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Upcoming OPDI Coursesopdi

 

 
This page lists all upcoming Online Professional Development Institute (OPDI)™ courses open for enrollment. To see all courses in the OPDI course catalog, click here. To the list of projected courses for the upcoming year, click here.

Spring 2018Enrollment now open!
For course descriptions, click here or scroll down.

Information on college credit here.

12-week Courses:
OPDI-103: Foundations for Assessments in Dance (1/29-4/22)
OPDI-106: Choreographic Explorations in Dance Since 1953 (1/29-4/22)
OPDI-101: Introduction to the Professional Teaching Standards for Dance Arts (PTSDA) (2/12-5/6)
OPDI-113: Foundations of Dance Pedagogy for All Dance Environments (2/12-5/6)


4 and 6-week Mini Courses:
OPDI-M5: Writing Successful Dance Funding Proposals (2/12-3/25)
OPDI-M4: Developmental Domains in Dance (3/5-4/1)
OPDI-M12: Jazz Dance Theory and Practice (3/5-4/1)
OPDI- M8: Developing Cornerstone Assessments for the New Dance Standards (3/5-4/15)

How to Enroll in Courses

To register for courses, login with your NDEO member username and password. Proceed to your Member Profile and click on the Access OPDI button. Under the Upcoming Courses tab, click on the appropriate enroll link for the course you wish to take.
    
Registration and Tuition Payment Deadline: Thursday before course start date. However, if you are registering for the additional UNCG credits, please make OPDI tuition and UNCG credit payments no later than January 12th.

Spring 2018 Course Descriptions & Information

 

12 Week Courses


 
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OPDI-101: Introduction to the Professional Teaching Standards for Dance Arts (PTSDA)
OPDI-101: Introduction to the Professional Teaching Standards for Dance Arts (PTSDA)
Professor: Patricia Cohen; Tuition $500; 3 NDEO-Endorsed CEUs; 12 weeks
 
This course offers an introduction to the Professional Teaching Standards for Dance Arts (PTSDA). It will deepen the student’s understanding of standards and give them the tools to apply them in their daily teaching environments. The PTSDA provides eight industry standards for teaching dance. Within some of the standards, students will explore examples of other teacher’s portfolio items that provide evidence of mastery of that particular standard. Students will reflect on how they teach and how they can improve their teaching and the overall experience for their students. Given this deep reflection, it is suggested that registrants for this course have a minimum of 3 years of teaching experience. These PTSDA “teaching standards” are different than the recently launched National Core Arts Standards in Dance. The PTSDA is focused on what the “teacher” should know and be able to do regardless of dance genre taught or environment where dance is taught. They are applicable to teachers in private studios, colleges/universities, community centers, and K-12, while the new National Core Arts Standards in Dance (referenced above) are focused on what the student should know and be able to do based on four artistic processes. Completion of this course is a required element of the Registered Dance Educator (RDE) Accreditation application.

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OPDI-103: Foundations for Assessments in Dance
OPDI-103: Foundations for Assessments in Dance
Professor: Dr. Rima Faber; Tuition $500; 3 NDEO-Endorsed CEUs; 12 weeks; 3 Graduate Credits available from University of North Carolina / Greensboro (UNCG course # DCE 645) for additional $450; To qualify for Graduate Credits student must have completed a Bachelor’s degree.
 
This course is based on authentic assessment experiences that you can use in your dance classes. Some questions explored are: What is assessment? What functions do assessments serve? How are different types of assessment tools developed and used? How can assessments measure student learning and growth? This course helps teachers understand their students using formative, summative and authentic assessments. Students will use a wide variety of assessment techniques, tools, and instruments to support their learning process, build their own assessments in dance, and construct traAditional educational testing instruments. Consider the following: 1) Grants are now requiring assessment procedures that are academically sound, 2) Most dance educators have never been trained to clearly determine student achievement nor learned how to foster improvement through assessments techniques, 3) For teachers who received certification a good while ago, assessment procedures have changed greatly in the past decade, especially for dance educators, and 4) New teacher evaluation systems being considered by many states are based on proof of student learning. Two Books required: 1) Classroom Assessment : What Teachers Need to Know, 7th ed. by James Popham (2014). USA: Available on Amazon. Electronic available from Pearson, 2) How to Create and Use Rubrics by Susan M. Brookhart (2013) Alexandria, VA: Available on www.ASCD.org.

