Summer 2008
Course & Workshop Descriptions

Fostering Moral & Spiritual Development in the Mathematics Classroom, Given by the Kuyers Institute, EDUC 647
8:30-3:00, Room:

(You will need to contact the Institute to register, http://www.calvin.edu/kuyers)

If you are a middle school, high school, or college mathematics teacher in a faith-based school, you are told to integrate your faith into all the subject matter you teach. But how does this work with mathematics? In this workshop you‘ll examine the rich tradition of thought about the relationship between mathematics and Christian faith. The workshop will also have a strong emphasis on practical curriculum design and will examine resources from the Charis Project and from the Kuyers Mathematics Project (both substantial curriculum projects seeking to connect mathematics with spiritual and moral development in rigorous and educationally responsible ways). (2 semester hours)

Race & Schooling: Racialized Context, Identity & School Practices, D. Isom, EDUC 615
8:30-3:00, Room:

Historical and contemporary racial constructs are woven into the very fabric of our society, even our identity, and as a result they manifest themselves in the institution and process of schooling. Utilizing the theories and concepts of sociology, cultural studies, and education, we will explore the social construction of race, identity and internalization, their impact on schooling, and the raced school context. Particular attention will be paid to images, representation, and the intersections of race, class, culture, and gender- the social cultural context of education.  (2 semester hours)

No pre-class assignment

Digging Up Stories: Researching & Writing the Past for (and with) Young People, D. Hettinga & N. Hull, ENGL 606
8:30-3:00, Room:

A hands-on writing workshop designed for novice and serious writers alike.  Together we’ll explore ways to mine the past in order to write historical fiction and non-fiction. While the workshop will aid participants in looking ahead toward publication, the primary focus will be on developing creativity, finding information, and honing writing skills. Participants who are teachers will find that many of the workshop activities will be easily adaptable for their own classrooms. We’ll use college and public libraries as well as specialized databases to discover the stories of historical places and individuals. The workshop will involve daily writing in and out of class and will include special sessions with the award-winning children’s writer Sarah Stewart and her husband David Small, an illustrator who received the Caldecott medal in 2001. (2 semester hours)

No pre-class assignment

Gender and Education, H. Sterk, CAS 610
8:30-3:00, Room:

This workshop will equip elementary and secondary school teachers to better meet the learning needs of boys (as boys) and girls (as girls), with specific attention to the impact of race and class on gender. Current research into the origins and ongoing development of gender identity will inform discussion and construction of teaching strategies across the curriculum that capitalize on the strengths of both girls and boys as learners. (2 semester hours)

Please register for the workshop before or by June 20 to provide yourself time for the pre-class assignment. Registering after June 20 will require the permission of the instructor.

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Pre-Class Assignment due the first day of class:

Bridging Theory & Practice: Transformational Curriculum and Instruction, J. Simonson, EDUC 629
8:30-3:00

This course will investigate current issues and experiences in curriculum and instruction for teachers and administrators in K-16 schools, including both current and past students who have participated in Calvin’s M.Ed. program in Curriculum and Instruction, similar experiences at another institution or are currently teaching at the higher education level. Looking back at transformative/multicultural ideas encountered in past courses, we will investigate potential stumbling blocks (e.g. standards and standardized testing and instruction, textbooks and pre-packaged curriculum, curriculum mapping, school structure, etc.) that have been experienced by the participants. The workshop will investigate ways to address these stumbling blocks and maintain hope, including Christian perspectives on current issues in critical pedagogy, differentiated instruction, social and racial justice within education, epistemology, school change, and curriculum design/enactment/reflection with multicultural, spiritual, intellectual and relational integrity. (2 semester hours)

Consultation & Collaboration: Professional Roles in Education, D. Buursma, EDUC 511
8:30 - 3:00, Room:

The course offers an interactive advanced study of the dilemmas and challenges involved in effective, culturally sensitive collaborative relationships necessary for creating schooling experiences responsive to all learners. You will explore, practice, and critique models and methods of collaboration, consultation, professional development and coaching appropriate for working alongside teachers, learners, specialists, parents, paraprofessionals, and community agencies in complementary, interdependent relationships. Through readings, discussions, labs, role-play, interviews, reflective writing, and group projects, you will investigate topics such as resistance and agency, teams and consensus decision-making, ethics, and visioning transformative change. (3 semester hours)

Please register for the workshop before or by June 27 to provide yourself time for the pre-class assignment. Registering after June 27 will require the permission of the instructor.

