Available Classes

This course explores the contemporary influences of feminist theories upon psychology and clinical practice. Emphasized will be postmodern feminist writings in the areas of feminist psychoanalysis, feminist epistemologies, and feminist practice. Students interested in exploring one approach to diversity conceptualization are encouraged to participate.

Restrictions: Permission of the instructor. Contact the Continuing Education Office for more info.
Instructor: Susan Hawes, PhD
Section A: Online Saturday & Sunday, April 17 & 18 (9:00 am – 5:00 pm)

Burning fossil fuels and our changing climate have a significant impact on public health. Existing health threats will intensify, and new health threats will emerge. In addition, climate change has the worst effects on individuals already lacking health equity. Public health impacts include increased respiratory and cardiovascular disease, injuries and premature deaths related to extreme weather events, changes in food supply and access, along with water-borne and other infectious diseases. Climate change negatively impacts mental health as well. This can be through psychological trauma caused by personal injury, injury or death of a loved one, damage to or loss of personal property and pets, and disruption from the loss of livelihood.

This course will focus on how to leverage existing public health infrastructure to build climate resilience and engage and serve frontline communities that are most vulnerable. Participants will learn about the various climate impacts that directly and indirectly affect public health, be familiar with the steps necessary to conduct a public health climate impact assessment, and how climate solutions can achieve ambitious health targets through win-win strategies that promote climate justice, health and health equity, resilience, and a sustainable economy.

Section A Instructor: Christa Daniels

Times:  March 7 – April 3

Delivery: Online Asynchronous

Already communities are being impacted by a changing climate: the flooding of communities along the Eastern Seaboard and Gulf Coast due to sea-level rise, the long-term droughts in the South and Upper Midwest, the wildfires and subsequent landslides in the West and the hospitalization and associated deaths from extreme temperatures in cities due to extreme temperatures. In responding to such climate-mediated impacts there are three leading criteria in choosing a response strategy: effectiveness of any specific recommendation, ease of implementation and costs. This module focuses on the associated costs analyses that should accompany any on-the-ground response to projected climate impacts. Marginal cost analysis will be covered, as well as dollar-based valuation approaches, including avoided damage costs, replacement costs and substitution costs. The issue of financially discounting the future in light of inaction will be addressed. Finally, funding sources and financing strategies will be introduced.

Section A: Christa Daniels

Times:  April 11 – May 7

Credits: 1

Delivery: ONLINE

This 3 credit course covers many different aspects of sexuality including: biological, developmental, medical, cultural, historical, and interpersonal. Students will be encouraged to use the knowledge gained in order to better understand their own feelings and attitudes related to sexuality and how those attitudes and feelings influence their beliefs about and therapeutic work with individuals, couples, and families. No previous training in sex therapy is required. Students will be invited to examine their own attitudinal framework regarding these ideas, but disclosing intimate details about one’s own sexuality is not required.

Restrictions: with permission. Continuing Ed. will seek permission for you.
Instructor: Brooke Norton, LMFT, Adjunct Faculty
Methodology: Hybrid, asynchronous online from May 24 – July 25, with a one week break 6/21-6/25 with Zoom sessions Thursday evenings 7-9 EDT on 5/27, 7/1, 7/8, 7/22, and one Zoom residency Saturday 6/12 from 12-2 and 3-5 EDT

This 3 credit course will introduce students to a range of models for working with couples, with a focus on empirically validated therapies. Students will be introduced to theoretical foundations underlying clinical work with couples as well as research on couple dynamics and power. Students will also have the opportunity to explore current issues in couple therapy.

Restrictions: by permission. Continuing Ed. will seek permission for you.
Section A Instructor: Alycia Lovato
Methodology: Hybrid, asynchronous online from May 24 – July 25, with a one week break 6/21-6/25, additional Zoom sessions  Wednesday evenings 7-9 EDT on 6/2,6/16,6/30,7/7,7/14,7/21 and one Zoom residency, Friday 6/11 from 12-2 and 3-5 EDT

This course will give students the opportunity to develop awareness of identities related to sex, gender, gender identity, and gender expression. Utilizing research and theory, there will be a focus on the bio-social-cultural-psychological factors that shape gender

Restrictions: by permission. Continuing Ed. will seek permission for you.
Instructor: Alex Iantaffi, MA, LMFT, Adjunct Faculty
Methodology: Hybrid, asynchronous online from May 24 – July 25, with a one week break 6/21-6/25 Additional required Zoom sessions TBD

This course will examine the broader social contexts affecting many transgender & gender non-conforming family constellations. Culturally responsive strategies to address more common family clinical issues can include (but are not limited to): family’s adjustment to coming out at any age, mixed-orientation or gender identity in romantic relationships, relational ambiguity, family planning, and parenting transgender children.

