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EDUC-5505: Arts, Health and Science Methods This interdisciplinary course explores STEAM planning, instruction and assessment in K-8 classrooms.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5515: Mathematics Methods K-3 This combined content and methods course is based on the mathematics content standards developed by the National Council of Teachers of Mathematics (NCTM) and Washington state including Number and Operations, Patterns, Functions and Algebra, Geometry, and Data Analysis, Statistics and Probability. Teacher candidates will develop a deep understanding of the field of mathematics relevant to elementary education and how it may be taught through a variety of methods. Candidates explore the areas of number sense, algebraic sense, and the meaning behind the algorithms of arithmetic. Faculty model a variety of instructional techniques that also embed the concepts and principles of multicultural education.
Min. Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5520: Instructional Methods: Science Teacher candidates experience inquiry-based learning and teaching. Learning experiences integrate the appropriate use of technology, highlight multicultural and sustainability issues present in science education, and apply current science assessment practices. Students develop inquiry-based, multicultural lessons that are based on the State and National Science Standards, with emphasis placed on assessing student understanding and reflective teaching practices.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5550: Science in K-8 Education Teacher candidates will develop an understanding of science concepts and processes through a variety of instructional methods, including inquiry-based learning and teaching. Learning experiences integrate the appropriate use of technology, highlight multicultural and sustainability issues present in science education, and apply current science assessment practices. Candidates develop lessons that are based on the State and National Science Standards, with emphasis placed on assessing student understanding and reflective teaching practices.
Min. Credits: 2.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5560: Mathematics in K-8 Education This course combines content and methods based on the mathematics content standards developed by the National Council of Teachers of Mathematics (NCTM) and the Common Core Content and Practice Standards. Teacher candidates will develop an understanding of mathematics concepts and processes through a variety of teaching methods, and faculty will model a variety of instructional techniques with the integration of multicultural ideas and literature. By the end of this course, students will be able to meaningfully engage in teaching math for understanding, with content and methods that are developmentally appropriate for students in grades K-8.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5570: Mathematics in Elementary Education I: K-3 This combined content and methods course is based on the mathematics content standards developed by the National Council of Teachers of Mathematics (NCTM) and Washington state including Number and Operations, Patterns, Functions and Algebra, Geometry, and Data Analysis, Statistics and Probability. Teacher candidates will develop a deep understanding of the field of mathematics relevant to elementary education and how it may be taught through a variety of methods. Candidates explore the areas of number sense, algebraic sense, and the meaning behind the algorithms of arithmetic. Faculty model a variety of instructional techniques that also embed the concepts and principles of multicultural education. This course is repeatable for credit. Students must complete 6 credits of this course.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5580: Instructional Methods: Health, Fitness, And Safety Candidates explore current issues around children’s health and safety from a variety of perspectives. Central foci include integration of health, fitness, and safety curricula into other content areas and integrating healthful practices into students’ daily lives. Teacher candidates design units of instruction that assist students in establishing healthful daily practices in and out of school. Candidates are trained on professional responsibilities concerning issues of abuse and neglect, and on the knowledge and skills needed to recognize and respond to emotional and behavioral stress in students.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5590: Mathematics in Elementary Education II: 4-8 This course continues the work from EDUC557 combining content and methods based on the mathematics content standards developed by National Council of Teachers of Mathematics (NCTM) and Common Core State Standards, including Number and Operations, Patterns, Functions and Algebra, Geometry, and Data Analysis, Statistics and Probability. Teacher candidates develop an understanding of mathematics concepts and processes through a variety of teaching methods. They explore the concepts of number sense, algebraic sense and the meaning behind the algorithms of arithmetic. Faculty model a variety of instructional techniques with the integration of multicultural ideas and literature. An examination of the content standards developed by the National Council of Teachers of Mathematics (NCTM) including Number and Operations, Patterns, Functions and Algebra, Geometry, and Data Analysis, Statistics and Probability.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5640: Literacies Methods Reading and Writing K-3 In this overview of critical issues in reading and writing, students learn theories and practices of teaching reading, writing and communication skills. This course considers the full spectrum of literacy with first emphasis on early development in interrelated reading and writing grades K-3. Second emphasis is given to subsequent development (grades k-8) in the comprehensive literacy of reading and writing, as deeply linked and mutually supportive processes of constructing meaning.
Min. Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5670: Literacy Issues and Methods In this overview of critical issues in English literacy, students learn theories and practices of teaching reading, writing, and communication skills. This course considers the full spectrum of literacy with emphasis on early and subsequent development in the comprehensive literacy of reading and writing as deeply linked and mutually supportive processes of constructing meaning.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5720: Language, Culture, and Equity Language This course will provide teacher candidates with the foundational theories and skills to explore the relationships between language, identity, and schooling. This course is grounded in the premise that language and identity are mutually constitutive, and that their relationship is fundamental to teachers’ and students’ teaching and learning experiences. Teacher candidates will explore the various linguistic identities that teachers and students take up - or are forced to take up - in schools and the consequences of those identities for students, teachers, schools, and communities. Finally, teacher candidates will consider the potential of classrooms to support students in cultivating identities that reflect the powerful and political linguistic resources of all communities.
Min. Credits: 2.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5730: Classroom Ecologies Teacher candidates explore a range of approaches to developing classroom communities, routines, relationships and structures that support social justice and equity in K-12 classrooms. Teacher candidates critically consider traditional approaches to “classroom management” and their consequences for schools, students, families, and communities. In response to these critiques, candidates draw on their ongoing work in public schools to imagine alternative approaches and develop detailed community- and relationship-building plans for their future classrooms.
