An introduction to the theories and processes of conflict transformation and peacebuilding within educational contexts.  Creating a culture of peace in education goes beyond solving problems.  The goal is to nurture peaceful, just and caring relationships within communities through active processes of tending, friending and mending.  As such, educators, nurses and counselors will examine educational systems and relational literacy approaches, as well as their own personal beliefs, conflict resolution style(s), relationships, communication skills, curriculum and instructional strategies, discipline systems and classroom organization processes.  Participants will learn restorative teaching approaches and conflict resolution strategies and develop culturally sensitive peaceable curricula (modeling integrated, infused, or direct instruction) for specific classroom, clinical or community settings. Online Asynchronous and Synchronous, June 17-28; Synchronous sessions (via Zoom) Mon-Fri, 9:00am - 1:00pm Note that coursework extends beyond June 28.

EDCC 531 Social and Ethical Issues in Education (3 SH online) Michael Young
Examines historical, sociological, philosophical, ethical, legal, and multicultural issues in education. Students analyze and discuss authentic case studies designed to further equip you as a decision maker and leader in educational settings. Special attention is given to discussion of how public policy in education is shaped by the community’s social and ethical concerns. Online Asynchronous, May 6 - June 28; One required synchronous session May 8, 6:00pm

EDCI 511 Teaming and Collaboration (3 SH online) Denis Quirk
Focuses on collaborative strategies for learning among educators, parents, and community to collaboratively maximize students’ achievement. Models of consensus building, team building, team planning, facilitation skills, and school-parent collaboration will be examined. Participants will explore current research on the effect of teaming and collaboration, affective and social outcomes of learning and collaboration, and organizational patterns for interdisciplinary teams. Students will work in teams to research their own learning development. Online Asynchronous and Synchronous, July 8 - July 26; Synchronous sessions (via Zoom) TBA

EDCI 561 Neuro-Education: Brain Research, Trauma, and Learning (3 SH online) Connie Honsinger
Research in the neurological and cognitive sciences has generated a new frontier of knowledge on how the brain processes, stores, and retrieves information. In this regard, advances in neuroscience and the cognitive sciences provide insight into how educational and learning experiences reshape brain structure and function in ways that can support or hinder a student’s achievement, performance, and/or skill development.  Using what we know about the brain and learning can help transform practice. This course will equip participants with research-based practices and strategies to train and guide learners with recognition of applications for learners of all ages.  It is intended for teachers, instructional coaches, and administrators who teach and/or provide professional development for teachers. Online Asynchronous and Synchronous, July 1 - August 16; Synchronous sessions (via Zoom) on July 2 (mandatory), July 24 & August 13 (optional), 7:00pm

EDDA 541 Self-Care and Resilience for Educators (3 SH online) Nikki Denisson
Educators experience stressful work events and environments that contribute to burnout, compassion fatigue, and various forms of trauma. As a result, educators may feel less effective, engaged, and motivated. To best serve students, meet their own professional goals, and maintain their own health and well-being, educators benefit from an awareness of self, and an on-going practice of self-care. This course provides information and strategies for the development of individual, collaborative, and organizational practices to address burnout, compassion fatigue, and promote resiliency. Online Asynchronous and Synchronous, May 6 - June 28; Synchronous sessions (via Zoom) on May 10 (mandatory), Optional TBA, 7:00pm.

EDDA 571 Trauma, Restoration, & Resilience in Educational Environments (3 SH online) Margo Tacey
Introduces school personnel to the core concepts of students' adverse experiences, toxic stress, trauma, restoration, self-care, and resilience in the school environment, and provides a research-based, strength-based approach to creating a trauma-informed, resilience-fostering school environment. Traumatic events may cause a child to have academic difficulty, behavior that interferes with learning or violates codes of student conduct, and troubled relationships with peers and school staff.  Conversely, trauma-informed, resilience-fostering school environments can mitigate the impact of trauma and enhance the protective factors that provide the foundation for health, academic success, and positive peer and staff interactions. Online Asynchronous and Synchronous, May 6 - June 28; Synchronous sessions (via Zoom) on May 6 (mandatory), June 3 & 17 (optional), 7:30pm.

EDRJ 551 Foundations of Restorative Justice in Education (3 SH online) Aundrea Smiley
Introduces Restorative Justice in Education (RJE) as a culture and a set of practices that are implemented to facilitate learning communities, supporting and respecting the inherent dignity and worth of all. Viewing RJE as a holistic approach, this course examines the three core components of RJE: creating just and equitable learning environments; nurturing healthy relationships; and repairing harm and transforming conflict. Class focuses on the underlying values of RJE and the foundational beliefs that guide RJE, and includes application of case studies and situations provided by class participants. Online Asynchronous and Synchronous, June 10 - August 2; Synchronous sessions (via Zoom) on June 13, 20, and August 1, 7:00-9:30pm.