Summer 2014 Graduate Education Courses

Courses offered, dates, and times subject to change.  Summer registration for accepted students starts February 4th and March 3rd for all others.  Paper registration form found under "Academic Forms".

GED 520 Child and Adolescent Development (3cr.)

Instructor: Diane Guarino

This course provides an analysis of developmental theories for school-age children and adolescents. Students will examine specifics of cognitive, social, emotional, moral and physical development. Stages and theories will be reviewed from an interdisciplinary perspective and related to implications for learning.

GED 526A Success for Students with Challenging Behaviors: Understanding Students (1 cr.) 

Instructors:  Glenn Patterson & Andrea Griffin

This course, designed for general educators, special educators, and social workers, will examine trauma, ADHD and ASD and reasons behind students’ challenging behaviors.  We will identify common behaviors and seek successful strategies to approaching students exhibiting challenging behaviors.  Strategies for working with families and outside agencies and resources will also be discussed.  This course can be taken independently or as part of the three part course module which also includes Success for Students with Challenging Behaviors: Creating and Using the FBA, and Success for Students with Challenging Behaviors: Keeping Students in Their Schools.

Instructors:  Glenn Patterson & Andrea Griffin Instructors:  Glenn Patterson & Andrea Griffin

GED 526D: Creativity and the Neuroscience of Teaching (3 cr.)

Instructor: Sam Crowell

This course will focus on reducing stress in educators' lives and creating less stressful environments in elementary, secondary and higher education classrooms. Research and experience will be integrated in a way that deepens understanding and enriches practical knowledge. Participants will experience a wide variety of stress reduction practices that promote a sense of well-being and enhance creativity, learning and achievement.

GED 535 Children's Literature: Author and Illustrator Study (3cr.)

Instructor: Anita Silvey

After the instructor presents the components of a successful picture book, seven author-illustrators will be traced from their first book to their final work -- Virginia Lee Burton, James Marshall, Ezra Jack Keats, Lois Ehlert, Eric Carle, David Wiesner, and Laura Vacarro Seeger. Class members will read and evaluate the works of these creators and in the final class present an author study. Drawing on forty years of experience in publishing and reviewing books, Anita Silvey will model different approaches to author units and help each student execute a final project that can be used in the classroom or library.

GED 542 Differentiated Curriculum in the K-12 Classroom (3cr.)

Instructor: Katie Lenox

Students will explore the principles and elements of differentiated instruction, a term identified and defined by the work of Carol Tomlinson. Students will also learn basic elements of Understanding by Design and the connections between the two approaches. We will study instructional and management strategies that help teachers respond to students according to their readiness, interests, and learning profiles. We will focus on ways to differentiate the content, the learning process and products for all students. We will use the Vermont Grade Level Expectations or the Common Core. This course is specifically designed for practicing classroom teachers.

GED 558 Educator as Researcher (3cr.)

Instructor: Amy Cole

This course introduces students to the broad range of educational research, develops critical skills needed for analyzing research studies, and provides intensive assignments directed toward writing a research proposal. Among the skills students develop are the abilities to access and synthesize information from multiple sources; choreograph a research project; and write a literature review. Students should come prepared with a question to research. Required writing assessment for Candidacy included in course.

First class meets in the Library on June 5th from 5:00-6:30 pm.

GED 595 Launching & Developing a Writers’ Workshop in the Elementary Grades (3cr.)

Instructor: Libby Bonesteel

This course explores the components of writing workshop in the elementary grades (K-6). Participants focus on the structures on workshop teaching; learning the continuum of strategies writers draw from and how to teach those within a conference or small group; planning at the unit, whole group, small group, and individual levels; giving productive feedback to students; and changing our mindsets to support the most challenged writers. Participants will be designing a unit of study to put in action in their classrooms. The Common Core will be studied as a document that centers the work within the writing workshop. TEXTS: The Writing Workshop: Working Through the Hard Parts (And They're All Hard Parts), Katie Wood Ray w/ Lester Laminack, 2001 by National Council of Teachers of English and Seft-Directed Writers: The Third Essential Element in the Writing Workshop 2013 by Leah Mermelstein.

GED 607 Literacy Instruction for Readers Who Struggle (3 cr.)

