Education Courses: Dual Language/Bilingual Teacher Ed, General Teacher Ed, and Special Ed

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500-01 Child Development 3 Pollock, Wendy Sharon Tuesdays 05:15-09:00PM, Thursdays 05:15-09:00PM Cancelled
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
EDUC505-01 Language Acquisition and Learning in a Linguistically Diverse Society 2 Costa, Luisa Mondays 05:15-08:45PM, Wednesdays 05:15-08:45PM 05/13/2019, 05/15/2019, 05/20/2019, 05/22/2019, 05/29/2019, 06/03/2019, 06/05/2019, 06/10/2019
Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters.
EDUC530-01 Foundations of Modern Education 3 Jaffe, Nina Tuesdays 05:15-09:00PM, Thursdays 05:15-09:00PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street's progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children's and families' race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
EDUC535-01 Science for Teachers (Grades N - 6) 2 Chu, Stan Tuesdays 04:45-08:15PM, Thursdays 04:45-08:15PM 05/14/2019, 05/16/2019, 05/21/2019, 05/23/2019, 05/28/2019, 05/30/2019, 06/04/2019, 06/06/2019
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students' cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
EDUC536-01 Foundations: The Influence of Culture and Politics on Literacy Theory and Practice 2 Einbender, Lynne Mondays 05:15-08:45PM, Wednesdays 05:15-08:45PM 05/13/2019, 05/15/2019, 05/20/2019, 05/22/2019, 05/29/2019, 06/03/2019, 06/05/2019, 06/12/2019
This course examines the ways in which historical, philosophical, cultural, and political trends have impacted research and pedagogy in the field of literacy (reading, writing, and language arts). Students explore how literacy theory and practice have been influenced by changing visions of teaching and learning; standards and assessment; the roles of special education and the education of English Language Learners; the appropriate nature of home, school, and community relationships; and the needs of the workforce. Students will be expected to use various forms of media and transitional research to deepen their understanding of these issues and become critical readers of research studies and popular reports.
The class will not meet on 6/5.
EDUC540-01 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N - 6) 2 Spruill, Helen Thursdays 07:00-09:00PM
This course provides participants with an overview of mathematics learning for children grades N-6. Participants deepen their own mathematical knowledge while furthering their understanding of effective mathematics instruction. In each session, participants do math together and use these experiences to investigate the development of mathematical thinking and to reflect on their own learning. Participants explore the essential elements of a constructivist mathematics classroom in which collaboration is core to building concepts and skills. Designing a classroom where deep mathematical understanding is the primary goal requires explorations of attitudes and beliefs as well as practices and expectations. This course addresses the moral imperative that all students are capable of learning math. It focuses on creating inclusive environments for learners with developmental variations. The course also focuses on creating mathematical experiences that support students for whom English is a new language. Participants discuss classroom management strategies for grouping and individualizing instruction.
EDUC563-01 The Teaching of Reading, Writing, and Language Arts in the Primary Grades 3 Foster, Xiania G. Tuesdays 05:15-07:15PM, Thursdays 05:15-07:15PM Dates: 5/14 - 7/18
This course examines the process through which reading and writing are acquired by young children, ages 4-8.  We study the ways teachers can support literacy growth for children's diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status.  The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning.  Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children's language and literacy learning in early childhood classrooms.
This class will meet across both Summer 1 and 2 terms, including the intersession.
EDUC564-01 Language, Literature, and Emergent Literacy in the Primary Grades 3 Kruger, Mary Mondays 05:15-09:00PM, Wednesdays 05:15-09:00PM
This course examines the role of literature in children's lives. Participants develop criteria for selecting literature for children, considering factors including but not limited to child development, aesthetics, language, and culture, as well as children's interests and curiosities. Through active engagement with books, artifacts, and ideas, participants gain an understanding of the role of literature in language development in children's primary and new languages. Participants will examine ways to use literature from a wide range of genres and perspectives for reading aloud, honoring and stimulating children's storytelling, and for deepening learning across content areas.
EDUC603-01 Assistive Technology in Early Childhood Inclusive and Special Education Settings 1 Tuesdays 5:15-7:45, Thursdays 5:15-7:45 Cancelled
This course is designed to prepare students to respond to the needs of diverse learners in early childhood classrooms by using current augmentative and assistive technology to promote communication, improve classroom organization and management, and expand literacy opportunities. Students will have hands-on experiences using different technologies to create a variety of multimodal tools that they can incorporate into their teaching practices to support all children.