Restrictions: by permission. Continuing Ed. will seek permission for you.
Instructor: Alex Iantaffi, MA, LMFT, Adjunct Faculty
Methodology: Hybrid, asynchronous online from May 24 – July 25, with a one week break 6/21-6/25 with additional required Zoom sessions TBD

This course will introduce the student to the evolution of dance/movement therapy theory from its historical roots through current and progressive perspectives. Major founders, their contributions, and the impact of historical, cultural, and societal trends on the emergence of the profession will be an ongoing emphasis through both experiential and didactic methods. The course will also build a beginning understanding of the contemporary intersection of dance/movement therapy with body/mind disciplines, psychology, and neuroscience. The relationship of the student as an individual, group member, and future dance/movement therapist to the material of the course will be an ongoing, underlying theme.

Restrictions: None
Instructor: Chevon Stewart, MA, BC-DMT, Core Faculty
Methodology: Wed-Sun Virtual Residency July 14- 18 (actual times TBD but full day)

After providing an overview of this model, developed by Marsha Linehan for the treatment of “disordered behaviors”, including the underlying dialectical and behavioral principles, this course focuses on the following DBT treatment strategies: dialectical, validation, problem-solving, managing contingencies, observing limits, skills training, exposure, cognitive modification, stylistic, case management, structural, crisis and suicidal behavior treatment strategies. The outcome research on this empirically-supported treatment is evaluated. Lecture, discussion, role-plays, videotape, mindfulness exercises, and small group tasks are utilized to facilitate the learning of the DBT model.

Restrictions:  Permission of the instructor.  Contact the Continuing Education Office for more info.
Instructor: Jennifer Laney
Section A: Saturday & Sunday, July 10 & 11 (9:00 am – 5:00 pm)
Delivery: Through Zoom

This weekend course will focus on psychologist’s roles in the specialty field of Infant Mental Health. Infant Mental Health refers to the optimal social and emotional development of a child (0-6) in the context of critical attachment relationships. Core competencies in this field will be outlined and some discussed in depth. While it is outside the scope of this course to address all of the key IMH competencies in depth, we will review each briefly so interested students can leave with an understanding of what is required to gain expertise in IMH. We will consider the impact of trauma and traumatic stress on children’s development as well as the critical role of attachment. Assessment and diagnosis of this population will be explored. Psychotherapeutic treatment approaches for this population will be presented through theoretical material and clinical case examples.

Restrictions: Permission of the instructor.  Contact the Continuing Education Office for more info.
Instructor: Gina Pasquale
Section A:  Saturday & Sunday, June 12 & 13 (9:00 am – 5:00 pm)
Delivery: Through Zoom

This course focuses on professional orientation and ethical practice in counseling. Students will be introduced to the counseling profession through extensive review of the American Counseling Association’s (ACA) Code of Ethics and licensure laws for the state in which they plan to practice. Students will understand the benefits of professional membership in counseling organizations (e.g., ACA and its divisions). Legal issues in counseling and the role of social justice and advocacy as they apply to ethics and the law will be introduced.

Restrictions: Priority to matriculated CMHC students, permission of the department.

Instructor: Heather Warfield

Times:  Online May 24 to July 18. May include some zoom sessions.

Credits: 3

Delivery: ONLINE

This course builds a collaborative understanding of modern teaching and learning, its roots and its opportunities. We will explore when and how to use technology-and when not to. This course will help participants identify and assess the resources available to them in their schools as well as how to best use those tools in their own instruction in all content areas in ways that support all learners (and plan for the careful selection of new resources). Participants will explore methods of developing online portfolios and develop a portfolio demonstrating their use of a wide variety of tools in the classroom. Online Course. Campus(es): New England

Section A Instructor: Rachel Van Hazinga
Dates: 5/23/21-8/1/21, Asynchronous
Delivery: Online

Critical Skills Institutes are truly an experience. In our Level I Institutes, educators are immersed in a Critical Skills Classroom. Participants explore problem-based, experiential, collaborative, and standards- driven learning. They examine how these components can be successfully utilized to target Critical Skills development within curriculum frameworks focusing on the role of the teacher in the areas of designing curriculum, guiding students, and assessing performance. They develop the knowledge, skills, and dispositions needed to build and maintain a dynamic and responsive classroom community. Campus(es): New England

