Course Info
Most coursework includes text reading, reflections, course participant feedback and videos. Course participants will receive full syllabus upon registration.
Course Terms
Spring Term is January – April / May. Fall Term is September – December, and Summer Term is May – August. Terms are four weeks in length.
Schedule
All coursework is completed on your own time and at your own pace. There is approximately 4-6 hours of work per week.
All Courses
New!
Teaching Today’s Children In The “All About Me” World
EDCI 7759
This course examines issues facing educators and parents during the “Me, Me, Me Epidemic.” Topics such as entitlement, student empathy, humility, humbleness, expectations, and reasonable praise, needs of others and developing moral compasses will be researched and discussed. Course participants will discuss and develop strategies for use in their own classrooms and schools.
New!
Growth Mindset for Student Success
EDCI 7083
This course examines the differences between a growth and fixed mindset and the connections to learning. Educators will explore strategies for creating a culture of growth within their classroom. Concepts of effective feedback, powerful failure, perseverance, and process learning will be discussed.
New!
Developing Grit In The Classroom
EDCI 7082
This course examines the thought that the secret to outstanding achievement is not based on talent, but a combination of persistence and passion known as “grit.” The course will facilitate participant exploration of the caveats of labeling students gifted and talented but instead how grit can help students succeed. Participants will research such ideas through stories and writings of successful students, athletes, musicians, scientists, doctors, and other successful people who have displayed the qualities associated with grit to reach monumental success.
New!
Educating & Raising Thriving Kids
EDCI 7760
This course examines issues facing educators and parents raising and educating children in a fast-paced and performance-oriented culture and society which rarely allows for mistakes or failure. The course will facilitate student exploration of the societal factors that impact student achievement in a world that often overlooks the process rather than the product.
Intelligence Reframed
EDCI 5236
The need to differentiate instruction is based upon three core principles: no two people see the world the same way, no two people learn exactly the same way, and education works best when there is recognition of the first two principles. The course examines a number of definitions of what it means to be an intelligent person and how to translate that information to specific classroom instructional and management strategies. Through increased awareness of the complexities associated with intelligence and knowing, students will be able to articulate, address and use various learning strategies in the classroom.
Addressing Bullying/Harassment Issues
EDCI 5232
This course examines bullying and other forms of harassment and the social, emotional, and physical impact it has on P-12 students. Development of strategies and interventions that decrease bias and prejudice in school settings will be explored. The course will also refine teachers’ core beliefs related to human rights for all children by exploring bias/prejudice issues, legal perspectives, and school violence.
The New Soft Leadership Skills
EDCI 5235
Teacher and student leadership roles are explored through identification and analysis of the social norms, values and practices that currently shape the educational system. Course explores how teacher-leaders can more effectively facilitate student learning and help create and promote social change.
Pre-Adolescent Females in Today’s Society
EDCI 5233
The role of pre-adolescent/adolescent females in today’s schools and society, with emphasis on the developmental transitions from elementary to middle school, and middle school to high school, will be examined. Issues relating to young females and their self-esteem, self-respect, and self-awareness is explored.
Stories of the Civil Rights Period
EDCI 5234
The Civil Rights Movement dramatically altered the nation’s culturally entrenched footholds and anchors dictating the treatment of minorities. Through stories, participants examine the lives of many people and the events that helped transition the United States from a society of exclusion to one of greater inclusion. Participants will explore how issues brought to the attention of not only Americans, but the entire world, can and will help young people point their compass in a positive direction in their own moral, emotional, and ethical development.
Five Kinds of Minds
EDCI 5349
Teachers examine and evaluate Howard Gardner’s five kinds of minds: the disciplined mind, the synthesizing mind, the creating mind, the respectful mind, and the ethical mind. Strategies to develop each of the five minds in order to prepare teachers and students for the opportunities and challenges they are likely to face in the future will be a focus.
Understanding the Social Lives of Children
EDCI 5348
This course views the importance of children’s social lives, the tendency of children to torment their peers, the redemptive power of friendship, and the personal effect teachers have on the classroom environment. Participants study the importance of secure attachments of first friendships, the necessity of best friends, and the power of group involvement.
Schools in the Age of Globalization
EDCI 5347
This course explores recent American educational reforms related to globalization and technology. Participants will review myths, fears and the evolution of accountability. Course participants will discuss the understanding of technology knowledge and skills needed to be successful teachers in the 21st century.
Boys In Today’s Culture
EDCI 5346
This course examines the potential impact of contemporary culture and the environment on the emotional development of boys. The course will facilitate student exploration of the societal factors that can lead some boys to lives of isolation, anger, shame, and helplessness.
Emotional Intelligence
EDCI 5345
The Civil Rights Movement of the 1960’s altered our nation. However, racism continues to weave itself into the fabric of every facet of American life. Through stories and texts, participants will examine stories and lives of individuals from the 1960’s to the present who helped pave the way for inclusion and those still trying today to better the lives of minorities. Course participants will explore how the work and courage of civil rights leaders and social activists can help young people grasp the concept of inclusion as well as determine individual moral and emotional/ethical development.
Social and Emotional Intelligence Through The Eyes of Seven Who Dared
EDCI 6475
Course participants will examine the life and work of seven historical figures and how they utilized social and emotional intelligence to make a difference in their world and the lives of millions. These seven individuals exhibited such traits as empathy, listening, persuasiveness, self-expression, motivation, and self-awareness. Participants will explain educational implications from the lives and stories of these individuals as well as develop teaching strategies to enhance social and emotional intelligence with their students. This course will examine the lives and work, in the realm of social/emotional intelligence, of Ruth Bader Ginsburg, John Lewis, Fred Rogers, John McCain, Josse Antonio Abreu, Robert Kennedy and Malala Yousafazi (subject to change).
Teaching Middle and High School Instrumental Music In A Changing World
EDCI 5956
This eight-week course will aid middle school and high school instrumental music educators facing new and unique challenges to their programs, teaching, and classroom environments. Join our stellar line-up of nationally recognized music educators and collaborate with music educators from across the Kansas City area and nation. Please note that this course does have specific / required online meeting times via Zoom.
The Un-Schooled Mind
EDCI 5955
Educators examine the sensory and symbolic knowledge development of children and the body of research that suggest that schooling has little impact on young children’s intuitive and common sense understanding of their worlds. The structure of schools and its impact on achievement development is also investigated.