Min. Credits: 2.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5740: Knowledge and Skills for Teaching Mlls Acquisition In this course an overview of applied linguistics, second language acquisition, and literacy development is combined with learning about literature with an emphasis on multicultural and international literatures. Students will develop knowledge and pedagogical application of linguistic aspects of the English language through literature aimed at students on the K-12 continuum. The course will also focus on knowledge, understanding, and application of Washington State’s approved English Language Proficiency (ELP) Standards.
Min. Credits: 2.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5745: Leadership and Advocacy for MLLs Acquisition Drawing on critical and cultural-historical perspectives, this course examines the impact of policies, programs and practices on multilingual students, their families, and communities. Students gain understanding of policies, programs and practices in the region and develop identities, goals and plans for leadership and advocacy.
Min. Credits: 2.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom,Online Meeting (synchronous),Online (asynchronous)
Course Type Teacher Education
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EDUC-5745: Leadership and Advocacy for MLLs Acquisition Drawing on critical and cultural-historical perspectives, this course examines the impact of policies, programs and practices on multilingual students, their families, and communities. Students gain understanding of policies, programs and practices in the region and develop identities, goals and plans for leadership and advocacy.
Min. Credits: 2
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom, Online Meeting (synchronous), Online (asynchronous)
Course Type Teacher Education
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EDUC-5771: Foundations for Teaching English Language This course examines principles, processes, theories, and issues in first and second language acquisition. Students will study and apply theories of first and second language acquisition and cognition to support English language proficiency, literacy, cognitive development, and academic success for English language learners. Students will become familiar with school structures, laws, and policies related to teaching ELL students.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5772: Literature, Linguistics, and Language Acquisition In this course an overview of applied linguistics, second language acquisition, and literacy development is combined with learning about literature with an emphasis on multicultural and international literatures. Students will develop knowledge and pedagogical application of linguistic aspects of the English language through literature aimed at students on the K-12 continuum. The course will also focus on knowledge, understanding, and application of Washington State’s approved English Language Proficiency (ELP) Standards.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5773: Planning, Instruction, and Assessment For Ell: English Language Arts & Social Studies This course takes up teaching methods for instruction in English language arts and social studies from a social justice perspective for students whose primary language is other than English. Skills such as reading and writing, listening, speaking, and making will be addressed with a focus on differentiation. Analysis, textual study, and meaning making will also be central to the course. The course considers equitable approaches and strategies for instruction and assessment.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom,Online (asynchronous)
Course Type Teacher Education
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EDUC-5774: Planning, Instruction, and Assessment For Ell: Mathematics & Science In this course, we will explore the teaching and learning of core content areas (primarily Math and Science) with English Language Learners in K-12 educational settings, with a focus on meaningful discourse. We will address broad issues of ELL education as they pertain to these content areas, including assessment and various models of ELL instruction. We will also focus on specific strategies for students based on their proficiencies in English and these content areas.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom,Online (asynchronous)
Course Type Teacher Education
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EDUC-5775: Seminar on ELL Topics in Education This course is designed to model culturally responsive pedagogies. It is designed to be fluid in order to best meet the needs and interests of participants. It is a seminar that includes multiple perspectives from community leaders, teachers, administrators, educational service providers, and families. Topics will address social and political issues relevant to educating K-12 ELL students and advocating on their behalf at the national, state, and local levels.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5780: Planning, Instruction and Assessment for This course for the stand-alone ELL Endorsement program focuses on centering multilingual students’ languages, identities and experiences in planning, instruction and assessment.
Min. Credits: 2.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5830: Fundamentals of Sexuality Education This course introduces students to the fundamental principles of Sexuality Education. Students will gain competence in curriculum development specific to human sexuality and learn basic therapeutic skills when teaching topics around sexuality. Theories of sexuality education will be explored and students will gain exposure to research-based approaches to sexuality education. The course will use lecture, classroom discussion and experiential activities to help students design a basic epistemology for their own principles of sexuality education. * This program meets the requirements for the American Association of Sexuality Educators, Counselors and Therapists (AASECT) and is approved for 30 CE credits. Completion of this program does not ensure or guarantee AASECT Certification. For further information please contact ce@aasect.org.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Online Meeting (synchronous)
Either Previous or Concurrent: COUN-5240: Human Sexuality
Course Type Teacher Education
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EDUC-5860: Classroom Management I: Equity, Democracy, and Group Dynamics Students explore a range of management theories and strategies from research on social justice, equity, and the democratic classroom. Students will examine the values and beliefs inherent within each framework, especially as they pertain to populations that traditionally fare poorly in public schools. This is a practicum course integrated into the pre-internship Teaching Experiences.
Min. Credits: 1.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5870: Classroom Management II: Individual and Group Dynamics Students develop a classroom management plan based on management theories and strategies from research on social justice, equity, and the democratic classroom studied in Classroom Management I. This is a practicum course integrated into the pre-internship Teaching Experiences.
Min. Credits: 1.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Prerequisites: EDUC-5860: Classroom Management I
Course Type Teacher Education
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EDUC-5881: Classroom Management Students explore a range of approaches to developing classroom communities, routines, relationships and structures that support social justice and equity in K-12 classrooms. Students critically consider traditional approaches to classroom management as well as the consequences of those traditional approaches for schools, students, families, and communities. Students draw on their ongoing work in public schools to imagine alternative approaches to “classroom management” and develop detailed community and relationship-building plans for their future classrooms.
