The Pipeline Project has a wonderful assortment of credit variable courses for autumn quarter. These are all Credit/No Credit courses listed under EDUC 401 and all of them offer I&S Credits. For these seminars, the number of credits a student receives depends on the number of tutoring hours completed in addition to seminar attendance. Below is a small blurb highlighting a few of the seminars. For a full description of all courses, see their website: expd.washington.edu/pipeline Education For Sustainability EDUC 401N SLN: 13738 How do educators teach young people about the earth’s ecosystems and foster an ethic of environmental stewardship?What skills and ways of thinking are necessary to confront future change? The seminar examines effective ways for educators to teach the meaning and importance of sustainability to the K-12 audience in formal and informal education settings. We will explore various philosophies, models and approaches to K-12 environmental education. In addition, students will volunteer in school classrooms and environmental community organizations in the Seattle area for at least 2.5 hours (2 credits) a week. Strengths Based Education: Serving the Underserved EDUC 401J SLN: 13734 The focus of this seminar is on emphasizing student’s strengths in learning, navigating, and approaching education. We will look at risk and protective factors of struggling students and critique current prevention and intervention programs being used in schools and communities. Each week we will have a guest speaker who will bring insight and open discussion to our exploration of working with youth. We will emphasize the important roles that we all serve in the education of our youth, as teachers, leaders, mentors and tutors. Indigenous Food Revitalization in the Public School Classroom EDUC 401Q SLN: 13741 In this seminar, we will be working with three elementary schools to bring indigenous foods to the table. Students will be discussing topics such as food sovereignty, ethnobotany, First Nations indigenous food initiatives, and traditional stewardship practices of the land. Students will be taking on unique leadership roles connecting kids to outdoor spaces, such as school gardens, to teach the value of indigenous foods. For this class, students will be expected to fulfill a service learning component in the elementary classroom as well as attending a weekly seminar. We will be addressing cross-disciplinary ideas on how to promote wellness, diabetes prevention, outdoor engagement, and farm-to-table movements in public schools through in-class discussions and guest lectures. Across the United States, tribes are reconnecting with their traditional foods and, in doing so, revitalizing their lifeways. How can we facilitate this in the public elementary classroom to help cultivate a healthier future?
Posted on: Tue, 16 Sep 2014 18:15:22 +0000
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