Sep 27, 2024  
University Catalog 2024-2025 
    
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University Catalog 2024-2025

Courses By School

 
  

  • EDNC-130: Readiness and Reading
  

  • EDNC-0150: Singing II

    This course will build upon the work begun in Singing I. Students will continue to explore the nature of music from an Anthroposophical perspective, focusing on the role of singing in human development and the formation of community across time and through many cultural lenses. We will discuss additional ways that music can foster the healthy development of the child in the early grades and beyond, and weave together the class and the wider school community.
    Min. Credits: 0.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Waldorf
  

  • EDNC-0150: Singing II

    This course will build upon the work begun in Singing I. Students will continue to explore the nature of music from an Anthroposophical perspective, focusing on the role of singing in human development and the formation of community across time and through many cultural lenses. We will discuss additional ways that music can foster the healthy development of the child in the early grades and beyond, and weave together the class and the wider school community.
    Min. Credits: 0.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Waldorf
  

  • EDNC-150: Singing II
  

  • EDNC-190: Today’s Child

    This course will focus on understanding the soul-spiritual aspects of the child and on the development of practical helping gestures in exploring such issues as learning differences, emotional imbalances, attention issues, and behavioral challenges. Each theme will be approached on a developmental basis, tracing these issues from early childhood through the middle school years.
    Min. Credits: 0.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Waldorf
  

  • EDNC-200: Social & Organizational Issues

    This course will focus on the organizational, social, administrative and fundraising aspects of Waldorf schools. We will address general questions on phases in organization and professional development, the role of the College of Teachers and that of non-faculty constituencies (parents, board, staff, etc.), mandate systems and the role of gift money and volunteers. The course will also include information-sharing and skill-building components around such issues as Collegial and parental relationships, decision-making processes, working with conflict, meeting effectiveness and budgetary processes. We will also do exercises in eurythmy to support social themes.
    Min. Credits: 0.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Waldorf
  

  • EDNC-210: Mathematics and Movement

    In this workshop students will develop and practice active strategies for the teaching of math throughout grades 1-8 in a Waldorf school setting.
    Min. Credits: 0.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Waldorf
  

  • EDP-5580: Working With Families & Community

    Nature preschools and forest kindergartens are special kinds of places, different from conventional early childhood programs. Parents, caretakers and community members, who may not be familiar with the aims and practices of nature-based programs, can benefit from education. Families may need to be prepared to provide appropriate outdoor clothing, do regular tick checks, and think about children’s learning in new ways. They may also be called on to volunteer in the school and to help with promotion and fundraising. We’ll consider how to partner with families and forge links to the wider community. Communication is central to our work: we’ll hone our skills as we participate in mock parent conferences, examine and create materials that describe programs to families, and practice working with parents who have questions or concerns.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Teacher Education
  

  • EDP-5580.SB: Working With Parents & Community

    Nature preschools and forest kindergartens are special kinds of places, different from conventional early childhood programs. Parents, caretakers and community members, who may not be familiar with the mission and practices of nature-based outdoor programs, can benefit from education. Parents and other caretakers need to be prepared to provide appropriate clothes, do regular tick checks, and deal with bee stings. They may also be called on to volunteer in the school and to help with promotion and fundraising. We’ll consider how to partner with families and forge links to the wider community. Communication is central to our work: we’ll hone our skills as we participate in mock parent conferences, examine and create materials that describe programs to families, and practice working with parents who have questions or concerns. We’ll spend time outdoors on several days, so on those days (see outline of days in syllabus) please come prepared with outdoor clothing and boots adequate for walking in fields and woods. Please pack a lunch on every Saturday
    Min. Credits: 1.5
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Santa Barbara
    Method(s): Classroom
    Course Type Education
  