Min. Credits: 2.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5890: Classroom Management III Students develop a classroom management plan based on management theories and strategies from research on social justice, equity, and the democratic classroom studied in Classroom Management I and II. During the student teaching quarter, students will refine ideologies, debrief recent and relevant management situations, and review foundational basics from Classroom Management 1 and 2.
Min. Credits: 1.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Prerequisites: EDUC-5870: Classroom Management II
Course Type Teacher Education
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EDUC-5901: Student Teaching During student teaching, candidates must: present a positive, professional and leadership role in the classroom and school; write, teach, assess and reflect on lesson plans, curriculum units and an instructional sample; videotape and critique two lessons; secure feedback from the host teacher and faculty supervisor and refine one’s performance accordingly; and participate in both formal and informal evaluations. Teacher candidate receive classroom management training and support throughout the student teaching experience.
Min. Credits: 1.0 Max Credits: 9.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Student Teaching
Course Type Teacher Education
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EDUC-5910: Support Seminar Students focus on preparation of the endorsement portfolio.
Min. Credits: 1.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5911: Support Seminar Students focus on preparation of the endorsement portfolio.
Min. Credits: 1.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-5912: Special Topics in Sexuality The purpose of this course is to provide rotating opportunities for students to gain focused learning in one of the many facets of sexuality over the course of a weekend. Topics may include but are not limited to: Assessment and treatment of specific sexuality concerns, working with consensually non-monogamous systems, assessment of out-of-control sexual behavior, kink-aware care, trans-affirmative care, adolescent sexuality, sex ed for adults, sexuality in elderly, spirituality and sexuality, experiential approaches to sex therapy, etc.
Min. Credits: 1.0 Max Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom,Online (asynchronous)
Course Type Education
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EDUC-5920: K-8 Internship 1 Student Impact In the first internship experience, teacher candidates are guests in a classroom working with a host teacher. The internship is supported by a University Field Instructor who provides feedback and opportunities for reflection on candidates’ lesson plans and instruction. During Internship 1, teacher candidates: 1) observe their mentor teacher and reflect, 2) make connections between foundational coursework and internship experiences; and 3) reflect on their own identities and consider how their identities influence and inform their teaching. This field work is also supported through a seminar that meets four times per quarter.
Min. Credits: 2.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Thesis / Dissertation
Course Type Teacher Education
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EDUC-5930: K-8 Internship 2 In the second internship experience, teacher candidates are guests in a classroom working with a host teacher. The internship is supported by a University Field Instructor who provides feedback and opportunities for reflection on candidates’ lesson plans and instruction. During Internship 2, teacher candidates: 1) develop an asset-based orientation about students, families, and communities; 2) develop a reflective practice for teaching; and 3) continue to explore their own identities as well as connect with and learn from the diversity of learners in the Internship classroom. This field work is also supported through a seminar that meets four times per quarter.
Min. Credits: 2.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Thesis / Dissertation
Course Type Teacher Education
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EDUC-5990: Independent Study Through a specially tailored learning contract, students engage in focused study in an academic discipline or the professional field of education. They become familiar with the current theory, bodies of knowledge and lines of inquiry at the heart of a curriculum area they teach or supervise, or in relation to policy or program initiatives they create.
Min. Credits: 1.0 Max Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Independent Study
Course Type Teacher Education
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EDUC-6000: Subject Area Concentration Through a selected course, independent contract or cohort-designed seminar, students engage in focused study on an academic discipline or professional field. They become familiar with the current theory, bodies of knowledge and lines of inquiry at the heart of a curriculum area they teach or supervise, or in relation to policy or program initiatives they create. May be reelected for up to 20 credits as part of the M.A.Ed. Concentration/Endorsement Options.
Min. Credits: 1.0 Max Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-6001: ILWD Subject Area Concentration Through a selected course, independent contract or cohort-designed seminar, students engage in focused study on an academic discipline or professional field. They become familiar with the current theory, bodies of knowledge and lines of inquiry at the heart of a curriculum area they teach or supervise, or in relation to policy or program initiatives they create. May be reelected for up to 20 credits as part of the M.A.Ed. Concentration/Endorsement Options.
Min. Credits: 1.0 Max Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-6070: Inquiry and Research Designed for the educator as researcher, this explores the multifaceted avenues of inquiry available to reflective practitioners with a primary emphasis on qualitative research. Students examine and critique assumptions and studies from various research paradigms, including action research and quantitative methods.
Min. Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-6080: Research Project I Each candidate selects a project of strong personal interest that involves an issue or problem central to contemporary education. The projects range widely; all address practical questions and most employ a variety of methodological research orientations.
Min. Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Thesis / Dissertation
Course Type Teacher Education
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EDUC-6100: Inquiry Proposal This study begins the inquiry project work. Each student develops a proposal that delineates a focus for inquiry, the rationale for initiating inquiry and a theoretical perspective. It also includes a full literature review that shows deep knowledge of the conceptual fields and research studies related to students’ inquiry and a description of the methodology to be used for investigation and interpretation.