The class will meet on June 11 from 7:15-9:20 p.m. and June 13 from 7:00-9:05 p.m.

MAY be taken concurrently with EDUC 629; last two sessions of EDUC 603 and EDUC 629 will meet together.

EDUC604-01 Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings 2 Kirton, Tara Mondays 05:15-08:45PM, Wednesdays 05:15-08:45PM 05/13/2019, 05/15/2019, 05/20/2019, 05/22/2019, 05/29/2019, 06/03/2019, 06/05/2019, 06/10/2019
In this course, participants will explore the role of teacher's and the larger school's role in constructing caring, collaborative, and reciprocal relationships with children and families.  Participants will critically examine their own experiences, identities, and assumptions as they develop skills and dispositions to work with a broad range of families and communities. The course will support participants in developing their skills in communication, advocacy, and collaboration as they learn to partner with families to support children's positive identity development along with their social, emotional, language, and learning abilities and needs.
EDUC605-01 Designing and Managing Classroom Environments in Inclusive and Special Education Settings 3 Jones, Pamela Michelle Tuesdays 05:15-09:00PM, Thursdays 05:15-09:00PM
This course is designed to help participants create classroom environments that will meet the needs of all children, including those with developmental variations. Addressing the concerns of both general and special education teachers, it incorporates presentations, role-playing, discussions, analyses of multimedia content, and informal diagnostic procedures. Participants examine the complexities of teachers' day-to-day responsibilities and concerns, including classroom design, varied approaches to behavioral intervention, and the interplay among curricula, rules, expectations, routines, procedures, and children's behavior.
EDUC606-01 Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 Tuesday 5:15-8:30PM, Wednesdays 5:15-8:30PM, Thursdays 5:15-8:30PM, Fridays 5:15-8:00PM Cancelled
This course introduces block building and dramatic play as experiences that are central to learning in the early child-hood curriculum. We will explore the ways block building supports children's physical, social, emotional, and cognitive development. Participants will think about how children explore the physical properties of blocks, explore blocks to represent and learn about the world around them, and create symbolic stories related to their structures. Participants will build with blocks and consider questions related to setting up a block area, developmental expectations, and the role of blocks in curriculum planning, as well as gender and inclusion considerations.
This course meets just after the end of the Summer 1 term.
EDUC629-01 Education of Children with Autism Spectrum Disorders 1 Friedman, Kate L. Tuesdays 5:15-7:45, Thursdays 5:15-7:45 05/16/2019, 05/23/2019, 05/30/2019, 06/06/2019, 06/13/2019
This course will explore autism spectrum disorder (ASD) from historical, cultural, political, and developmental lenses. It will support graduate students in thinking deeply and from multiple perspectives about the evolution of our understandings about and interventions with the broad range of characteristics of learning and development attributed to people with ASD. This course considers the significance of home and/or school as the primary sources of educational intervention and direct services for children with ASD. Participants will consider the importance of providing young children with ASD with an educational program that is responsive to each child's unique pattern of relative strengths and vulnerabilities, and will learn ways to partner in this work with a diverse range of families.  Participants will explore the use of assistive technology as a tool for supporting student learning, communication, and independence.

The class will meet on June 11 from 7:15-9:20 p.m. and June 13 from 7:00-9:05 p.m.

MAY be taken concurrently with EDUC 603; last two sessions of EDUC 603 and EDUC 629 will meet together.