  • EDP-5600: Business Planning for Nature Preschools

    Starting a nature-based early childhood program requires business savvy and financial planning. This course will address the nitty-gritty planning necessary to get a program up and running. We’ll focus on the creation of business plans, including simple market analyses, promotion, site and facility needs, staffing requirements and options, the crucial income and expense projections, fundraising options and managing financial risk. Participants will draft a three-year budget for their operation, rough out a promotional flyer and/or website, and prepare and practice persuasive verbal descriptions and “sales pitches” for their school. We’ll allocate plenty of time to share your own experiences and ideas, and will take a close look at existing models that have proven successful in the United States.
    Min. Credits: 2.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Education
  

  • EDP-5600.SB: Business Planning for Nature Preschools & Forest Kindergartens

    This course will explore the basics of business planning for nature preschools and forest kindergartens. Because there are many approaches to these entities and other forms of early childhood environmental education (ECEE), no single business plan model will apply to all. However, by covering a core selection of business planning strategies and sharing our own diverse experiences, all students in EDP 5600.SB should come away with the ability to effectively plan for the business aspects of either a new nature preschool/forest kindergarten venture or an expansion of an existing program.
    Min. Credits: 3.0
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Santa Barbara
    Method(s): Classroom,Field Study
    Course Type Education
  

  • EDP-5620: Risk Mgt for Nature based Early Chldhhd

    Children enjoy learning that is challenging and adventurous, where they can reach beyond their abilities and test themselves. Nature readily provides such experiences. Being outdoors with children in all kinds of weather requires another level of risk management beyond fire drills and correct hand washing instructions, and teachers must prepare to provide it. Topics that will be considered in this course include: hazard identification, appropriate planning for risk, what kinds of risky play to allow and which to discourage, and research on the relationship between nature play and overall health and development. The course will include opportunities to observe a nature-based early childhood program in action
    Min. Credits: 2.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Teacher Education
  

  • EDP-5820: Leadership Development

    This course will serve as a culmination to the work of the prior summer and the independent projects completed during the school year. Students will be expected to present at least one completed project, establish evaluative criteria for teacher research, and share their experiences from the past twelve months. We will also discuss ways to carry the completed work into the schools and present to a wider audience.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Education
  

  • EDP-5840: Contemplative Inquiry 1

    In this course we will examine the recent publication by Art Zajonc, Contemplative Inquiry, in terms of fostering mindfulness and personal growth as educators. Students will be expected to read the book, practice some of the exercises and suggestions, incorporate them into their lives, and reflect on their progress in a final paper submitted by the end of April. Students will be encouraged to collaborate and share their discoveries and questions with each other throughout the semester via Antioch email. Online course.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online (asynchronous),Classroom
    Course Type Teacher Education
  

  • EDP-5841: Contemplative Inquiry

    In this course we will examine the recent publication by Art Zajonc, Contemplative Inquiry, in terms of fostering mindfulness and personal growth as educators. Students will be expected to read the book, practice some of the exercises and suggestions, incorporate them into their lives, and reflect on their progress in a final paper. Students will be encouraged to collaborate and share their discoveries and questions with each other throughout the semester via Antioch email. Online course.
    Min. Credits: 2.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online (asynchronous),Classroom
    Course Type Teacher Education
  

  • EDP-5860: Research II

    This course will serve as a review of research methods and an opportunity for students to focus on proposals for the fall online course and the spring Master’s Project. We will cover Antioch’s research expectations and discuss ways in which these projects can support professional development. Students will leave this course with a focusing question and an understanding of what is expected in future semesters. Required reading: Silence is Complicity by Torin Finser, and the Education Department’s Master’s Handbook.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Teacher Education
  

  • EDP-5900: Teaching Exceptional Children

    This course will examine the assumptions, attitudes and actions of individuals, families, teachers and classroom communities toward children with physical, cognitive, socio-emotional differences. Students will engage in an assimilated case study including in a variety of activities designed to develop empathy and skills for teaching in a classroom of diverse learners. Students will be introduced to concepts in special education while learning a variety of teaching techniques and classroom adaptations, including co-teaching techniques. Students will learn about the changing face of special education and about special education laws as they relate to the role of general education teachers and their classrooms. An emphasis will be placed on the classroom as a community of learners, and on methods for including all students and classroom staff in the development of that community. Students will relate theory to practice through observation in a variety of settings, as well as through personal reflection and introspection.
    Min. Credits: 2.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Teacher Education
  

