Over the years I have taught many courses/sections at the undergraduate and graduate levels at Miami University. I am constantly seeking to challenge students to take their professional studies seriously, deeply, and to mine their knowledge face-to-face with colleagues and with me in authentic ways. Below I provide a sampling of course descriptions and syllabi from recent work in the classroom.
EDL 318: Teacher Leadership -- When I came to Miami in 1997, I was asked to revise what was then known as EDL 418: School Organization and Curriculum Development, so that it resembled a course on leadership and school practice. I drafted the rationale and a syllabus for the course at that point and began collecting the best written work my students did in the course in the hopes of someday including it in a new text book for the course. By 2000, my colleague Bernard Badiali and I had a book contract for "Teacher Leader," which was ultimately published by Eye On Education in 2001 and was used in the course through most of the decade. I began revising the book in 2010 and republished it with new material and revisions under a new title, "Teacher Leadership for the 21st Century" with Van Griner Publishers. At the end of each semester, students hold a leadership conference at the Shriver Center where they present their final curriculum projects in small groups. Here is a sample syllabus for the course and a copy of the Spring 2012 Conference Program.
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EDL 765: Curriculum, Pedagogy, and Diversity -- This is a core seminar in the Doctoral Program in Educational Leadership. The course takes on diverse curriculum issues, themes, ideas, theories during the first 10 weeks of the course through readings and dialogue, then the students work independently on book chapters for a book project in our series with Information Age Publishers called "Curriculum Windows." Curriculum Windows is a project that invites the reader to explore with the chapter writers how curriculum books of the 1960s (Spring 2012), 1970s (Spring 2013), 1980s (Spring 2014), and 1990s (Spring 2015) illuminate our way forward in educational theory and practice. The books take a personal, experiential, and narrative look at the following questions, as stated in the introduction to our first volume about the 1960s: "How might a review of key books from the curriculum field of the 1960s illuminate new possibilities forward for us today? How might the theories, practices, and ideas wrapped up in curriculum texts of the 1960s still resonate with us, allow us to see backward in time and forward in time, all at the same time? How could these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? How could they challenge us? How could they help us see more clearly, even perhaps put us on a path to correct mistakes? And, how could I engage doctoral students in curriculum at Miami in a journey like this with me, opening windows to tomorrow by looking back today?"
Here is a copy of the course syllabus, the course will be offered in the Spring of 2013 (curriculum books of the 1970s), 2014 (curriculum books of the 1980s), and 2015 (curriculum books of the 1990s):
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Here is a copy of the course syllabus, the course will be offered in the Spring of 2013 (curriculum books of the 1970s), 2014 (curriculum books of the 1980s), and 2015 (curriculum books of the 1990s):
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