Section A Instructors: Danika Tyminski & Allison Robinson
Dates: Asynchronous 5/23/21-8/1/21 with additional required online meetings – M-TH 7/12-7/15 from 8:30 AM to 4:30 PM. (EDT)
Delivery: Online Asynchronous and synchronous

The Critical Skills Classroom is a comprehensive model that creatively and effectively integrates four powerful teaching methodologies into a coherent strategy: collaborative learning, experiential learning, problem-based learning, standards-driven learning. Working together these methodologies provide teachers and students the means to simultaneously and intentionally build and sustain a strong, supportive classroom learning community, target the curriculum in ways that provide both a depth of understanding and meaningful learning, develop the critical skills and fundamental dispositions and meet or exceed the demands of district and state frameworks and standards. In this course, we will explore and apply both practical and theoretical aspects of the Critical Skills Classroom in a variety of contexts. Online course. Campus(es): New England

Section A Instructor: Danika Tyminski
Dates: Asynchronous 5/23/21-8/1/21
Delivery: Online asynchronous

Philosophy of Education and Change looks at key philosophical influences on our American education system. This class helps students explore multiple perspectives in the quest to expand educational equity and opportunity for all, while respecting the uniqueness of each learner and the complexities inherent in institutional organization and change. As a result of this class, students will gain a better understanding of the antecedents of our current educational dilemmas and develop the capacity to more critically evaluate trends in the political and social context of education in the 21st century. Students will look at the impact of systems thinking and systemic change theory on educational institutions and will use this knowledge to help them in their work as change agents and leaders in their schools and communities. Online course. Campus(es): New England

Instructor: Laura Thomas
Section A: Asynchronous 5/23/21-8/1/21 with additional synchronous online meetings Times TBA 7/17-7/23. Section B: Asynchronous 5/23/21-8/1/21
Methodology: Online

Acting on the belief that everyone is a learner and can learn, teachers will explore theories of child and adult development and current research on brain development and human learning. They will use this information to examine their beliefs about students and learning and to critically reflect on their teaching practice, their work with colleagues and their own professional growth. The course will specifically explore how cognitive, moral, and self-identity development should guide the organization of classrooms and learning experiences. The course will also explore the intersection of student and adult development in classrooms. Teachers are also on a developmental journey and our own level of self-awareness and our capacity to create learning environments that are emotionally safe, kind and effective depend in part on understanding ourselves and the relationship between our developmental needs and the needs of the students we serve. This class will also explore this element intersection of teacher and student development. Campus(es): New England

Section A: Instructor: Susan Dreyer Leon
Dates: Asynchronous 5/23/21-8/1/21 with additional scheduled online meetings on 7/17-7/23 8:30 AM to 4:30 PM (EDT)
Methodology: Online

Acting on the belief that everyone is a learner and can learn, teachers will explore theories of child and adult development and current research on brain development and human learning. They will use this information to examine their beliefs about students and learning and to critically reflect on their teaching practice, their work with colleagues and their own professional growth. The course will specifically explore how cognitive, moral, and self-identity development should guide the organization of classrooms and learning experiences. The course will also explore the intersection of student and adult development in classrooms. Teachers are also on a developmental journey and our own level of self-awareness and our capacity to create learning environments that are emotionally safe, kind and effective depend in part on understanding ourselves and the relationship between our developmental needs and the needs of the students we serve. This class will also explore this element intersection of teacher and student development. Online Course. Campus(es): New England

Section B Instructor: Laura Eldridge
Dates: 5/23/21-8/1/21, Asynchronous
Delivery: Online asynchronous

As a teacher, teacher educator, or administrator, it is important to develop internal skills (an inner-net) that translate into successful interpersonal skills on the job. Mindful leadership introduces a new approach to leadership development that focuses on the inner world of a leader and “how” a leader works in the moment. Through readings and presentations, this course presents ten core principles and three mindfulness practices that help leaders to directly connect with their inner life and to bring out the best in themselves and others. Campus(es): New England

Section A Instructor: Robert Black
Dates: 5/23/21-8/1/21, Asynchronous
Delivery: Online Asynchronous

This course is designed to explore students’ roles as leaders in their schools and organizations. We will identify qualities of effective leadership and strategies for building leadership capacity in oneself and others. Students will engage in taking leadership roles, reflect and write about their developing leadership skills, and become knowledgeable about current leadership theory. Some course work will be conducted online. Campus(es): New England