Min. Credits: 3.0 Max Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Thesis / Dissertation
Prerequisites: WRTG-5112: Writing in Education,WRTG-5110: Writing in Education
Course Type Teacher Education
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EDUC-6120: The Pedagogy of Sexuality Education This course in Pedagogy will address the processes of Sexuality Education, customizing its fit in diverse communities to maximize engagement, and troubleshooting the challenges of delivering sex ed. Students will design lesson plans, craft a scope and sequence, create surveys, develop their presentation and facilitation skills, and establish their brand aligned with their teaching philosophy to effectively engage their audiences.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Online Meeting (synchronous)
Prerequisites: COUN-5240: Human Sexuality
Course Type Education
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EDUC-6130: Educational Research in Humanities Student Impact This course introduces students to research in literacies and social studies. Through a focus on research in K-8 classrooms, students will gain deeper insight into teaching and learning in the humanities and consider the implications for their practice. In addition, this course introduces students to potential questions and research methods that they may employ in their Capstone projects.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom,Online Meeting (synchronous),Online (asynchronous)
Course Type Teacher Education
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EDUC-6140: Educational Research in Steam Student Impact This course introduces students to research in STEAM. Through a focus on research in K-8 classrooms, students will gain deeper insight into interdisciplinary teaching and learning and consider the implications for their practice. In addition, this course introduces students to potential questions and research methods that they may employ in their Capstone projects.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom,Online Meeting (synchronous),Online (asynchronous)
Course Type Teacher Education
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EDUC-6152: Internship I Student Impact This course is integrated into the first quarter Field Week Teaching Experience. Candidates develop a research question and hypothesis, a context of learning, and plan for and collect data on positive student impact. With guidance from mentoring faculty member, candidates begin research linking best practices to their research question. Candidates complete a critical evaluation of, and plans for instructional adjustment based on their findings. The goal of this course is to engage candidates as creators of knowledge and pedagogical responses. This portion of the internship leads to a capstone professional growth document in preparation for student teaching.
Min. Credits: 1.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Thesis / Dissertation
Course Type Teacher Education
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EDUC-6162: Internship II This course is integrated into the second quarter Field Week Teaching Experience. During this course candidates revise their hypothesis based on assessment data collected during Internship I. Candidates continue research to support instructional adjustments, and plan for and apply instructional adjustment based on previously collected on positive student impact data. This stage concludes in a critical evaluation and plans for instructional adjustment based on findings. The goal of this course is to engage candidates as creators of knowledge and pedagogical responses. This portion of the Internship leads to a capstone professional growth document in preparation for student teaching.
Min. Credits: 1.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Thesis / Dissertation
Prerequisites: EDUC-6152: Intenship I
Course Type Teacher Education
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EDUC-6172: Internship III This course is integrated into the third quarter Field Week Teaching Experience. Candidates develop a research question and hypothesis, a context of learning, and plan for and collect data on positive student impact. With guidance from mentoring faculty member, candidates begin research linking best practices to their research question. Candidates complete a critical evaluation of, and plans for instructional adjustment based on their findings. The goal of this course is to engage candidates as creators of knowledge and pedagogical responses. This portion of the Internship leads to a capstone professional growth document in preparation for student teaching.
Min. Credits: 1.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Thesis / Dissertation
Prerequisites: EDUC-6162: Internship II
Course Type Teacher Education
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EDUC-6180: Master’s Capstone Project: Positive Student Impact This course is completed prior to student teaching. Candidates have completed three pre-internship Field Teaching Experiences. During this course candidates compile a portfolio that captures their competency to plan for instruction and assessment by conducting an extended piece of critical evaluation that links data and findings from their research to wider educational contexts. Successful completion of the Master’s Project Courses demonstrate a candidate’s readiness to begin student teaching.
Min. Credits: 1.0 Max Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Thesis / Dissertation
Course Type Teacher Education
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EDUC-6185: Master’s Capstone Project: Positive Student Impact The Master’s Capstone Inquiry Project is a synthesis of coursework and field experiences and is intended as culminating project in the MAT course sequence. Candidates reflect upon what they have learned over the course of the program and design a project around a question or problem of practice, with an emphasis on equity, community engagement, advocacy, professional learning, and teacher leadership. Candidates write a research report, design a purposeful product, and create a presentation in order to convey what they have learned to a particular audience.
Min. Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Thesis / Dissertation
Course Type Teacher Education
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EDUC-6191: ARTC Master’s Capstone Project The Masters Capstone Project is a synthesis of coursework and field experiences and is intended as a final course in the ARTC sequence. Candidates reflect upon what they have learned over the course of the program and design a project around a question or problem of practice, with an emphasis on community engagement, advocacy, and teacher leadership. Candidates create a written product and design a presentation in order to convey what they have learned to a particular audience.
Min. Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Prerequisites: EDUC-5901: Student Teaching
Course Type Teacher Education
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EDUC-6200: Inquiry Development Students who have had their inquiry proposal approved by their advisers may register for this course. These credits consist of the development of a focus and the collection of data that allows for experiential understanding of the chosen investigation. Evidence of data collection includes curriculum development work, interview transcripts, observation notes and the researcher’s journals.