EDUC803-01 Developmental Variations 2 Wontropski, Jessica Grace Mondays 05:15-08:45PM, Wednesdays 05:15-08:45PM 05/13/2019, 05/15/2019, 05/20/2019, 05/22/2019, 05/29/2019, 06/03/2019, 06/10/2019, 06/12/2019
This course is designed to increase participants' awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society.  Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor.
This class will not meet on 6/5. It will meet on 6/12.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC805-01 Developmental Variations II: Emotional and Behavioral Development 2 O'Shea, Sean Mondays 05:15-08:45PM, Wednesdays 05:15-08:45PM 05/13/2019, 05/15/2019, 05/20/2019, 05/22/2019, 05/29/2019, 06/03/2019, 06/05/2019, 06/10/2019
This course focuses on understanding, teaching, and meeting the needs of children with variations in emotional, social and behavioral development. Participants will critically examine the construct of children's emotional and behavioral disorders and approaches to intervention from historical, socio-political, mental health, and legal perspectives. There is an emphasis on  understanding the intersection of these issues with the race, class, language, and gender of teachers and children. Participants will develop an in-depth case study of a child applying an inquiry orientation to the Functional Behavior Assessment-Behavior Intervention Plan. Participants will collect and analyze data from observations, interviews and other sources, and make recommendations to support ongoing social and behavioral development. Prerequisites: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803.
Prerequisites for EDUC805: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803
EDUC852-01 Designing STEM Early Childhood Curriculum 1 Maldonado, Jasmine; Chu, Stan Tuesdays 04:00-06:30PM, Thursdays 04:00-06:30PM 06/11/2019, 06/13/2019, 06/18/2019, 06/20/2019, 06/25/2019 Closed
In this third course in the Kerlin STEM Institute, participants will generate a STEM curriculum that builds on the content and processes from EDUC 850 and EDUC 851. Participants will document how a study begins, potential investigations, and conclusion of the study using the orientations and approaches developed in the first two courses. The curriculum will consist of a series of lessons that build on each other, are integrated across the curriculum of the Early Childhood classroom, and that include ongoing opportunities for formative assessment of students' learning. Participants' STEM curriculum will respond to the developmental levels of their students and affirm students' cultural, linguistic, and learning diversity. Prerequisites: EDUC 850 and EDUC 851. For Kerlin STEM Institute fellows only.
Kerlin STEM Institute Fellows only. This course will be taught at New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368.
Prerequisite for EDUC852: NSCI500, EDUC 850, and EDUC 851
EDUC867-01 The Teacher's Role in the Development of Reading Comprehension: Strategic Teaching (Grades K - 6) 1 Kruger, Mary Thursdays 05:15-07:45PM 05/16/2019, 05/23/2019, 05/30/2019, 06/06/2019, 06/13/2019
This course will enable teachers to extend their theoretical and practical understanding of the ways to support children's reading comprehension in kindergarten through grade 6. Using theoretical frameworks, students will investigate comprehension skills and strategies by identifying and matching the demands of text with the multiple needs of fluent readers. Students will develop competencies in current literacy practices such as Interactive Read Aloud, Think Aloud, Guided Reading, and Questioning the Author. In addition, they will analyze the ways in which teaching reading comprehension strategies empowers children to be independent readers. Teachers will be able to use the strategies demonstrated in this course with all learners, including English Language Learners and children with special needs. Prerequisite: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor.
Prerequisite for EDUC867: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor
SCIE510-01 Explorations of Nature 2 Aquino, Adriana E Tuesdays 04:30-07:30PM, Thursdays 04:30-07:30PM 05/14/2019, 05/16/2019, 05/21/2019, 05/23/2019, 05/28/2019, 05/30/2019, 06/04/2019, 06/06/2019
This course is designed to provide students with an introduction to the scientific exploration of the natural world through a review of the fundamental discoveries and principles of physical sciences, life sciences, and earth and space sciences. The course is organized around common principles of scientific inquiry, such as observation and experiment. As we discuss various concepts in the physical and life sciences, we will frame our work by issues such as what types of questions can be answered through scientific investigation, how such an investigation is designed, and the insights and limitations offered by experimental data. Once students understand the nature of science and its practice, we will explore some of the overarching themes that appear throughout the scientific disciplines, such as systems, models, constancy and change, time and space scales, evidence, and explanation. This course extends the traditional classroom lecture/ discussion structure by requiring an experiential component to engage students in scientific investigations. It is our belief that through readings, activities, and discussions, students will consider science in its proper light as a unique way of knowing and understanding the natural world.
Please note: SCIE 510 meets at the American Museum of Natural History. Go to the security entrance located under the main steps on Central Park West at 79th. The classroom is Calder Lab on the 2nd floor.