Instructor: David Mendenhall

The What Works Clearinghouse, the International Reading Association, and the National Council of Teachers of English have all examined research on effective classroom and intervention practices for struggling adolescents. This course is designed to build on this knowledge base as we explore ways to assess and adjust literacy instruction to the strengths and needs of adolescent students.

GED 618 From Assessment to Action: Using Data to Transform Schools (3cr.)

Instructor: Amy Cole

This course will provide students with an understanding of the cultural shifts inherent in schools evolving from NCLB legislation and the increased focus on monitoring student learning. Students will develop the necessary understandings and tools to make connections between Vermont's grade expectations, the Common Core, local curriculum and formative and summative assessment of student learning. Students will explore ways to use state and local student assessment data to make decisions about instruction, professional development and school/supervisory union based action planning. Students will develop an understanding of curriculum in the context of standards, assessment, instruction and student learning. Students will need access to school assessment data that will be used throughout the course. Students without a teacher license require instructor approval. The course syllabus and reading material will be sent to participants prior to the beginning of the course.

Access to some element of student performance data (class, grade, school-wide) required or otherwise arranged with instructor prior to initial class).

GED 631 Development, Learning, Behavior and Individual Differences (3cr.)

Instructor: Judith Christensen

This course examines cognitive, emotional, behavioral and social development from birth through early adulthood, considering how development impacts learning at all stages.  Students examine how educational learning theory relates to cognitive, emotional, behavioral and social development. In addition to a comprehensive review of developmental and learning literature, each student has the opportunity to engage in self-directed learning by selecting a relevant topic and creating a project that is either student-based or curriculum-based.   

Students will have the second to the last week free of class meetings to work on their selected projects to present the last week.

GED 635 Middle Grades Summer Institute (3cr.)

Must register through Middle Grades Collaborative, see below.Monday – Friday, June 23-27, 8:00 am – 5:00 pm.  Follow up conference is January, 2015.
To be held at the University of Vermont.

The Middle Grades Collaborative offers an annual intensive week-long institute for middle-level educators.  The major goal of the institute is to foster young adolescent development where every student becomes an intellectually reflective person, a person en route to a lifetime of meaningful work, a good citizen, and a caring and ethical individual.  Courses include:

• GED 635A:  Middle Grades Organization
  GED 635B:  Middle Grades Curriculum   
  GED 635C:  Embedded Literacy in Middle Grades
  GED 635D:  Brain Based Education for Young Adolescents
  GED 635E:  Middle School is Not a Building
  GED 635F:  Middle Grades Learners and Technology
  GED 635G: Foundations in English Language Learner Instruction
  GED 635H:  Place-based Education
  GED 635I:  Teaming in High Schools                            

Participants select one of the above courses. The first four courses can be credited toward a middle level endorsement. Individuals and teams of teachers seeking further professional development in middle grades philosophy and practice are encouraged to enroll in Middle School in Not a Building and Middle Grades Learners and Technology. Individuals and teams of teachers seeking further professional development in teaming at the high school level are encouraged to enroll in Teaming in High Schools.

For registration and information please contact James Nagle at Saint Michael's College, jnagle2@smcvt.edu. Costs for the Institute are: $1,250 for non-credit; and $1,750 for credit. Tuition includes room and board, but residency is not required. Checks and money orders are payable to the Middle Grades Collaborative. middlegradescollaborative.org

GED 641 Teaching in an Inclusive Classroom K-12 (3cr.)

Instructor: Beth Peterson

In this course participants will learn how to teach and accommodate students with disabilities in any regular classroom.  Basic special education history and laws will be examined.  Participants will explore the complex nature of serving students with special needs and discover specific strategies for making inclusion work.  Participants will be responsible for finding a student to tutor for 2 hours per week to complete a case study as a part of the course requirements. 

GED 643 Instruction of Students with Learning Challenges in the Area of Language Arts: Elementary Level (3cr.)

Instructors: Sarah Schoolcraft and Chris Sedic-Lawton

Held at St. Francis Xavier School, Winooski
This course provides an in-depth study of sound instructional practices and materials to use with unsuccessful learners based on an analysis of the learner’s strengths and weaknesses in the area of reading and written language. Methods used to teach reading, spelling, study and writing skills are covered. The emphasis is on working with students in elementary schools. Course times include practicum experience.