Section A Instructor: Jennifer Page
Dates: Asynchronous 5/23/21-8/1/21 with additional required online meetings on 7/17-7/23 8:30-6:00 PM (EDT)
Delivery: Online

Teachers everywhere are being asked to support and teach a wider range of students than they ever have before. As classrooms become more inclusive, questions come up about how to best teach every student the mathematics they need to know. Teachers want all students to achieve to the highest levels and yet, knowing how to do that well can feel elusive.  This class will provide concrete methods and strategies teachers can use in mathematics classrooms; the strategies are manageable for teachers and engaging for students. This course is designed for teachers of Kindergarten through middle school. Campus(es): New England

Section A Instructors: JanaMarie Sunkle & Polly Wagner
Dates: Asynchronous 5/23/21-8/1/21 with additional scheduled meetings on Tuesdays between 5/18- 7/13; 5:30-7:30 pm (EDT)
Delivery: Online

A significant body of research demonstrates that schools that have strong professional community among staff members have higher levels of student learning and achievement, higher levels of job satisfaction and retention for teachers, and are more able to respond creatively to the inevitable challenges schools face. Based on the tools and practices of School Reform Initiative, Inc. (SRI), this course trains all of our principal certification candidates to design and facilitate the development of communities of professional practice in their schools. Candidates will consciously choose and use this model of professional development as the primary mechanism for promoting equity, supporting evidence-driven inquiry, professional growth, critical friendship, communication, and accountability. Students in this course will create a professional development plan to promote the use of communities of professional practice in their school setting. Candidates will also use the tools developed in this course to help with more general professional development planning, teacher supervision and evaluation, and meeting facilitation. Campus(es): New England

Section A Instructor: Laura Thomas
Dates: Online asynchronous 5/23/21-8/1/21 with additional online meetings on 7/12-7/15 9:00 AM-5:00 PM (EDT) (class will begin at 10:30 ET on 7/12).
Delivery: Online

This course will examine the latest trends in the structure and organization of educational systems and schools, with an emphasis on the philosophy of learner-centered education. In particular students will explore what it means to lead schools through the process of developing systems that allow for smaller learning communities, changing the uses of school time and resources to better support learning, and designing systems that allow the child’s experience to be at the center of school organization and culture. Students will explore the implications of this core philosophy of the program in relationship to their own philosophy and vision for schools. This course also includes a required online component. Students should be prepared to spend additional time in the online environment in order to complete this requirement. This component will serve the dual purpose of enhancing our course work for this summer AND preparing students for their online learning experiences in the Fall and the Spring. There is also an online component for this course. Campus(es): New England

Section A Instructor: Michael Fournier
Dates: Online Asynchronous 5/23/21-8/1/21 with additional online scheduled meetings between 7/19-7/23 1:00 PM to 5:00 PM ET.
Methodology: Online

This course will focus on the principal’s role as an instructional leader in learner and learning centered schools. We will explore models of curriculum design and delivery that respect teacher professionalism, inspire creativity and innovation and provide rich and powerful learning experiences for students. Special emphasis will be placed on the importance of understanding the developmental needs of all students and on recrafting existing models of instruction and assessment to emphasize more authentic, higher level learning, while attending to the specific needs of each child. This course also includes a required online component. Students should be prepared to spend additional time in the online environment in order to complete this requirement. This component will serve the dual purpose of enhancing our course work for this summer AND preparing students for their on line learning experiences in the fall and the spring. Campus(es): New England

Section A Instructor: Paul Bocko
Dates: Asynchronous 5/23/21-8/1/21 with additional scheduled online meetings 7/19 – 7/23 9:00am-1:00pm (EDT) (class will begin at 10:30 am ET on 7/19).
Methodology: Online

This introductory course focuses on the theories, research, and practical application of the Reggio Emilia Approach within the context of early learning and care settings. Key concepts discussed include: historical context of the REA, the image of the child, relationships, the role of teacher, parents, and community in the learning environment, reflection on and documentation of learning. Campus(es): New England

Section A Instructor: Julie Biddle
Dates: 7/5-8/21, asynchronous
Delivery: Online asynchronous

Children enjoy learning that is challenging and adventurous, where they can reach beyond their abilities and test themselves. Nature readily provides such experiences. Being outdoors with children in all kinds of weather requires another level of risk management beyond fire drills and correct hand washing instructions, and teachers must prepare to provide it. Topics that will be considered in this course include: hazard identification, appropriate planning for risk, what kinds of risky play to allow and which to discourage, and research on the relationship between nature play and overall health and development. The course will include opportunities to observe a nature-based early childhood program in action. Campus(es): New England

Section A Instructor: Anne Stires
Dates: Asynchronous Online 7/12-7/30 with additional classroom instruction M-F, 7/19-7/23, Room E101 9:00AM – 5:00PM ET.
Methodology: Online and classroom, delivery method subject to change.