Min. Credits: 3.0 Max Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Thesis / Dissertation
Course Type Teacher Education
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EDUC-6210: Urbanizing Environmental Education Students learn to observe, interpret and understand the factors that drive and shape urban places and that influence the urbanized culture, leading them to shape educational experiences that deepen urban ecological identity and stewardship. This class will offer readings, discussions and activities that reveal how people learn about the complexities of the urban environment - connecting people to place and their role in building healthy places in which to live and thrive. Students challenge and are encouraged to transform the current paradigms and pedagogies of environmental education by exploring the definitions and relationships that bring ‘urban’, ‘environment’ and ‘education’ together. Students define their personal and professional role as an urban environmental educator, considering the values, beliefs and assumptions that drive their aspirations, work and approaches to education.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Urban Environmental Education
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EDUC-6220: Equity, Race, Culture and Environment Theory and Practice Urban Environmental Education is forging a new pedagogy, a new way of engaging people in learning about place, how they are connected to socio-ecological dynamics and how their actions have an impact on the bio-geo-chemical nature of the planet. With 70% of the world’s population living in cities, EE must address urban issues, systems of power and privilege, and the cultural diversity of people who live in urban places. This course constructs a critical, historical and philosophical context for today’s issues of race, class, gender, sexuality, disability, and other identity markers, closely examining culture and how it affects education and learning. The perspective of equity calls attention to systemic, public policy, ethical, and legal issues concerning access to schools, allocation of resources, social and cultural relationships, and educational outcomes. This class explores these issues as they are associated with a variety of social groups, especially those holding lesser power, status, and wealth.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Urban Environmental Education
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EDUC-6231: Leadership & Reform: Non-Profit Management for Administration & Leadership The end goal of this course is to design and deliver a regional multicultural environmental education conference that addresses the intersection of social justice and environmental leadership. The first half of the course focuses on the management of non-profit organizations, providing skills in goal-setting, action planning, staff and stakeholder management, fundraising, recruitment and retention, impact and assessment. All of these skills are applied in the organization and implementation of a conference that involves local experts who are intimately involved in the work of multi-cultural environmental education.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-6250: Participatory Action Research Theory: Theory and Practice Leadership in urban environmental education requires one to be familiar with the language of research and evaluation and to be a wise consumer of the literature from a variety of fields. This class requires engagement in critical analysis, in-depth peer dialogue, and development of action research as a career-long habit of professional practice. Graduate students will develop their professional voice through writing and talking about research and evidence, working as peers to recognize the kinds of research and where each is optimally applied. An introduction to educational assessment and program evaluation will provide grounding in a fast-changing and often contentious world of data-driven decision-making.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Corequisites: EDUC-6251 Inquiry Series Practicum I
Course Type Teacher Education
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EDUC-6251: Inquiry Series Practicum I This field practicum is designed as a laboratory for EDUC 6250. Candidates are placed in Practicum Organizations where they observe and participate using the theories and strategies taught in these courses. The Practica are hands-on mentored experiences in schools and community; and are designed to bring the theoretical elements of the coursework to life. The experiences are designed to cultivate relevant environmental and education outcomes that encourage the development of community understanding and civic engagement including the areas of shelter, water and air quality, safety and health. Candidates work with communities from diverse cultural and language backgrounds. The Practicum is designed to cover topics related to the development of reflective practice. Participants will be exposed to the elements of inquiry, process skills and practices, questioning and building evidence-based explanations through hands-on activities. Participants will begin to develop a conceptual model that abstracts how the urban community may be functioning in that problem domain and points to a research question that can guide the next stage of research. In addition, the course will prepare students to develop their minds as scholars by understanding the world of participatory action research and the integrated dynamics of urban systems. MAED UEE candidates are required to complete 150 hours of Practicum in the field. Practica are arranged in consultation with Practicum Manager.
Min. Credits: 1.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Field Study
Course Type Teacher Education
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EDUC-6260: Participatory Action Research Theory: Inquiry Proposal The goal in this course is to begin the legacy inquiry project proposal that delineates a focus for the inquiry, the rationale for initiating inquiry and a theoretical perspective. It also includes a literature review that demonstrates knowledge of the conceptual fields and research studies related to the students’ inquiry and a description of the methodology to be used for investigation and interpretation. In addition, the course will prepare students to develop their minds as scholars by understanding the world of research and the integrated dynamics of urban systems. Participants will be exposed to the elements of inquiry, process skills and practices, questioning and building evidence-based explanations through hands-on activities.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Corequisites: EDUC-6261: Inquiry Series Practicum II
Course Type Teacher Education
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EDUC-6261: Inquiry Series Practicum II This field practicum is designed as a laboratory for EDUC 6260. Candidates are placed in Practicum Organizations where they observe and participate using the theories and strategies taught in these courses. The Practica are hands-on mentored experiences in schools and community and are designed to bring the theoretical elements of the coursework to life. The experiences are designed to cultivate relevant environmental and education outcomes that encourage the development of community understanding and civic engagement including the areas of shelter, water and air quality, safety and health. Candidates work with communities from diverse cultural and language backgrounds. The Practicum is designed to cover topics related to the development of reflective practice. Participants will be exposed to the elements of inquiry, process skills and practices, questioning and building evidence-based explanations through hands-on activities. In addition, the course will prepare students to develop their minds as scholars by understanding the world of participatory action research and the integrated dynamics of urban systems. MAED UEE candidates are required to complete 150 hours of Practicum in the field. Practica are arranged in consultation with Practicum Manager.