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Pre-Class Assignment due the first day of class:

Professional Development and Supervision, A. Boerema,EDUC 538
8:30-3:00, Room:

This course is 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, mentoring and coaching, formal and informal teacher assessment, and recruiting, induction and retention of new teachers. Special emphasis will be given to Biblical principles which help shape professional communities in schools. (3 semester hours)

Please register for the workshop before or by June 27 to provide yourself time for the pre-class assignment. Registering after June 27 will require the permission of the instructor.

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Pre-Class Assignment due the first day of class:

Theories of Instruction, J. Simonson, EDUC 512
8:30 - 3:00, Room:

This course examines the theoretical foundations of instruction and assessment. Relationships between development/learning theories and theories of pedagogy are considered. The focus is on the underlying assumptions of these various theories and interpretation of these theories from a Christian perspective and their relationships to the practice of teaching. Special attention is given to the affect of pedagogy on communities of practice and the achievement gaps related to race, class, gender, and understanding the various nuances of traditional, authentic, individual, and standardized assessment. (3 semester hours)

Please register for the workshop before or by July 11 to provide yourself time for the pre-class assignment. Registering after July 11will require the permission of the instructor.

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Pre-Class Assignment due the first day of class:

Language Arts in the Elementary and Middle School Curriculum, J. Rooks, EDUC 540
8:30-3:00, Room:

This course examines literacy development in elementary and middle school students and explores a range of research based instructional and assessment strategies for supporting reading, writing, and speaking abilities across the school curriculum. Topics include: writing workshop; guided reading, comprehension instruction; formal & informal assessment; data driven & standards based instruction; literature based instruction; thematic and integrated instruction.  A practicum will engage students in assessing and developing instructional plans for one or more students.  (3 semester hours)

Please register for the workshop before or by July 11 to provide yourself time for the pre-class assignment. Registering after July 11 will require the permission of the instructor.

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Pre-class assignment due the first day of class:

Educational Research and the Classroom, A. Boerema, EDUC 594
8:30-3:00, Room

The purposes of this course are (1) to explore a variety of types and methods of educational research and inquiry from a Christian perspective and (2) to design a master’s degree project or action research. Emphasis is placed on identifying and designing research that is practically feasible and provides useful information for the classroom teacher. Students engage in educational inquiry and design educational research in an area appropriate to their subject matter area or grade level interest. Prerequisite: Completion of the majority of courses in your graduate program.  

Please register for the workshop before or by July 11 to provide yourself time for the pre-class assignment. Registering after July 11 will require the permission of the instructor.

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Pre-class assignment due the first day of class:

Teaching the Movies:  Using Film in Middle and High School Classrooms, R. Anker, ENGL 607
8:30 - 3:00, Room:

The workshop seeks to guide teachers in the use of film in the classroom.  The workshop will focus on helping their students understand the strategies of filmmakers, how films work to create meaning, and the personal and social consequences of "the movies," specifically how they argue ideas and issues and shape emotional response.  The course will develop understanding of film technique and interpretation and the role these might play in a variety of disciplines ranging from literature to religion, history, and media studies, to name but a few.   The workshop is specifically designed for those who wish to understand film for meaningful classroom use. (2 semester hours)

Understanding Attention in Students: A Workshop and Conference on Current Perspectives and Practices, P. Stegink & D. Bouman, EDUC 631

In this workshop/conference, educators and administrators will use readings, on-line and face to face discussion, case studies, and application activities to discover, examine, apply and critique some of the most current thinking about attention control and its impacts on learners and others at school and home. Participants will develop “so what” application projects that vision change in their schools and/or classroom. Advance reading is recommended, not required. A briefing paper summarizing discussions and ideas for practical implementation in schools will be available at the conclusion of the conference. The week begins with on-line workshop of readings, activity and discussion Monday-Wednesday and culminates with an on-campus conference Thursday evening, Friday, and Saturday morning. Conference costs (including meals) for the first 20 enrollees (as well as lodging for distance learners), has been underwritten by the Kuyers Institute of Calvin College. Discount available for school/district teams of 5. Call 526-6158 for more information. (2 semester hours)

This course will investigate various aspects of schooling taking into consideration the following: Historical, political, philosophical, social, cultural, religious, and economic contexts. Students will investigate the purposes of school, noticing trends as well as articulating future visions for schooling based on a Christian perspective. Within these contexts, the course will identify and examine school reform issues as they relate to a complex and rapidly changing local, national, and global society.

Please register for the workshop before or by July 11 to provide yourself time for the pre-class assignment. Registering after July 11 will require the permission of the instructor.

Click here for
Pre-class assignment due the first day of class: