom-based or connected practitioner this course focuses on the connections among families, educators and the community needed to foster the healing of a person that has experienced childhood trauma. The course includes information on how to communicate in a non-assuming way with family members to promote collaboration on behalf of the student. Additionally, the course will focus on how to promote student advocacy and support while following school policies, legislation, and working with other organizations such as the juvenile justice system.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Teacher Education
  

  • EDU-5040: Trauma Sensitive Learning Environments

    Designed for the classroom based or connected practitioner this course applies knowledge of the physical and psychological effects of trauma on children within the whole of the school community. Different school structures and policies will be examined for their possible positive and negative impact on children who have experienced trauma. A focus of this class will be on adapting existing school environments to maximize learning opportunities for affected children, including how teachers can structure their instruction and classrooms for those affected by trauma.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Teacher Education
  

  • EDU-5060: Leadership and Well-being: Trauma Informed Supervision

    This course is designed for practitioners who are ready to apply trauma informed principles to creating emotionally healthy work spaces and teams. Students will explore how to help team members care for themselves and others in ways that build positive relationships, allow for proactive problem solving and foster productive communication. Students will learn principles of building culturally responsive, resilient and relationship focused teams; expanding on the information required to be a trauma sensitive educator toward being a restorative leader.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Teacher Education
  

  • EDU-7001: Portfolio and Proposal Development I

    This course focuses on navigation through the course completion process towards the development of the dissertation inquiry including ethics training, the committee creation process, the Integrated Essay and Portfolio Review, and Proposal completion.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous)
    Course Type Education
  

  • EDU-7002: Portfolio and Proposal Development II

    This course focuses on navigation through the course completion process towards the development of the dissertation inquiry including ethics training, the committee creation process, the Integrated Essay and Portfolio Review, and Proposal completion.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous)
    Prerequisites: EDU-7001: Portfolio and Proposal Development I
    Course Type Education
  

  • EDU-7003: Portfolio and Proposal Development III

    This course focuses on navigation through the course completion process towards the development of the dissertation inquiry including ethics training, the committee creation process, the Integrated Essay and Portfolio Review, and Proposal completion.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous)
    Prerequisites: EDU-7002: Portfolio and Proposal Development II
    Course Type Education
  

  • EDU-7004: Portfolio and Proposal Development IV

    This course focuses on navigation through the course completion process towards the development of the dissertation inquiry including ethics training, the committee creation process, the Integrated Essay and Portfolio Review, and Proposal completion.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous)
    Prerequisites: EDU-7003: Portfolio and Proposal Development III
    Course Type Education
  

  • EDU-7100: Social, Philosophical, and Historical Contexts of Education

    In this class students bring the problem of practice they identified during the application process and begin to explore it through the lenses of equity, social justice, and historical context. Students are asked to examine their own frames of reference in order to understand the origins of their personal views and how those views impact their professional practice. Students examine the historical development of educational philosophies and apply it to an essay that references at least three major educational thinkers and discuss how these works support, frame and/or challenge the students’ own approach to educational practice.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous),Online Meeting (synchronous)
    Course Type Education
  

  • EDU-7110: Justice, Equity, Diversity, and Inclusion

    This course examines theories and practices relevant to creating just, equitable, diverse, and inclusive schools, institutions of higher education, and other organizations and systems. Employing transdisciplinary and intersectional lenses, students will explore interrelated dynamics of difference, oppression, social justice, and power. Students will examine frameworks and approaches for developing and leading interventions that promote justice, equity, diversity, and inclusion.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous),Online Meeting (synchronous)
    Course Type Education
  

  • EDU-7200: Social Justice Theory and Practice

    This course establishes a historical, theoretical, and practical basis from which to critically analyze one’s professional practice through the lens of social justice. Students examine their own frames of reference on justice along with perspectives introduced in the course to interrogate the genealogy of their personal views and to enhance their critical consciousness of their role as social justice practitioners. The course will explore concepts and critical theories of social justice, oppression, anti-racism, nonhuman animal rights, decolonialism, education, and power culminating in an assignment that works to support, frame and/or challenge the students’ own approach to educational and professional practice.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous)
    Course Type Education
  