Min. Credits: 1.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Field Study
Course Type Teacher Education
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EDUC-6270: Participatory Action Research Theory: Inquiry Development The goal in this course is to develop the legacy inquiry project proposal that delineates a focus for the inquiry, creates a more in-depth research focus for initiating inquiry and a theoretical perspective. It also includes a literature review that demonstrates knowledge of the conceptual fields and research studies related to the students’ inquiry and a description of the methodology to be used for investigation and interpretation. In addition, the course will prepare students to develop their minds as scholars by understanding the world of research and the integrated dynamics of urban systems. Participants will be exposed to the elements of inquiry, process skills and practices, questioning and building evidence-based explanations through hands-on activities.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Corequisites: EDUC-6271: Inquiry Series Practicum III
Course Type Teacher Education
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EDUC-6271: Inquiry Series Practicum III This field practicum is designed as a laboratory for EDUC 6270. Candidates are placed in Practicum Organizations where they observe and participate using the theories and strategies taught in these courses. The Practica are hands-on mentored experiences in schools and community; and are designed to bring the theoretical elements of the coursework to life. The experiences are designed to cultivate relevant environmental and education outcomes that encourage the development of community understanding and civic engagement including the areas of shelter, water and air quality, safety and health. Candidates work with communities from diverse cultural and language backgrounds. The Practicum is designed to cover topics related to the development of reflective practice. Participants will be exposed to the elements of inquiry, process skills and practices, questioning and building evidence-based explanations through hands-on activities. Participants will develop a conceptual model that abstracts how the urban community may be functioning in that problem domain and supports their research question that can guide the next stage of research. In addition, the course will prepare students to develop their minds as scholars by understanding the world of participatory action research and the integrated dynamics of urban systems. MAED UEE candidates are required to complete 150 hours of Practicum in the field. Practica are arranged in consultation with Practicum Manager.
Min. Credits: 1.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Field Study
Course Type Teacher Education
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EDUC-6280: Inquiry Report Legacy Project The course will prepare students to develop their minds as scholars by understanding the world of research and the integrated dynamics of urban systems. Participants will be exposed to the elements of inquiry, process skills and practices, questioning and building evidence-based explanations through hands-on activities. An inquiry report (Legacy Project) will will be completed that consists of an introduction that articulates and updates the elements of the Legacy Project, literature review, research findings and a discussion of the findings. The legacy project will delineate a focus for the inquiry, the rationale for initiating inquiry and a theoretical perspective. It will also include a literature review that demonstrates knowledge of the conceptual fields and research studies related to the students’ inquiry and a description of the methodology to be used for investigation and interpretation, findings, deliverables and implications.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Corequisites: EDUC-6281: Inquiry Series Practicum IV
Course Type Teacher Education
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EDUC-6281: Inquiry Series Practicum IV This field practicum is designed as a laboratory for 6280. Candidates are placed in Practicum Organizations where they observe and participate using the theories and strategies taught in these courses. The Practica are hands-on mentored experiences in schools and community; and are designed to bring the theoretical elements of the coursework to life. The experiences are designed to cultivate relevant environmental and education outcomes that encourage the development of community understanding and civic engagement including the areas of shelter, water and air quality, safety and health. Candidates work with communities from diverse cultural and language backgrounds. The Practicum is designed to cover topics related to the development of reflective practice. Participants will be exposed to the elements of inquiry, process skills and practices, questioning and building evidence-based explanations through hands-on activities. Participants will begin to develop a conceptual model that abstracts how the urban community may be functioning in that problem domain and points to a research question that can guide the next stage of research. In addition, the course will prepare students to develop their minds as scholars by understanding the world of participatory action research and the integrated dynamics of urban systems. MAED UEE candidates are required to complete 150 hours of Practicum in the field. Practica are arranged in consultation with Practicum Manager.
Min. Credits: 1.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Field Study
Course Type Teacher Education
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EDUC-6351: Leadership & Reform: Policy-Making, Engagement, and Action in Environmental, and Sustainability Education Policy-making, Engagement, and Action in Environmental Education and Sustainability Education Explore show a variety of social, economic and environmental theories, perspectives, insights and innovations can be implemented and practiced with special attention on regional, national, and international sustainability innovations. Examines social, political and scientific considerations inherent in environmental policy and regulation.
Min. Credits: 2.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-6371: Community Engagement Strategies This class provides exposure to real-world real-time ‘collective action’ approaches to community engagement. Each class begins with exposure to an organizer or activist from Seattle who is designing and delivering programs that intersect social justice and environmental issues. Students engage in discussion and reflective analysis of current programs among environmental groups, communities of color, activists for equity and inclusion in the environmental movement, governmental and policy approaches to environmental justice, race and equity. Students are responsible for designing a program plan that engages a ‘community’ in learning about an environmental issue or in exploring the multi-dimensional nature of a place (meaning the social. political, economic and environmental factors) or exploring an issue studied in classes like the intersection of social justice and environmental education.
Min. Credits: 2.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Urban Environmental Education
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EDUC-6380: Complex Urban Systems: Inquiry And Investigation This class is an introduction to the socio-ecological systems that now comprise urban ecology. Early studies of urban ecology were assessments of ‘native’ landscapes imbedded within cities; current efforts are studies about ecology of the city to better understand the integration of ecological and human systems within and around built settings. By way of examples of recent planning, design, and innovation we will consider the challenges facing urban residents including air and water quality, access to food, population growth and sprawl, environmental health, environmental justice, and climate change. Students will explore the expression of ecosystem services in cities, with a focus on human health and wellness and biophilia. Students will be exposed to the diverse methods of scientific investigation now being used to understand, explain and predict both social and environmental dynamics in urban environments. They will explore and understand the scientific and technological foundations of urban ecological systems and their interface with human communities and infrastructure.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Urban Environmental Education
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EDUC-6400: Education Toward Food Citizenship & Comm Explores in breadth and depth, using the Northwest Food Shed as a case study, the systems in which food production, processing, distribution, consumption and waste pathways form a chain of interrelationships and are shaped within social-cultural, political, economic, and environmental contexts. Examines alternatives to the existing constituents of the prevailing global industrial food system that emphasize clean, fair, fresh, nutritious, local, accessible, and traditional food for all. Provides opportunities to explore designing, creating, adopting, conducting, revising, and extending place-based curriculum and programs for learning in Edible Education for young people and adults in schools and other educational settings. This is the first of four courses that make up the Leadership in Edible Education Certificate Program and Concentration. It can also be taken as a stand-alone course. This course involves a series of off-campus field classes situated in the Central Puget Sound Region.