Nature preschools and forest kindergartens have a unique approach to curriculum that differs from conventional indoor early childhood centers. This course will focus on the distinctive elements for outdoor programming for children aged three to six. Topics will include the value of unstructured play, fostering independence, nature and language development, the balance of indoors and outdoors experience, interfacing with the conventional elementary curriculum in literacy, math and science, developing routines and seasonal rhythms, and connecting curriculum to the community. Campus(es): New England

Section A Instructor: Eliza Minnucci
Dates: Asynchronous Online 7/5-7/23 with additional classroom instruction: M-F 7/12-7/16,  Room 62 COMM 9:00AM – 5:00PM EDT.
Delivery: Online and classroom, delivery method subject to change.

Introduction to Humane Education explores the principle of doing the “most good and least harm” and applies this ethic with innovative thinking and action to the field of education. The course looks at humanity and the world through a historical lens and offers a vision for a better future that relies on reason, compassion, evidence-based optimism, and systems awareness to bring about positive long-term change. Campus(es): New England

Section A Instructor: Mary Pat Champeau
Dates: Asynchronous 5/17 – 8/20
Delivery: Online

Environmental Ethics addresses some of the most pressing environmental issues in the world. Topics include climate change, endangered species, pollution, habitat destruction, environmental racism, and resource depletion. The course offers a solutions-oriented approach that balances analyzing problems with identifying strategies to create sustainable and restorative systems. It also examines how we might learn and teach about environmental issues in a way that encourages people to focus on solutions that work for all people, animals, and the Earth. Campus(es): New England

Section A Instructor: Dana McPhall
Dates: Asynchronous 5/17 to 8/20
Delivery: Online asychronous

Animal Protection covers a wide range of issues including animal agriculture, experimentation, hunting and trapping, companion animals, and animals used in entertainment. The course explores different philosophies regarding the inherent rights of sentient animals to be free from exploitation and abuse and encourages students to grapple with and determine their own ethics regarding nonhuman animals. The course further examines ways in which we can protect humans, animals, and ecosystems for the good of all. Coursework helps students develop techniques for learning and teaching about complex issues in a manner that invites dialogue and solutions. Campus(es): New England

Section A Instructor: Sarah Bexell
Dates: Asynchronous 5/17-8/20
Delivery: Online, asynchronous

This course explores issues of human rights by analyzing critical challenges and envisioning possible solutions. Specific issues include modern slavery, child labor, human trafficking, racism, gender inequity, poverty, power, and privilege. The course also examines acts of human courage, collaboration, conscious consumerism, systemic change, and global citizenship. It invites students to find in themselves and others sources of deep humaneness and to develop models of compassion, integrity, and courage. Coursework helps students learn to educate in ways that address conflict effectively and eliminate oppression. Campus(es): New England

Section A Instructor: Dana McPhall
Dates: Asynchronous 5/17-8/20
Delivery: Online asynchronous

Culture and Change explores the many ways in which cultural norms influence ideas, beliefs, and actions; and how change making happens. Covering social psychology, consumerism, media, economics, and politics, this course provides a foundational overview for understanding the ways in which people are shaped by their cultures. Coursework focuses on critical analysis of cultural systems, the role of cultural conditioning in our lives, and strategies for educating effectively and creatively about these issues. By recognizing the ways in which our thoughts and behaviors are molded by culture, students gain the ability to live and educate more mindfully, and to help bring about transformative cultural change. Campus(es): New England

Section A Instructor: Mary Pat Champeau
Dates: 5/17-8/20 online asynchronous
Delivery: Online asynchronous

Building a Solutionary Practice is an exploration of information, tools, strategies, and skills necessary to reflect on the nature of knowledge and its power to affect positive change. This course helps students become confident researchers and presenters of information, two skills at the heart of being an effective humane educator. It also offers students an opportunity to deeply research and explore a problem of interest to them, then craft an article or essay weaving together strategies drawn from evidence-based optimism, elements of effective thinking, and appreciative inquiry that presents the problem and proposes a solution. Campus(es): New England

