This summer we are excited to offer both workshops and courses for your professional development.
Calendar of course offerings and workshop offerings. Registration starts January 2! Courses are $420 per semester hour or $1,260 per course.
Calendar for summer course and workshop offerings.
Education 510 Advanced Educational Foundations (3) OC July 8 - 19
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 26.
Education 511 Consulting, Collaborating, and Coaching (3) Hybrid June 17 - 28
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 7.
Education 513 Cognition, Learning, and Literacy Development (3) OC June 17 - 28
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 June 7.
Education 521 Curriculum Theory and Development (3) OC July 8 - 19
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 June 26.
Education 530 Introduction to School Leadership (3) OC July 29 - Aug 9
A study of leadership theory and practice relating to building school communities that promote learning for all students. This introductory course in school leadership will focus on organizational and leadership theory; establishing a school mission; collaborative problem-solving and community building; decision-making skills and procedures; and personal leadership qualities. Special emphasis will be given to exploring Biblical principles which guide Christian leaders in school settings.
Pre-class assignment required, register by July 19.
Education 541 Early and Emergent Literacy (3) OC July 8 - 19
The focus of this Graduate of Education in Literacy is on the youngest literacy student, the language and literacy learning time between birth and 2nd grade. Candidates learn about language development, acquisition and usage. Studies include the particular experiences, theories and issues that are characteristic of that time. Course participants go on to learn about emergent literacy; and the early reading engagements as these entail the young learner’s cognitive development and socially constructed practices. A course practicum develops candidates’ research abilities and the means to bring course studies to life and particularity. By the conclusion, candidates have extended their instructional abilities to nourish young readers’ growing literacy life-practice into new possibilities. Pre-class assignment required, register by June 26.
Education 550 Foundations of Learning Disabilities (3) Hybrid June 24 - July 5
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 June 14.
Education 591 Educational Research and Evaluation (3) OC July 1 - 19
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.
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 12.