This course has an asynchronous online component that will run from 10/27/19-11/30/19.

Note: Students can earn elective credit as part of the Language Series. See details of the conference at: www.bankstreet.edu/ls

Title for IMP 2 section D7: Turning an Original Children's Book (Healthcare Theme) Into an Educational Tool for Children and Families with Healthcare Challenges

(Note: For Child Life students only. This course will be fully online. Synchronous sessions will be held on the dates and times posted.)

This inquiry will help students who have created or are creating a children’s book to develop it into an educational tool for child life specialists to use with pediatric patients and their caregivers. Participants will complete a literature review paying particular attention to the developmental stages (physical, emotional and cognitive) that relate to the age level of the child for whom the book was created. Students will develop guidelines to demonstrate to child life specialists and/or caregivers how the book can be used either as a stand-alone activity or as part of a therapeutic plan. If appropriate, students will share the book with child life specialists and/or children and their families within a healthcare setting and report on the participants’ reactions, questions, etc.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

Title for IMP 2 section 02: Children's Literature in the Elementary Classroom

For this Integrative Master’s Project, each participant will select a grouping of children’s literature and craft a curriculum experience that integrates that grouping. Projects will focus on a specific age group, such as second grade or 7/8s. Participants will write a rationale for why they have chosen this area of the curriculum to focus on and will describe how the project meets the needs of the learning environment as well as the developmental characteristics of the focal children. Participants will provide an annotated bibliography of children's books in the area of interest, as well as a few appropriate professional texts. Each project will describe the specific curricular context. The completed IMP will demonstrate the ability of the participant to competently express through written language the creation of a curriculum experience grounded in children’s literature that integrates their knowledge of child development, literature, content, and assessment. Areas of focus may include separation, going to the hospital, a math concept, language, etc.

(Recommended prerequisite: EDUC 564 or EDUC 565).

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

Title for IMP 2 section 04: Music for Ones, Twos and Threes: With the Possibility to Learn Guitar or Ukulele Accompaniment

This collaborative inquiry project will help students who are ready to take time to 1) increase song and singing game repertoire with infants, toddlers and threes in Inclusive settings, 2) begin to relax during circle time and start to create songs and movement explorations spontaneously, 3) develop confidence about deciding on tempos and keys and improvisational opportunities, 4) include simple instruments for explorations and rhythmic engagement, and 5) identifying the emotionally responsive moments that occur in songs and researching these observations up with readings in Music Therapy literature. In each class we will establish a community supportive environment with the goal of experiencing each other as musical people devoted to inviting children to use the music with their whole body, voice and cognitive/social/emotional abilities. The notebook that each person creates (and the rationales that we learn to identify) will result in a lifelong educational tool for teachers and parents.

Learning simple guitar or ukulele accompaniment will be organically included in our classes. To promote this guitar/ukulele goal, one individual meeting is required, in addition to the four scheduled meetings.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

Title for IMP 2 section 06: Using Emotionally Responsive Practice Techniques in the Classroom.

This faculty-led Group Inquiry IMP introduces the core concepts and techniques of Emotionally Responsive Practice. The group meetings will familiarize students to practice identifying unresolved developmental issues, use of Story Gathering process, use of transitional objects in classrooms, and emotionally responsive literacy process in preschool and elementary school classrooms. Students will design ways to apply these concepts in their own settings, and receive guidance and feedback from the instructor(s). Final project will include creating a resource binder of readings, techniques and lesson plans, as well as detailed documentation of the ERP technique(s) applied in the setting, and a reflection on the children's response to the technique(s). Each student will have one to three personal sessions with the facilitators in addition to the scheduled group meeting times.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

Title for IMP 2 section 11: Exploring the Role and Dynamics of Race in Education

Bank Street-educated students understand that teaching is an opportunity to build a better society. This collaborative inquiry will give graduate students the opportunity to examine how teachers and students of color are impacted by and influence various educational structures, practices, philosophy, policy and settings. Participants will be guided in crafting a set of questions that will help them facilitate research around a problem of practice that affects teachers and/or students of color in education. The outcomes of this inquiry will allow participants to serve as an agent of change in their local and school communities. Nadine Mitchell is the mentor for this IMP.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

Title for IMP 2 section D8: Child Life Specialist as Advocate for Equity and Access in Healthcare

(Note: For Child Life students only. This course will be fully online. Synchronous sessions will be held on the dates and times posted.)

Child Life Specialists are advocates for children and families in healthcare settings. As part of an interdisciplinary team, Child Life Specialists can and should advocate for equity and access for all children and families. We know, however, that individual biases and systemic inequities lead to real disparities in the type and quality of care that children and families receive. This collaborative student-faculty inquiry will help us to examine our own biases related to race, socioeconomic status, gender, and needs within the healthcare setting.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

First session: 3-hour asynchronous online component must be completed by 11:55 pm on October 2, 2019

Second session meets in person on the day and time listed

NOTE: Workshops start promptly. You must complete the first session online by 11:55 pm of the date listed for each section and bring the confirmation email of the Online Portion Fulfillment (Part I of DASA Workshop) with you to the second, face-to-face session. You must be on time for the second session in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and students who do not complete both sessions will need to register for a different section.

First session: 3-hour asynchronous online component must be completed by 11:55 pm on December 9, 2019

Second session meets in person on the day and time listed

NOTE: Workshops start promptly. You must complete the first session online by 11:55 pm of the date listed for each section and bring the confirmation email of the Online Portion Fulfillment (Part I of DASA Workshop) with you to the second, face-to-face session. You must be on time for the second session in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and students who do not complete both sessions will need to register for a different section.