Child Life

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC832-D1 Cross-cultural Perspectives: Families & Ethical Issues in Child Life Practice 3 Lowry, Genevieve M. Mondays & Wednesdays, 5:15-9:00 pm 05/15/2019, 06/12/2019
This course focuses on developing an understanding of the principles of ethical decision-making, when working with diverse families in complex healthcare situations. Participants will develop an awareness of the how ethical decisions are made in pediatrics in order to help mediate healthcare experiences for children and families as members of a larger team. The course will approach the family from an ecological perspective, examining the ways in which factors including but not limited to race, culture, language, socioeconomic background, family structure, immigration status, and community context may impact a familys experience in healthcare systems. Participants will examine their own backgrounds and identities to surface differences in perspective and biases that may impact decision-making in child life contexts. Using current research and theory, standards of ethical practice, and an understanding of national, state/provincial and institutional healthcare systems and policies, participants will analyze case studies and apply this analysis to developing their practices in the field. Prerequisite: EDUC 500.

This class will start on 5/13. Online class sessions 5/15 and 6/12 are synchronous. The remaining classes are asynchronous. For Child Life students only.

Sign up to http://Zoom.us (free account) and explore the tool and its tutorials: Getting started with Zoom.

• Test your computer audio and video as well as your internet connection. We encourage you to test your system by hosting a test session with a friend.

• You will receive an invitation to join the session via email. The email will have the link to click at the time of the session.

• If you have trouble connecting, contact the Help Desk at helpdesk@bankstreet.edu or 212-875-4642.

Prerequisites for EDUC832: EDUC 500

Integrative Master's Project - Semester-Based IMP Options

Section Title Credits Rooms Instructor Days/Times Dates Status
IMP3-01 Mentored Directed Essay 0 STAFF See Mentor
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters.
This IMP begins in the Summer 1 term and runs until the end of the Summer 2 term. At the start of Summer 1, students will be assigned their particular mentor. Registration is not allowed after May 15, 2019.

Integrative Master's Project - Independent Study Option

Section Title Credits Rooms Instructor Days/Times Dates Status
IS500-01 Independent Study 0 STAFF See Mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master's thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue.

This IMP begins in the Summer 1 term and runs until the end of the Summer 2 term. Students should register for section 01. Students should register only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar's Office before registering.

Registration is not allowed after May 15, 2019.

IMPORTANT NOTE TO STUDENTS REGISTERING FOR INDEPENDENT STUDIES In order to register for Independent Studies (IS500) you must have already secured a faculty mentor who has reviewed your IS proposal and has committed to serve as your IS mentor. By registering for the IS500, you are attesting to having secured a mentor, and you are agreeing to follow all applicable IS directives and guidelines as stated in A Guide to the Integrative Master’s Project.

In addition to registering through my.bankstreet.edu for IS500, please fill out the Independent Study Mentor Form, indicating which faculty member has consented to mentor you.

Please note: Students who register without completing the above form will be dropped by the Registrar's Office from their Independent Study. You must identify your mentor in order to be enrolled in an Independent Study for the term.

State Mandated Trainings

Workshops are open ONLY to matriculated Bank Street students. State Mandated Trainings are FREE for currently matriculated students. IMPORTANT NOTE: Workshops start promptly. You must be on time to attend a workshop. Students who are late will NOT be permitted entrance to the workshop and will need to register for a different section.