Section A Instructor: Kristine Tucker
Dates: 5/17-8/20 Asynchronous
Methodology: Online asynchronous

Just Good Food explores how contemporary food systems and individual food choices relate to human, animal, and environmental social justice issues. Just Good Food focuses on the connections between food systems and issues of hunger, poverty, animal protection, climate change, healthcare, sustainability, legislative policies, and corporate interests. The course surveys a broad range of food-related issues, with the opportunity for further study in a personal area of interest. The course also highlights solutions-focused organizations, practices, and policies. Students learn to think critically about how food choices affect all living beings and the planet and gain insight into food-related politics and policy. Campus(es): New England

Section A Instructor: Cynthia Trapanese
Dates: 5/17-8/20, Asynchronous

In this course participants live like writers, thinkers, and creators of wisdom, cultivating and contemplating questions that matter. Through the medium of transformative language arts, students discover what it means to be earth-inspired, animal-inspired, and human-inspired, positioning and empowering words for personal and social change. Through an online retreat design, writers are immersed in readings, music, short films, mindfulness meditation, and experiential writing activities as a source of inspiration and a springboard for independent and/or collaborative writing projects. All genres are open for exploration. Writing circles meet online to share progress, inspirational tips, and resources. Campus(es): New England

Instructor: Kristine Tucker
Section A: 5/17-8/20 asynchronous
Delivery: Online, asynchronous

In this course, students explore issues of intersectionality, racism, and racial justice within the specific context of veganism. Through structured conversation as well as research, reflection, and practical application, students learn how to educate effectively and seek solutions that address overlapping systems of racial injustice and animal exploitation. Campus(es): New England

Section A Instructor: Dana McPhall
Dates: 5/17-8/20, asynchronous
Delivery: Online, asynchchronous

Creative Activism offers a study of literary, performance, and visual artists who focus their work on one or more facets of comprehensive humane education—human rights, animal protection, and environmental stewardship. In addition to studying solutions-focused art and artists, students will examine their own experience with the creative process, design original and collaborative work, and practice integrating art for social change into their own lives, teaching, and/or community outreach. Educators, activists, artists, writers, visionaries, and anyone curious about creative activism will discover ways to cross the bridge from despair to action with the support of a dynamic learning community. Campus(es): New England

Section A Instructor: Cynthia Trapanese
Dates: 5/17-8/20, asynchronous
Delivery: Online asynchronous

The arts are an integral part of education. They are a vital part of the learning and growth process. Through the visual arts, we are able to see, think, and respond to our environment in a creative manner. This class offers opportunities to explore a wide range of art materials, processes, and techniques in painting, printmaking, and other graphic arts and to consider how these can support a wide range of classroom investigations and studies. Campus(es): New England

Section A Instructor: Ellen Doris
Dates: Asynchronous 6/28 – 8/7 with additional online meetings scheduled 7/19 -7/23 2:00PM – 5:00PM (EDT)
Delivery: Online

In this course we find our own connections to music making, and explore ways to integrate music into our homes and classrooms. No musical prerequisite is necessary to enroll in this course. Materials will be explored in a non-threatening and empowering way, accessible to all participants regardless of musical history. We will begin by learning songs, dances, and singing games, and move into other musical activities. This course is primarily geared to children ages 4-12, but teachers of older students are welcome as well. Other topics will include creating songs, children’s compositions and notation (following the whole language method of writing music), improvisation, the music of words, and curriculum tie-ins. Coursework will include an observation, creating an idea book of songs and activities, and leading a musical activity of your own choosing. Campus(es): New England

Section A Instructor: Kari Smith
Dates: Asynchronous online from 6/28 – 8/7 with additional online meetings scheduled 7/5 – 7/9 2:00PM – 5:00PM (EDT)
Delivery: Online

This course investigates ways in which children’s nature play can be used to invigorate the writing process. Making forts, hunting and gathering, constructing small worlds, going on adventures, and fantasy play are children’s instinctive ways of being in the natural world and these activities can be used as the basis for curriculum. We’ll use the surrounding neighborhood and hills to reconnect with childhood play. Out of these natural world experiences, each participant will craft a finished piece of writing by the end of the week. Campus(es): New England

Section A Instructor: Paul Bocko
Dates: 7/5-7/9, 9:00 AM – 12:00 PM ET.  Delivery model TBA
Delivery: TBA