GED 668 Administration and Interpretation of the Woodcock-Johnson IV (3cr.)

Instructor:  Rich Reid

The Woodcock-Johnson Psycho-Educational Battery - Fourth Edition (WJ-IV) is a wide-range, comprehensive set of individually administered tests for measuring cognitive abilities, academic achievement, and oral language development.  The WJ-IV has been updated to reflect the contemporary research on cognitive abilities, to increase utility relative to determining special education eligibility, to provide greater diagnostic capabilities to inform instruction, and to reflect the research regarding language development and overall academic achievement.  Through participation in this course, participants will learn about the tests, factors, and scoring options that result from the administration of this test battery.  Students will also learn to administer, score, and interpret the WJ-IV.  Classroom discussions, demonstrations, and activities will be supplemented by three complete administrations of the battery.  Students who successfully complete this course will have met the training criteria recommended by the authors and publisher of the WJ-IV.  The course will also include a discussion of a variety of essential related topics such as Vermont's special education eligibility criteria as they relate to tests and scoring options.  The WJ-IV will also be thoroughly examined in regard to its use within Responsiveness to Intervention (RtI) model of student support. 

GED 673D Special Topics in Art:  Science, Bookmaking, Arts (3 cr)
Instructors: Linda Lembke and Susan Sawyer

In this course we will explore bookmaking as a means to support scientific concepts and drawing as an essential tool for communication of observations, processes, and concepts in science. In the mornings, Linda Lembke will lead students through the construction of several book models suggested by concepts of cycles, sequences, and classification as well as field journals designed for scientific exploration. In the afternoons, Susan Sawyer will lead drawing exercises to demonstrate that much of the content of science can best be communicated visually. Together we will work on a collaborative science project that brings together both bookmaking and drawing skills. The course is designed for art, science, and classroom educators at all grade levels. Independent projects will relate to students’ interest in developing an area of the science curriculum or a scientific concept with a related book form. There is a $100.00 materials fee due at registration.

GED 673E Thinking Like DaVinci: Bringing Innovation to Interdiciplinary Curriculum & the Common Core (3 cr.)

Instructor: Autumn Bangoura

With the newly developed Common Core Standards focusing primarily on literacy and mathematics, many educators are struggling to maintain an adequate focus on Science, History and the Arts. Inspired by DaVinci's innovative way of thinking about the worlds of science, art, technology, writing, mathematics, and invention, this course is designed to help teachers develop a cross-disciplinary approach to unit planning. Conducive to K-8 educators, teaching artists, and museum educators this course provides opportunities for participants to experience model lessons that employ such cross-disciplinary (and Common Core friendly) skills as observation, prediction, experimentation, inquiry, and imagination that will lead to individually designed "DaVinci" units.

GED 674 Multicultural Arts (3cr.)

Instructor:  Ann Joppe-Mercure

This course will combine the discipline of visual arts with the concept of multicultural studies. By engaging in hands-on projects, using artifacts, going on field trips, and discussing professional readings, participants will learn to integrate multicultural studies into their curriculum. The major themes of the course include inquiry based exploration of cultural artifacts, similarities across cultures and folk art. Connections will be made to the Common Core’s goal of understanding other perspectives and cultures. This course fulfills the integrated arts requirement in the Arts in Education concentration. A $50.00 materials fee is due upon registration.

GED 684 School and Community (3cr.)

Instructor: Valerie Gardner

This course introduces current and prospective educators and administrators to the ever changing, but closely coupled, relationship between school and community. Emphasis will be placed on how the community informs what happens in schools, and how the schools, in turn, influence the community. The course will also look closely at the role played by economic, political and social forces.

GED 695 Teaching K-8 Science and Engineering (3cr.)

Instructor: Tim Whiteford

This course is designed to explore the many facets of teaching science and design technology at the K-8 levels. Course participants will explore Inquiry-Centered Science and Design Technology concepts and skills through a variety of hands-on, minds-on activities. Course topics will include an exploration of the National Science Standards as well as State and local science standards, instructional resource materials, selected science programs, the application of technology in science education as well as ways students construct a meaningful understanding of science concepts. A $25.00 materials fee is required and due at registration.