  • EDU-7210: Doctoral Writing and Studies Workshop

    This workshop-based seminar introduces students to doctoral-level thinking and writing across disciplines while also supporting the development of skills for success in doctoral work. Students will engage in critical analysis of shared readings, hone their ability to construct coherent, evidence-based arguments, and participate in a workshop model to receive and provide constructive peer feedback. Additionally, students will explore the purpose of a literature review and examine processes for conducting and writing the literature review. Students will have the opportunity to develop the foundations for a literature review within their area of interest.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous),Online Meeting (synchronous)
    Course Type Education
  

  • EDU-7310: Methods of Inquiry: Collecting, Interpreting, and Using Data

    This class emphasizes the skills a practitioner-researcher will need to generate and employ data to address problems in practice. Students develop the ability to understand strengths and weaknesses of different data gathering methods and which methods are best suited to which problems. The ethics of data use and the potential for representing multiple perspectives will be explored. Along the way they will begin gathering the literature that will inform their own action-oriented inquiry. Students will learn to use data to communicate effectively with their constituent groups. Students will expand on their review of literature that will inform their own action-oriented inquiry. This course will serve as the foundation and launching point for students’ action-oriented research project in EDU-7350.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous),Online Meeting (synchronous)
    Course Type Education
  

  • EDU-7320: Foundations of Transdisciplinary Inquiry

    This course introduces students to the inquiry process and its underlying philosophical assumptions and paradigmatic approaches to the nature of reality, how we can come to know the world, and the role of values in scholarly inquiry. Students will stake out their own positions on these issues of ontology, epistemology, and axiology. Students will explore the concept of transdisciplinarity in relation to traditional disciplinary models of research and will consider the how a transdisciplinary approach to inquiry may influence the design of their own inquiries, including the formation of an inquiry question. Students will also consider how a transdisciplinary approach influences their practice as educators and change agents.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous),Online Meeting (synchronous)
    Course Type Education
  

  • EDU-7350: Action-Oriented Inquiry

    Students will examine various forms of action-oriented inquiry. Building on previous courses on designing and conducting research, students will develop action-oriented research projects that are limited in duration. The students learn the steps involved in developing action-oriented inquiry projects, develop a project, carry it out, evaluate the results, and plan for the next steps in their project. Emphasis is placed on the educative and emancipatory functions of action-oriented inquiry’s impact organizational and social change. Faculty guide and facilitate the process, while the students work with their cohort peers, present the results, and offer suggestions for refinement of their work.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous),Online Meeting (synchronous)
    Course Type Education
  

  • EDU-7360: Advanced Research Methods

    This course builds on students’ methodological knowledge base gained in earlier courses by providing opportunities to explore more deeply one or more research methods aligned with their emerging dissertation inquiry. Students will develop a critical understanding of theories and concepts underlying research methods and methodologies. Students will deepen their understanding of the language of research, how to plan a research study that improves the practice of education or training, and how to formally report research findings.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous)
    Prerequisites: EDU-7320: Fndtns of Trnsdscplnry Inquiry
    Course Type Education
  

  • EDU-7400: Pedagogies of Practice

    This course will facilitate students in developing their own personal pedagogy of practice essay. This is a highly reflective statement of who they are as educational practitioners and agents of change, what they believe in, and how they intend to use their pedagogical expertise in the service of social change within their own professional practice. The essay will demonstrate not only their practical commitments and strategies, but also explain how their practice is informed by relevant educational theories of learning.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous),Online Meeting (synchronous)
    Course Type Education
  

  • EDU-7500: Leadership for Social Justice

    Students will examine the social and political systems within which they work and how to lead change within those systems. Emphasis is on a systems approach to change and arriving at an individual understanding of leadership that is based on each student’s conceptions of their role in seeking social justice through education. Students engage with their peers and scholarly leadership literature to address barriers and facilitators to change in their setting. Students will also explore various constructions of the term “social justice” and reflect the leadership implications of their preferred approach to social justice Using the program’s cross-cutting strands each student develops a written analysis of their setting (organization or community), a presentation to their cohort, and a substantial self-reflective essay on their strengths and areas for further development with regard to leadership approach, critical reflection, the use of dialogue, the significance of tacit knowledge, and coalition building for change.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous),Online Meeting (synchronous)
    Course Type Education
  