Min. Credits: 3.0 Max Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-6442: Becoming a Race-Conscious Educator In this course, students will explore various dimensions of navigating discussions about race and racialization with children, families, co-workers, and education professionals. The final course projects will offer space and support to integrate students’ diverse professional contexts with course themes.
Min. Credits: 3.0 Max Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-6450: Edible Education I: Theory & Practice Reviews comprehensively the history, theory, and critical examples of Edible Education across its physical, biotic, and educational landscape, identifying the distinct perspectives of participants and stakeholders. Explores the role of farms and other sites of food production and gathering, classroom study, gardens and habitats, lunchrooms, composting facilities, and community sites as “”places”” that root and grow curriculum and learning programs in Edible Education. Supports development of understanding designing, creating, adopting, conducting, revising, and extending place-based curriculum and programs for learning in Edible Education for young people in K-12 school and beyond-school educational settings, and for adults in school, organizational, and community educational settings. There is a course fee associated with this class.Please see the section for detailed information.
Min. Credits: 3.0 Max Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Prerequisites: EDUC-6420: Food in Schls and Postsec Ins
Course Type Teacher Education
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EDUC-6466: Researching the Impact of School: Reproducing Social Class Or Enabling Mobility? Despite the persistent narrative of the American Dream and our commitment to education’s role in mitigating inequality, qualitative research done in school settings has offered tremendous insight on how social class might be reproduced and the role that schools play in this process. This course actively investigates theories of social class and reproduction through the lens of ethnographies done in and about schools and supports students to conduct new research on how current attempts to support mobility fare.
Min. Credits: 3.0 Max Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-6500: Inquiry Report A culmination of the inquiry project, the inquiry report consists of an introduction that articulates and updates the elements of the proposal, literature review, findings and a discussion or interpretation of the findings.
Min. Credits: 2.0 Max Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-6710: Adult Teaching & Learning Frameworks Students are introduced to and explore the broad spectrum of adult education philosophies and learning theories. Students will investigate, compare, and contrast various adult learning theories-both historical and current-and assess multiple perspectives for teaching diverse adult learners.
Min. Credits: 3.0 Max Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-6721: Professional Opportunities in Education Professional Opportunities in Education includes differentiated instruction on developing your professional career and system planning along with instructions on business plan writing. There will be field visits to some educational organizations, guest speakers from local organizations and educational institutions that give students the opportunity to network with those in fields that may interest them. The course also includes a focus on building a strong resume, cover letter, and LinkedIn connection development, in which students will learn how to present themselves in their preferred fields.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-6730: Teaching Toolkit Every teaching/learning environment is different. This class provides students with an opportunity to understand research-based best practices in various adult education settings and focus on teaching techniques pertinent to their area of focus (i.e., community college, corporate, non-profit, etc.).
Min. Credits: 3.0 Max Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-6740: Improving Adult Education Through Assessment Students will learn how to examine existing programs and create effective and supportive education programs through assessment and evaluation techniques. Essential aspects of programs that promote learning, and assessment and evaluation models will be presented.
Min. Credits: 3.0 Max Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EDUC-6832: Sexuality Educator Practicum This class provides an opportunity for students to put their theory of sexuality education into practice. Students will participate in a practicum by designing which may include presenting a workshop in the focus area of their choice, plan and implement a teaching project, or analyze a current sexuality education curriculum and suggest changes, etc. Performance expectations for each student will be built upon the prior quarter’s work. *This program meets the requirements for the American Association of Sexuality Educators, Counselors and Therapists (AASECT). Completion of this program does not ensure or guarantee AASECT Certification. For further information please contact ce@aasect.org.
Min. Credits: 3.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom,Online (asynchronous)
Prerequisites: COUN-5240: Human Sexuality
Course Type Teacher Education
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EDUC-6900: Special Topics in Education Through a selected course, independent contract or cohort-designed seminar, students engage in focused study on an academic discipline or professional field. They become familiar with the current theory, bodies of knowledge and lines of inquiry at the heart of a curriculum area they teach or supervise, or in relation to policy or program initiatives they create.
Min. Credits: 1.0 Max Credits: 5.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Seattle
Method(s): Classroom
Course Type Teacher Education
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EJE-8220: Education, Social Justice, & Sustainability The course uses an interdisciplinary approach to evaluate the way practitioners in different fields can participate in building a more sustainable and equitable world, through examination of the history and representation of nature and the natural and human relationship with and/or alienation from nature from an EcoFeminist Perspective.