GED 699 Capstone Seminar (3cr.)

Instructor: Beth Peterson
(First meeting will be on Thursday, April 10th, 3:30-4:30 pm.)

This course is designed to support students as they complete their studies in the M.Ed. program. Students conduct research in a topic of interest and then complete a paper and presentation demonstrating their in-depth understanding of this topic. Research skills, critique, reflection, and interactive presentations are included in the course. Students must have their proposal and timeline approved by the instructor before the first class, April 10, 2014. Prerequisite: GED 558 Educator as Researcher.

Fall 2014 Graduate Education Courses

GED 509 Integrative Curriculum (3cr.)

Instructor: Aostre Johnson

Wednesday, 5:00pm-7:30pm

This course is designed to offer a theoretical and historical overview of the concept of integrative curriculum, as well as many practical applications. We will consider integrated curriculum as expressed by interdisciplinary, thematic, place based, student directed and standards based curriculum. Students will have the opportunity to explore multiple intelligences, brain based learning and the integration of technological, artistic, ethical, social/emotional, mindful and spiritual approaches to curriculum.

GED 511 Fundamentals of Curriculum (3cr.)

Instructor:  John Barone

Tuesday, 5:00pm-7:30pm

What do we mean when we use the word curriculum?” As one would expect, the definitions offered run a spectrum.”  The development, implementation, and evaluation of curriculum is a complex process.  (Miller/Seller, p. 3).  This course will focus on the definition(s) and varying perspectives of curriculum. In addition, participants will examine the major frameworks of curriculum; become familiar with the varying approaches to curriculum planning, development, design, implementation, and evaluation; articulate their own perspectives on curriculum; examine the link between curriculum, instruction, and assessment; and be able to critique curriculum from a variety of different perspectives.

GED 516 Educational Foundations: Understanding the Past and Creating the Future (3cr.)

Instructor: Janet Stearns

Monday, 5:00pm-7:30pm

This course reviews the role of teacher in contemporary education and includes at least 20 hours of focused observation outside of class time. Students examine the practical and philosophical influences on teachers’ decision making processes in reaction to curriculum, motivation, educational history, classroom culture, instructional strategy, Common Core State Standards, and Vermont’s Framework of Standards and Learning Opportunities. The emphasis is on critical and creative reflection of readings, observations, and in-class discussions and activities. Students gain the experience of planning and teaching lessons during the course. Students emerge from the course with a personal philosophy of education.  Required writing assessment for candidacy is included in this course.

GED 522 Teaching Literacy in the Elementary Classroom (3cr.)

Instructor: Carly Epstein

Thursday, 5:00pm-7:30pm

This course is designed to be an introduction to best practices in literacy instruction and development.  Throughout the course students will gain an understanding of the five components of balanced literacy, word study and the workshop model, including: focus lessons, read aloud, small group instruction, conferring, sharing and formative assessment.  The class structure will consist of field observations in elementary classrooms, role-playing, video and student work analysis, small group discussions as well as whole class presentations, discussions and lectures.  This course is designed to be interactive.  This course is a requirement in the Elementary Education Licensure Program.  Practicing teachers are encouraged to take GED 606 - Literacy Development and Instruction in the elementary classroom.

GED 525 Finding Your Writing Voice (3cr.)

Instructor: Suzi Wizowaty

Tuesdays, 5:00pm-7:30pm

Do you (and your students) love to write, or dread it?  Developing the skills to communicate powerfully in writing takes effort and practice:  how do we ensure that we and our students find the process rewarding enough to care about it—and keep at it?  This course models how a sense of discovery leads to an engagement that supports skill-building.  Participants will strengthen their own voices while learning how better to nurture their students’ efforts.  They will explore various genres (fiction, drama, poetry, and essay), try out different models of critiques and revision, and work in the genre of their choice for a final project.

GED 558 Educator as Researcher (3cr.)