  • EDU-7600: Designing and Evaluating Education-Based Change Initiatives

    Students examine the planning cycle of instructional design applicable to school settings and other contexts where educational practice is conducted. Students learn to identify important learning characteristics of the people with whom they are working, using that information and the learning outcomes on which they are working to develop focused educational plans. This course takes the stance of program evaluation and other forms of outcomes assessment as being an integral part of an effective learning organization. Best practices in the evaluation of education-based change initiatives and programs are discussed and explored in reference to the student’s areas of interest.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous),Online Meeting (synchronous)
    Course Type Education
  

  • EDU-8000: Foundations (Self-Designed)

    Students will deepen their scholarship into practice by exploring leading theorists, concepts, and discourses within the Self-Designed Specialization, with an emphasis on building a foundation for the Practice-Based Dissertation inquiry. The course may be offered as a seminar or as a directed study.
    Min. Credits: 1.0 Max Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous),Online Meeting (synchronous)
    Course Type Education
  

  • EDU-8010: Foundations of Critical Pedagogy

    Students will deepen their scholarship into practice by exploring leading theorists, concepts, and discourses within Critical Pedagogy, with an emphasis on building a foundation for the Practice-Based Dissertation inquiry. The course may be offered as a seminar or as a directed study.
    Min. Credits: 1.0 Max Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous),Online Meeting (synchronous)
    Course Type Education
  

  • EDU-8020: Foundations of Humane Education

    Students will deepen their scholarship into practice by exploring leading theorists, concepts, and discourses within Humane Education, with an emphasis on building a foundation for the Practice-Based Dissertation inquiry. The course may be offered as a seminar or as a directed study.
    Min. Credits: 1.0 Max Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous),Online Meeting (synchronous)
    Course Type Education
  

  • EDU-8030: Foundations of Environmental and Sustainability Education

    Students will deepen their scholarship into practice by exploring leading theorists, concepts, and discourses within critical pedagogy with an emphasis on building a foundation for the Practice-Based Dissertation inquiry. The course may be offered as a seminar or as a directed study.
    Min. Credits: 1.0 Max Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous),Online Meeting (synchronous)
    Course Type Education
  

  • EDU-8040: Foundations of Multicultural and Anti-Racist Education

    Students will deepen their scholarship into practice by exploring leading theorists, concepts, and discourses within Multicultural and Anti-Racist Education, with an emphasis on building a foundation for the Practice-Based Dissertation inquiry. The course may be offered as a seminar or as a directed study.
    Min. Credits: 1.0 Max Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous),Online Meeting (synchronous)
    Course Type Education
  

  • EDU-8050: Foundations of Social Justice Leadership

    Students will deepen their scholarship into practice by exploring leading theorists, concepts, and discourses within Social Justice Leadership, with an emphasis on building a foundation for the Practice-Based Dissertation inquiry. The course may be offered as a seminar or as a directed study.
    Min. Credits: 1.0 Max Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous),Online Meeting (synchronous)
    Course Type Education
  

  • EDU-8060: Foundations of Waldorf Education

    Students will deepen their scholarship into practice by exploring leading theorists, concepts, and discourses within Waldorf Education, with an emphasis on building a foundation for the Practice-Based Dissertation inquiry. The course may be offered as a seminar or as a directed study.
    Min. Credits: 1.0 Max Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous),Online Meeting (synchronous)
    Course Type Education
  

  • EDU-8070: Foundations of Social Emotional Learning

    Students will deepen their scholarship into practice by exploring leading theorists, concepts, and discourses within Social Emotional Learning, with an emphasis on building a foundation for the Practice-Based Dissertation inquiry. The course may be offered as a seminar or as a directed study.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch University
    Method(s): Online (asynchronous),Online Meeting (synchronous)
    Course Type Education
 

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