Min. Credits: 3.0
Credit Basis: Semester credit
Location(s): Grad School Ldrshp & Chnge
Method(s): Online Meeting (synchronous),Online (asynchronous)
Course Type Leadership and Change
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EJE-8500: Individualized Study: Literature Review
Min. Credits: 3
Credit Basis: Semester credit
Location(s): Grad School Ldrshp & Chnge
Method(s): Thesis / Dissertation
Course Type Leadership & Change
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EJE-8500: Individualized Study: Literature Review
Min. Credits: 3.0
Credit Basis: Semester credit
Location(s): Grad School Ldrshp & Chnge
Method(s): Thesis / Dissertation
Course Type Leadership and Change
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EJE-8600: Individualized Research: Dissertation Proposal
Min. Credits: 3
Credit Basis: Semester credit
Location(s): Grad School Ldrshp & Chnge
Method(s): Thesis / Dissertation
Course Type Leadership & Change
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EJE-8600: Individualized Research: Dissertation Proposal
Min. Credits: 3.0
Credit Basis: Semester credit
Location(s): Grad School Ldrshp & Chnge
Method(s): Thesis / Dissertation
Prerequisites: EJE/ECL/HUM/PPSC-8500: Individualized Study: Literature Review,EJE/ECL/HUM/PPSC-8910: Capstone Seminar
Course Type Leadership and Change
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EJE-8700: Individualized Research Tutorial I
Min. Credits: 3
Credit Basis: Semester credit
Location(s): Grad School Ldrshp & Chnge
Method(s): Thesis / Dissertation
Course Type Leadership & Change
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EJE-8700: Individualized Research Tutorial I
Min. Credits: 3.0
Credit Basis: Semester credit
Location(s): Grad School Ldrshp & Chnge
Method(s): Thesis / Dissertation
Course Type Leadership and Change
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EJE-8800: Individualized Research Tutorial II
Min. Credits: 3
Credit Basis: Semester credit
Location(s): Grad School Ldrshp & Chnge
Method(s): Thesis / Dissertation
Course Type Leadership & Change
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EJE-8800: Individualized Research Tutorial II
Min. Credits: 3.0
Credit Basis: Semester credit
Location(s): Grad School Ldrshp & Chnge
Method(s): Thesis / Dissertation
Course Type Leadership and Change
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EJE-8910: Capstone Seminar This Capstone Seminar provides students with the opportunity to demonstrate their scholarly skills to members of the EJE faculty. This capstone seminar includes the Proficiency Review in both Foundational Themes and Content in the concentration. Upon successful completion of the Proficiency Review, students continue individual research, planning, creative work or other learning activities related to their dissertation proposal.
Min. Credits: 3
Credit Basis: Semester credit
Location(s): Grad School Ldrshp & Chnge
Method(s): Online Meeting (synchronous), Online (asynchronous)
Course Type Leadership & Change
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EJE-8910: Capstone Seminar This Capstone Seminar provides students with the opportunity to demonstrate their scholarly skills to members of the EJE faculty. This capstone seminar includes the Proficiency Review in both Foundational Themes and Content in the concentration. Upon successful completion of the Proficiency Review, students continue individual research, planning, creative work or other learning activities related to their dissertation proposal.
Min. Credits: 3.0
Credit Basis: Semester credit
Location(s): Grad School Ldrshp & Chnge
Method(s): Online Meeting (synchronous),Online (asynchronous)
Course Type Leadership and Change
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EMS-3000Q: Enrollment Maintenance Undergraduate
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EMS-3000S: Enrollment Maintenance Undergraduate
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EMS-5000S: MFA Enrollment Maintenance
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EMS-6000Q: Enrollment Maintenance Masters
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EMS-6000S: Enrollment Maintenance Masters
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EMS-7000A: Enrollment Maintenance Doctoral
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EMS-7000Q: Enrollment Maintenance Doctoral
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EMS-7000S: Enrollment Maintenance Doctoral
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ENG-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
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ENG-2500: Prior Learning: English
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ENG-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
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ENG-3030: Writing Memoirs: Turning Towards Home The time-honored tradition of the memoir has been given new vitality by contemporary North American writers. This course explores memoirs dealing with aspects of family life-childhood reminiscences, sexual rites of passage, the death of a parent, etc.- and explores family memoirs of such writers as Mamet, Price, and Erdrich.
Min. Credits: 3.0 Max Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Los Angeles,Antioch Univ Seattle
Method(s): Classroom
Course Type Liberal & Disciplinary Studies
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ENG-3120: Misinformation, Disinformation, and “fake News” What sources can you trust and how do you know? The rapid growth of the internet and social media has fundamentally changed the way most people seek out and receive information. With these changes come new challenges for finding and identifying reliable sources. By conducting close, critical readings of media sources, this workshop examines how knowledge is constructed and how truth can be manipulated. Alternative facts, fake news, manipulated media, disinformation, propaganda - these concepts are not new. By examining “information ecosystems” and conducting detailed case studies of “fake news,” students gain the tools and skills necessary to critically analyze and evaluate sources. Students are introduced to a wide range of media literacy tools and learn to trace claims to their original source, seek out evidence, and counter misleading or false narratives. Applying these strategies to real world cases, students will get hands-on practice identifying and evaluating online sources.
Min. Credits: 1.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Los Angeles,Antioch Univ Seattle
Method(s): Classroom,Online Meeting (synchronous)
Course Type Liberal & Disciplinary Studies
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ENG-3220A: The Art of Poetry This poetry course offers students an opportunity to focus on revision in an in-depth manner. How does the writer decide what stays in a poem and what goes? Can the craft and art of poetry be taught? As Mark Strand said, “All poetry is formal in that it exists within limits, limits that are either inherited by tradition or limits that language itself imposes.” How can the spontaneity of creativity and limits imposed by craft be reconciled? These questions will be explored both through reading of essays on poetic craft, reading poems by well-known poets along with essays on how they revised their work and by students’ own poetry and revisions.
Min. Credits: 3.0 Max Credits: 4.0
Credit Basis: Quarter credit
Location(s): Antioch Univ Los Angeles
Method(s): Classroom
Course Type Liberal & Disciplinary Studies
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ENG-3500: Prior Learning: English
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ENG-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
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