Instructor: Claudine Bedell

Wednesday, 5:00pm-7:30pm

This course introduces students to the world of educational research so that they will be able to read qualitative and quantitative studies intelligently, and learn to design and conduct qualitatively oriented studies themselves. The overall purpose of this course is to prepare students to use educational research methods as investigative tools to address significant educational issues. Beginning with an overview of the epistemological assumptions behind different kinds of research, the course will explore various types of research approaches and the kinds of topics and queries they support. Students will read and critique various examples of published research chosen from the participants’ research interests. They will develop skills in research design and data collection and analysis to assist in their design of a research proposal for their capstone project. Prerequisite: This course should be taken at the end of your master’s program and two semesters prior to capstone so that students will have at least one semester to collect data for the capstone project. Requirement: Students must bring a one page single-spaced memo describing their research interests for the Capstone Project to the first class.

GED 562 Thesis Research (3cr.)

By arrangement only. The Thesis is an in-depth research study that contributes to the existing body of knowledge in the field of education. The student works with an advisor planning, researching and writing the Thesis.  This is a two semester course with a grade of XT given at the end of the first semester.  Students meet with their academic advisors to discuss topics and projects before registering.
Prerequisite: GED 558 Educator as Researcher and permission from advisor.

GED 567 Legal and Financial Management of Schools (4cr.)

Instructor: Brian O'Regan

Mondays, 4:30pm-8:00pm

Legal and Financial Management of Schools will provide participants with core knowledge and skills necessary for varied school leadership and administrative roles. Participants will explore legal and financial components of the school organization from a systemic and student-centered leadership perspective. Specific topics will include: federal, state and municipal law; state rules and regulations; local policy and school governance structures; human resources; Vermont’s education funding system; local budget components, planning and development. Participants will be required to gather/access local school community related documents – including budgets, financial audits, annual school reports, Action Plans and policy manuals. Participants will learn to access financial and legal information and develop fundamental understanding of this content to assist them in current and future school leadership roles. 

GED 572 School Leadership (3cr.)

Instructor: Peter Evans

Wednesdays, 5:00pm-7:30pm

Students examine the relationship of the leader, and the led, in the context of several dynamic forces at play within the school organization. Students reflect upon values and draw upon experiences as they explore theories and practice the behaviors of effective leadership. Students will become familiar with the process of change as it impacts school organizations. Topics include: human resource management, instructional leadership, school culture, creating a vision, facilitating change, effective communication, and ethical decision making. Relevant for any educator in, or aspiring to, a leadership position.

GED 580 Approaches to Teaching the Humanities (3 cr.)

(Cross listed with ED 365; being taught with GED 587/ED367)

Instructor: James Nagle

Tuesdays 5:00-6:30 PM

For individuals interested in teaching Humanities, this course allows students to investigate the practical realities of teaching humanities at the classroom, school, and community level while learning the policies, practices and tools of personalized learning. The nexus of the course is how the Humanities intersect with education and society. Includes at least 30 hours of focused observation outside of the classroom.

GED 587 Approaches to Teaching Math, Science & Technology (3 cr.)

(Cross listed with ED 367; being taught with GED 580/ED365)

Instructor:  James Nagle

Tuesdays, 5:00-6:30 PM

For individuals interested in teaching Science, Technology, Engineering, and/or Math (STEM), this course allows students to investigate the practical realities of teaching STEM at the classroom, school, and community level while learning the policies, practices and tools of personalized learning. The nexus of the course is how STEM fields intersect with education and society. Includes at least 30 hours of focused observation outside of the classroom.

GED 612 Math and Diversity (3 cr.)

Instructor:  Tim Whiteford

Thursdays, 5:00pm-7:30pm

This course will explore theories, ideas and practices for guiding learning in math for students with diverse characteristics at the pre-K – 8 levels. Students will investigate current literature on cultural, pedagogical and developmental issues related to how children learn mathematics in the four selected areas of diversity; math and students who are speakers of other languages (ELL), math and students with special needs, math and students with math disabilities, and math and students in poverty. Course content will include  the math pedagogical content knowledge associated with numeracy, operations and problem solving, the SIOP model of instruction, the WIDA standards, strategies for differentiating instruction and assessing diverse learner characteristics as well as issues associated with developmentally appropriate practice.

GED 632 Assessment of Students within General and Special Education (3cr.)