Section Title Credits Rooms Instructor Days/Times Dates Status
STMD100-01 State Mandated Training On School Violence Prevention 0 Tiburcio, Ana Lisa Wednesdays 05:15-07:15PM 6/19
This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school. (Offered only to matriculated students.)
Workshops are open ONLY to matriculated Bank Street students. State Mandated Trainings are FREE for currently matriculated students. IMPORTANT NOTE: Workshops start promptly. You must be on time to attend a workshop. Students who are late will NOT be permitted entrance to the workshop and will need to register for a different section.

Early Childhood Urban Education Initiative: Bronx Cohort 2

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC535-B1 Science for Teachers (Grades N - 6) 2 Maldonado, Jasmine Mondays 05:00-07:30PM, Wednesdays 05:00-07:30PM 05/13/2019, 05/15/2019, 05/20/2019, 05/22/2019, 05/29/2019, 06/03/2019, 06/05/2019, 06/10/2019, 06/12/2019, 06/17/2019
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students' cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
This course will be conducted at Bronxworks 1130 Grand Concourse. This section is only for students in the Bronx Cohort.

Early Childhood Leadership Certificate

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD530-01 Education Policy, Advocacy, and Law 3 Gaynor, Scott Thursdays, 5:15 - 9:15 pm 05/16/2019, 05/23/2019, 05/30/2019, 06/06/2019, 06/13/2019, 06/20/2019, 06/27/2019
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
This class will meet past the end of the summer 1 term on the following dates: June 20, June 27. There will also be site visits. In addition to the Thursday class sessions, school visits will be set with the instructor.
LEAD537-01 Organizational Development: Implications for Educational Leadership 3 White, Emily Tuesdays 05:15-09:15PM 05/14/2019, 05/21/2019, 05/28/2019, 06/04/2019, 06/11/2019, 06/18/2019, 06/25/2019
This course examines theory, research, and practice related to organizational development. It covers a wide range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies.
This class will meet past the end of the summer 1 term on the following dates: June 18, June 25. There will also be site visits.

Progressive Leadership: Cohort 40

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD530-P1 Education Policy, Advocacy, and Law 3 Woo, Ron Tuesdays 05:30-09:15PM, Thursdays 05:30-09:15PM
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
LEAD912-P1 Principals Institute Supervised Fieldwork/ Advisement 2 STAFF See Advisor for Dates & Times
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement.

Museum Leadership

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD851-01 Museum Leadership Institute II 2 Hogarth, Brian Mondays 09:00AM-05:00PM, Tuesdays 09:00AM-05:00PM, Wednesdays 09:00AM-05:00PM, Thursdays 09:00AM-05:00PM, Fridays 09:00AM-05:00PM, Saturdays 09:00AM-05:00PM 06/10/2019, 06/11/2019, 06/12/2019, 06/13/2019, 06/14/2019, 06/15/2019
Along with LEAD 850, this intensive one-week institute during each academic year of the program includes class sessions on conceptions of leadership and analysis of contemporary issues in museum education through site visits to the participants' institutions. For Museum Leadership students only.
For Museum Leadership students only.
MLPF500-01 Museum Leadership Portfolio 0 STAFF See Mentor
MLPF 500 is for 2nd-year Museum Leadership students only.

Progressive Leaders Cohort 4

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD601-L1 Team Building and Collaborative Decision Making: Practices of Democratic Schooling 3 Keil, Allison Jill; Carstensen, Erin Hope Tuesdays 06:00-09:00PM, Thursdays 06:00-09:00PM
This course is designed for principals, teachers, parents, and other school leaders who are interested in practical hands-on experiences in team building, shared decision making, and other collaborative processes relating to effective schooling. This course also provides opportunities for examining the political and ethical underpinnings of democratic practices in schools. Particular emphasis is placed upon developing leaders for small schools and the relationship between leadership and school size, student and staff recruitment, and selection, curriculum, and budget.
This course is for the students in the Progressive Leaders Cohort only.

Matriculation Maintenance

Section Title Credits Rooms Instructor Days/Times Dates Status
MMNT500-01 Matriculation Maintenance 0 STAFF N/A
A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.