This summer we are excited to offer both workshops and courses for your professional development.
Calendar of course offerings and workshop offerings. Registration starts February 8! Courses are $420 per semester hour or $1,260 per course.
Click here to view calendar for summer course and workshop offerings
Education 510 Advanced Educational Foundations (3) OC June 28 - July 9
Spoelhof Center 312
This course includes exploration into the disciplines of philosophy, history and socio-cultural context of education. Course material, lectures and assignments engages students in developing a perspectival orientation centered on shalom and social justice. That Christian lens shapes an examination of the interaction between schooling and sustainability, globalization, economic and social justice, and the role of educators as agents of change and transformation. Course content focuses on investigating philosophy’s questions regarding the nature of humanness and schooling, history’s account of the role of schools, and social science’s view of structures, ideologies and agency as they relate to schooling. Pre-class assignment required, register by June 18.
Education 511 Consulting, Collaborating, and Coaching (3) Hybrid June 28 - July 9
Spoelhof Center 318
The course offers an advanced study of professional responsibilities necessary in advocating and developing learning opportunities for learners identified with disabilities, literacy difficulties or diverse learning needs and gifts. Students will explore, practice, and critique models and methods of collaboration, consultation, and coaching that involve teachers, learners, specialists, parents, paraprofessionals, and community agencies in interdependent relationships. Particular emphasis is placed on developing effective communication skills, understanding self and others, group visioning activities, and providing professional development to colleagues. Prerequisite: Education 202 or Education 606. Pre-class assignment required, register by June 18.
Education 513 Cognition, Learning, and Literacy Development (3) OC August 9 - 20
Spoelhof Center 312
This course examines underlying concepts associated with the acquisition of reading and writing. Social and cultural factors contributing to literacy development are considered from the perspectives of educational psychology, cognitive psychology, and language development. Current issues related to classroom instruction are addressed in lectures, discussions, and classroom application. Pre-class assignment required, register by July 30.
Education 521 Curriculum Theory and Development (3) OC July 19 - 30
Spoelhof Center 312
A study of curriculum theories and model curricula for pre-school through grade 12. This course includes a study of issues relating to understanding historical, political, social, intellectual and spiritual implications of curriculum theories that do and don’t transfer into school curricula. Topics include investigating an in-depth understanding of subject matters, creating learning opportunities, selecting effective learning resources, and implementing curricular change in a school setting. Christian perspectives, including issues of social justice, are integrated throughout. Pre-class assignment required, register by July 9.
Education 531 Professional Development and Supervision (3) OC August 2 - 13
Spoelhof Center 318
A study of the theory and practice related to the professional development of teachers and administrators at both the elementary and secondary levels. This course focuses on ways in which school leaders can structure professional development opportunities that promote student learning and school improvement. The course includes a study of adult learning theory, collaborative learning models, action research, mentoring and coaching, formal and informal teacher assessment, and recruitment, induction, and retention of new teachers. Special emphasis will be given to Biblical principles which help shape professional communities in schools. Pre-class assignment required, register by July 23.
Education 540 Language Art in the Elementary and Middle School Curriculum (3) OC
June 28 - July 9
Spoelhof Center 322
This course examines the multiple sites and experiences that nourish children’s emergent literacy abilities into early literacy. Participants work towards a unitary picture of complexity, incorporating aspects of children’s lives from birth to grade 2 experiences as these affect learning to read. The course considers family and social contexts; home dialects and oral language use; and children’s literacy learning conducted in diverse environments which present varied literacy practices and applications in and out of school. The course reviews research and theory concerning language development, acquisition and use, as these lay foundations of practice for the teaching of reading. Students develop abilities for assessment, diagnosis, instruction / remediation and intervention. A practicum will engage students in assessing and developing instructional plans for one or more students. Pre-class assignment required, register by June 18.
Education 542 Diagnosis and Remediation of Literacy Difficulties (3) OC June14 - 25
Spoelhof Center 312
This course examines the literate identities of students and adults across of range of social contexts including schools, workplace, home, on-line, church, etc. It examines the range of skills needed to navigate these literate domains and considers the extent to which schools both foster the literacy skills needed in the 21st Century as well as the degree to which existing student competencies are appropriated in formal educational contexts to support new learning. Programs and strategies for supporting the struggling adolescent reader and writer will be explored along with an examination of the school curriculum more broadly to examine the ways in which literate tools can be introduced and appropriated across a range of disciplinary and vocational contexts. Practicum required. Pre-class assignment required, register by June 4
Education 550 Foundations of Learning Disabilities (3) Hybrid July 19 - 30
Spoelhof Center 318
This course is designed to provide a foundation for understanding learning disabilities. Students will
become acquainted with historical trends associated with the development of the field and will review
related federal and state legislation. Research related to general characteristics of learning disabilities, cognitive processing patterns, and the academic and social performance of the learning disabled is examined. Approaches to the education of students with learning disabilities based on the theoretical models are also considered. Prerequisite: Education 202 or Education 606. Pre-class assignment required, register by July 9.
Education 591 Educational Research and Evaluation (3) OC July 26 - August 13
Spoelhof Center 322
This course engages graduate students in understanding and examining the theories, methods, and paradigmatic frames of social science research through a Biblical lens. In addition, the course prepares students to use data appropriately to support educational and organizational decision-making. Students will learn how to read and critique qualitative and quantitative educational research and will learn how to use research and assessment data to make decisions related to the work of P-12 schools particularly as it relates to Calvin’s four M. Ed. specialty areas.
Science Education Studies 527 Scientific Reasoning and Teaching Inquiry (3) OC
July 26 - August 6
Science Building 237
This course investigates the role of scientific reasoning and inquiry in science, the natural development of those skills and strategies in children, and effective teaching methodologies and considerations for developing scientific reasoning and inquiry skills in students. Students explore the connections between scientific reasoning and scientific content and the transference of reasoning and critical thinking skills across the content domains of science and everyday life. Students practice their own reasoning and inquiry skills in the context of K-12 science activities and also develop lessons to foster scientific reasoning and inquiry in their own students. Prerequisites: At least one science methods course at the undergraduate or graduate level. Pre-class assignment required, register by July 21