Instructor: Rich Reid

Tuesdays, 5:00pm-7:30pm

Participants with become familiar with assessment procedures associated with establishing the existence of the IDEA eligible disabilities. In addition, an emphasis will been placed on the assessment of student progress and functioning relative to the general education curriculum. Participants will examine assessment practices and tools that respond to the requirements of IDEA, NCLB, and State Special Education Regulations and will need access to students in order to complete course requirements.

GED 636 Special Education Leadership (3 cr.)

Instructor:  Mary Lundeen

Tuesdays, 5:00-7:30 pm

Pre-requisites Include:

Course and knowledge regarding special education law (GED 633 Legal and Professional Issues in Special Education)

1. Course and knowledge regarding special education assessment and evaluation (GED 632 Assessment of Students Within General and Special Education)
2. Course and knowledge regarding teaching in an inclusive classroom (GED 641 Teaching in an Inclusive Classroom)

This course will focus on leadership and will include competency in providing, administering, supervising and evaluating special education programs and services.  This will include coordination of these services with regular education programs, home-based and community-based services for students with disabilities.  Students will also become competent in adapting educational curriculum, analyzing related services and the supervision of paraeducators. This course also provides educators and special educators with the framework and skills necessary for cooperation and collaboration among the school community, parent/families, and interagency partners in the elementary, middle and secondary schools. Participants will be expected to apply strategies of consultation and collaboration within a school community.

GED 640 Language and Learning (3 cr.)

Instructor:  Beth Peterson

Wednesdays, 5:00pm-7:30pm

This course considers how difficulties in language acquisition and usage affect a student’s ability to succeed in the classroom. Students will learn research-based approaches to teaching oral language, written language, academic language, vocabulary and reading comprehension for atypically developing students in whole class, small group and individual instructional settings.  Emphasis will be placed on students in grades K-12 with language based disabilities in inclusive and remedial settings. Students will develop a unit to teach a specific reading or writing skill.  Prerequisite:  GED 522 Teaching Literacy in the Elementary Classroom or Elementary License.

GED 641 Teaching in an Inclusive Classroom K-12 (3cr.)

Instructor: Beth Peterson

Tuesdays, 5:00pm-7:30pm

In this course participants will learn how to teach and accommodate students with disabilities in any regular classroom. Basic special education history and laws will be examined. Participants will explore the complex nature of serving students with special needs and discover specific strategies for making inclusion work.  Participants will be responsible for finding a student to tutor for 2 hours per week to complete a case study as a part of the course requirements. 

GED 661 Instructional Programs for Students with Disabilities (Direct Service Practicum) (4cr.)

Instructor: Mary Beth Doyle

One Saturday each month: 8:30am – 12:30pm

September 13, October 11, November 8, December 13

In this practicum, graduate students work in local schools as a team member to learn about providing services to students in special education. Students design, implement, and evaluate instructional programs for students with disabilities. They are involved in all aspects of the special education process.  (This is a school-based practicum for students in the Special Education Program.) Limited to students completing the Special Education Program. Permission of instructors required.

GED 669 Storytelling, Poetry-Reciting, and Readers’ Theater (3 cr.)

Mondays, 5:00pm – 8:00pm (Sept. 8 – Dec. 1; no class Nov. 24)  

Instructor: Joan Robinson

Research shows that when students perform texts, they make stronger connections between the words and their experiences and between print and natural conversation. In this course, participants will explore ways to effectively engage K-12 students in developing oral communication skills while increasing student literacy, extending fluency and deepening comprehension. Adhering to the Common Core, class activities will help students investigate text through multiple lenses whether reading poems, folk literature or non-fiction, and will be carefully scaffolded to meet all levels of performing experience. Class includes attendance at a performance yet to be identified at publication. (Ticket cost is additional.)

GED 671 The Art of Bookmaking: Craft, Structure, and Creativity (3 cr.)

Instructor:  Ann Joppe-Mercure

Thursdays, 5:00pm-7:30pm

Educators from all disciplines and grade levels are invited to explore traditional and nontraditional bookmaking structures and their application to innovative curriculum for 21st Century learning. Participants will create unique book projects, produce a working portfolio of handmade papers and book models, and examine the creative process through readings and discussion. Projects will model performance based interdisciplinary learning through the Common Core anchor standards of Craft and Structure, and Integration of Knowledge and Ideas.