  • EDP-5920: The Adolescent

    Beginning with reflections upon our own teenage years, we will explore the nature of adolescence - its physiology and psychology - and the social issues that are thrown into stark relief at this age. In the light of these explorations, we can then examine the unique ways in which the Waldorf high school curriculum, building on the elementary school program, is designed to meet the spiritual, psychological, and social needs of teenagers. The course will proceed in seminar format, starting with lectures that will frame the context for discussion. Students will be asked to make individual presentations on various social and psychological aspects of adolescent life and culture. Topics will include adolescent social development, different learning styles and disabilities, peer counseling and the changing role of parents, the teenagers’ needs for fashion, anonymity, loneliness and the telephone.
    Min. Credits: 1.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom,Online (asynchronous)
    Course Type Waldorf,Education
  

  • EDP-5940: Equity Challenge for Leaders

    The Equity Course for School Leaders will focus this semester on taking the data and equity analysis work you did during the Data Profile course in the Fall and turning it into an Equity Advocacy & Action Plan where you will advocate for a change in your school or district based on your findings. In addition, you will explore all the implications that equity work has for school leaders more generally, including how to meet the needs of diverse groups of students and the school leader’s role as a primary spokesperson for equitable educational opportunities for all students. Online course.
    Min. Credits: 2.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online (asynchronous)
    Course Type Teacher Education
  

  • 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 Play & 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-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-5455: Educational Philosophy, Curriculum, and Social Justice

    This course will explore and analyze the historical and philosophical foundations of education, including curricular orientations, contemporary challenges, and reform efforts. Students will become familiar with a range of educational philosophies and will identify and articulate their own philosophy of education. Students will examine curricula as historically situated cultural systems that are influenced by: educational philosophies; social, moral, and political visions; aims for individuals and society; and/or other belief systems. Emphasis is placed on diversity, equity, inclusion, and social justice.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Online (asynchronous)
    Course Type Teacher Education
  

  • EDT-5456: Culturally Relevant and Responsive Pedagogy

    Students will identify and reflect upon their own cultural background and positionality, how they position others, and how self and others are situated within larger systems of power and privilege. Students will consider how issues of ability, identity, and equity are intertwined in pedagogy and assessment. The course will emphasize pedagogical and assessment practices to promote the academic achievement of learners from diverse and/or marginalized groups. Participants will examine methods by which educational and other professionals can develop more culturally relevant and responsive practices.
    Min. Credits: 3.0
    Credit Basis: Semester credit
    Location(s): Antioch Univ New England
    Method(s): Classroom
    Course Type Education
  

  • EDT-5456Q: Culturally Relevant and Responsive Pedagogy and Social Justice

    Students will identify and reflect upon their own cultural background and positionality, how they position others, and how self and others are situated within larger systems of power and privilege. Students will consider how issues of ability, identity, and equity are intertwined in pedagogy and assessment. The course will emphasize pedagogical and assessment practices to promote the academic achievement of learners from diverse and/or marginalized groups. Participants will examine methods by which educational and other professionals can develop more culturally relevant and responsive practices.
    Min. Credits: 3.0
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Seattle
    Method(s): Classroom
    Course Type 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-6265: Human Development and Effective Pedagogy

    Students will examine and critique a variety of human development theories and learning theories. Students will explore the intersection between their own development and the developmental range of learners as they apply developmental and learning theories to the construction of developmentally appropriate learning environments, curricula, and assessments. Students will consider how human development connects with and informs pedagogy and assessment.
    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-1220CR: Working With Young Dual Language Learners