No previous bookmaking experience is required.  A materials fee of $30.00 is due at registration.

GED 673 Common Art Materials for the Common Core (3 cr.)

Instructor:  Ann Joppe-Mercure

Tuesdays, 5:00-7:30pm

This course will provide insight and applications for accessing the core standards through the visual arts. School art materials will be explored with hands-on experiences that familiarize teachers with different art mediums, techniques and innovative project based lessons. Using art as complex text we will examine visual thinking strategies and critique methods for critical thinking and creative problem solving. A working portfolio of art methods will be assembled as a resource for interdisciplinary teaching and learning.

Although this course fulfills the arts education methods course for those seeking licensure in art education it is also open to classroom and community educators with a desire to stretch their palette in art. A materials fee of $50.00 is due at registration.

GED 678 Heroes, Art, and Social Justice: Aesthetic Perspectives (3 cr.)

Instructor: Jonathan Silverman

Wednesdays, 5:00pm-7:30pm

From defiance to expression and from those individuals who are visionary to those who join world-wide activism, this course examines broad perspectives on education through the lens of heroes, the arts, and social justice. With the help of literature, paintings, performances, and memoirs we will juxtapose our stories with stories of those who have influenced our evolving understanding of beauty and truth. We will critique our visual and material culture to understand current habits and values of local and global societies. Familiar and unfamiliar “heroes,” whether printmaker, dancer, environmentalist, civil servant, athlete, or social worker, will inspire us to discourse about the attributes and deeds of some who have changed the course of history. Through critical discourse, collaborative projects, and artistic interpretations of current issues we ideally will expand our aesthetic, social, and spiritual consciousness for the future.

GED 686 Independent Research

1 – 6 credits

GED 687 Directed Readings

1 - 6 credits

These two courses allow matriculated students to study special topics in depth.  The student and instructor submit a proposed course description and an “Independent Study Learning Contract” to the Academic Advisor using guidelines provided by Graduate Programs in Education. After approval by the academic advisor, the course proposal must also be approved by the Director of Graduate Programs in Education. Registration must be completed by the third week of the semester.

GED 688 Practicum  (6 credits)

Practicum experiences allow students to apply theory in a setting related to their area of study.

GED 688A Practicum: Elementary Education (K-6)

GED 688B Practicum: Middle (5-8) and Secondary (7-12) Education

GED 688G Practicum: Arts in Education

GED 688J  Practicum: ELL

Endorsement Only:

GED 688C Practicum: School Leadership (Administrative/Principal) (3-6 credits)

GED 688D Practicum: Reading Teacher (3 credits) Note: students must alert kgehsmann@smcvt.edu of their intention to register for this practicum by October 15^th for the spring semester and by February 15^th for the fall semester.

GED 689 Student Teaching Seminar (3cr.)

Instructor: Amy Saks Pavese

Tuesdays, 3:45pm-5:45pm

Taken concurrently with the student teaching practicum (GED 688 A, B, G, H, and J), this course focuses on standards, teaching strategies, classroom culture, management techniques, collaboration, problem solving, philosophical questions, assessment, and communication skills.  Students complete their required portfolio for licensure during this course. The seminar is designed to provide support for student teachers in the field.  Enrollment by special arrangement only.

GED 699 Capstone Seminar in Graduate Education (3cr.)

Instructor: Kristin Gehsmann

Mondays, 5:00pm-7:30pm

This course is designed to support students in completing their final research project for the M.Ed. Students use the research proposals they developed in GED 558: Educator as Researcher to collect and analyze data, and to demonstrate in-depth understanding of their research through a final paper and presentation. Research skills, critique and reflection, and presentations are included in the course. The first class meets on Monday, August 11^th 5:00 pm-6:30 pm in STE 334.  Prerequisite: GED 558 Educator as Researcher, a research proposal, and approved methodology and submitted IRB proposal.  Give paper registration form to Karen Abbott in STE 314.

Future Education Course Offerings

NOTE: This is a tentative schedule for planning purposes. Some courses may need to be offered during other terms or days. Fall and spring courses are offered in the evening from 5:00-7:30 with a few exceptions beginning 30 minutes earlier or later. Contact Karen Abbott, kabbott@smcvt.edu, directly with any questions.