    Students reflect on and describe their practices in supporting first and second language development among the children and families that they work with. This learning activity supports students to develop a rich understanding of bilingual development, language acquisition processes, and strategies for scaffolding the process of acquiring a new language.
    Min. Credits: 5
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Los Angeles, Antioch Univ Santa Barbara, Antioch Univ Seattle
    Method(s): Prior Learning
    Course Type Liberal & Disciplinary Studies
  

  • EDU-1300CR: Guiding Behavior

    Examine the philosophical principles and theories promoting social competence in young children and creating safe learning environments. Develop skills promoting effective interactions, providing positive individual guidance, and enhancing group experiences.
    Min. Credits: 5
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Los Angeles, Antioch Univ Santa Barbara, Antioch Univ Seattle
    Method(s): Prior Learning
    Course Type Liberal & Disciplinary Studies
  

  • EDU-1320CR: Introduction to Culturally Relevant Anti -Bias Education

    Students reflect on culturally relevant anti-bias educational practices, focused on creating a community that supports all dimensions of human differences, including gender identity, physical characteristics, culture, abilities, religion, indigenous status, sexual orientation, and socio-economic class. It introduces a working concept of diversity into the daily classroom that directly addresses the impact of social stereotypes, bias, and discrimination in children’s development and interactions. It empowers children by giving them the tools to foster confident and knowledgeable self- identities, empathetic interactions, critical thinking skills, and activism.
    Min. Credits: 5
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Los Angeles, Antioch Univ Santa Barbara, Antioch Univ Seattle
    Method(s): Prior Learning
    Course Type Liberal & Disciplinary Studies
  

  • EDU-1420CR: Supporting Children With Special Needs

    Primary focus on noticing and responding to the needs of children with special needs or developmental disabilities. Students review the developmental milestones of infants, toddlers, and preschoolers as well as discuss developmental concerns that they have noticed in the children they work with. Participants learn about local resources and services available to children and families. The methods and materials used for early identification, intervention and inclusion of infants, toddlers and preschoolers are explored.
    Min. Credits: 5
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Los Angeles, Antioch Univ Santa Barbara, Antioch Univ Seattle
    Method(s): Prior Learning
    Course Type Liberal & Disciplinary Studies
  

  • EDU-1500CR: Child, Family, and Community

    Integrate the family and community contexts in which a child develops. Explore cultures and demographics of families in society, community resources, strategies for involving families in the education of their child, and tools for effective communication.
    Min. Credits: 5.0
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Los Angeles, Antioch Univ Santa Barbara, Antioch Univ Seattle
    Method(s): Prior Learning
    Course Type Liberal & Disciplinary Studies
  

  • 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-2500: Prior Learning: Education
  

  • 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-3500: Prior Learning: Education
  

  • 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-3600: Transformative Education

    Transformative Education introduces new Antioch students to the University, preparing them to make the most of their time at this unique educational institution. Students develop a good sense of AU’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 AU classroom. Because Antioch’s UGS program promotes 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. For more information, see: http://aulacatalog.antioch.edu/search/?search=educ ational+foundations.
    Min. Credits: 3
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Los Angeles, Antioch Univ Santa Barbara, Antioch Univ Seattle
    Method(s): Classroom, Online Meeting (synchronous)
    Course Type Liberal & Disciplinary Studies
  

  • EDU-3600: Transformative Education

    Transformative Education introduces new Antioch students to the University, preparing them to make the most of their time at this unique educational institution. Students develop a good sense of AU’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 AU classroom. Because Antioch’s UGS program promotes 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. For more information, see: http://aulacatalog.antioch.edu/search/?search=educ ational+foundations.
    Min. Credits: 0.0
    Credit Basis: Quarter credit
    Location(s): Antioch Univ Los Angeles,Antioch Univ Seattle,Antioch Univ Santa Barbara
    Method(s): Classroom,Online Meeting (synchronous)
    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): Simulteaching,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
 

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