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OPDI-106: Choreographic Explorations in Dance Since 1953
OPDI-106: Choreographic Explorations in Dance Since 1953
Professor: Naima Prevots; Tuition $500; 3 NDEO-Endorsed CEUs; 12 weeks; 3 Undergraduate Credits available from University of North Carolina / Greensboro (UNCG course # DCE 446) for additional $450.
 
This course covers choreographers working in modern, ballet, hip hop, tap, and cultural forms since1953 and takes a thematic rather than chronological approach, allowing for close study of feeling, form, and historical context. Themes include: Non-narrative dance; Myth; Gender; Culturally Specific Explorations; Social and Political Commentary; Music. Do you want to better understand the values, ideas, social events, and cultural influences inspiring today’s concert dance choreographers? Do you want to integrate your work in dance with other disciplines such as literature, visual art, theatre, music, history, women’s studies, and African and Asian studies? Do you want to inspire your students with new ideas for dance projects? Emphasis is on viewing numerous works rather than extensive readings and on finding fresh applications to a wide variety of teaching situations. Artists covered include Alwin Nikolais, Erick Hawkins, Christopher Wheeldon, George Balanchine, Bill T. Jones, Lucinda Childs, Doug Varone, and many others.

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OPDI-113: Foundations of Dance Pedagogy for All Dance Environments
OPDI-113: Foundations of Dance Pedagogy for All Dance Environments
Professor: Dr. Doug Risner; Tuition $500; 3 NDEO-endorsed CEUs
 
This course provides a survey of educational foundations in dance pedagogy with particular emphasis on social and cultural aspects of pedagogical theory in multiple settings (K-12, private studio, higher education, and dance in community). Study includes the historical context of education and dance education, education theory, the art and science of teaching, the sociology of school organization and culture, and the ethical dimensions of teaching. Applied experiences include field observations in diverse dance teaching environments and social immersion projects. Consider taking this course if you are interested in 1) expanding the development of a personal pedagogy and philosophy of teaching appropriate for your dance education setting, and 2) developing theoretical and applied understandings of critical pedagogical concerns in dance education including teaching and learning theory, social and cultural issues in education, cultural diversity, and reflective practice. This course is appropriate for any dance educator, whether new to the field or a seasoned veteran, who is interested in answering the question: “What does it mean to be responsible for someone else’s learning?”

Mini Courses: 4-6 Weeks Long

 
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OPDI-M4: Developmental Domains in Dance
OPDI-M4: Developmental Domains in Dance
Professor: Patricia Cohen; Tuition $190; 1 CEU; 4 week Mini Course

This Mini Course explores human development as it informs our teaching of students of all ages and abilities. Exploration will cover general domains including physical, cognitive, social, and emotional development. As dance educators, we need to be aware of our students’ development in each of these domains. Participants will utilize this information in observing and identifying behaviors in each of the domains, and in creating learning environments in which all dance students can succeed.

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OPDI-M5: Writing Successful Dance Funding Proposals
OPDI-M5: Writing Successful Dance Funding Proposals
Professor: Jane Bonbright; Tuition $285; 1.5 NDEO-Endorsed CEUs; 6 weeks
 
This course takes the dance professional (OPDI student) on a journey that begins with understanding the basic sections required in a funding proposal, reflecting on one’s own institutional funding needs to develop the content in the funding proposal, and then articulating that content into the components of a full funding request. The course provides you a basic structure for writing proposals that is applicable to most private and public corporate and family foundations and state and federal grants. Writing any funding proposal is a learned skill and it improves with experience. Success builds success and, eventually, funders too learn who is a good investment, and who is not. It can take several years to earn this reputation; however, it is well worth the effort. Writing funding proposals is perhaps only one of several multipronged approaches to acquiring external funding; however, proposal writing requires considerable expertise. Money is always a scarce commodity; thus, funding proposals are always highly competitive! Writing proposals is a delightful challenge and it can be a whole lot of fun! Students are advised to bring samples of grant opportunities with them for direct application, if available. Otherwise, real-life grants will be used as samples and assignments.

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OPDI- M8: Developing Cornerstone Assessments for the New Dance Standards
OPDI- M8: Developing Cornerstone Assessments for the New Dance Standards
Professor: Susan McGreevy-Nichols; Tuition $285; 1.5 NDEO-Endorsed CEU; 6 weeks

The Model Cornerstone Assessments (MCAs) are rich performance-based assessments designed in conjunction with the new National Core Arts Standards in Dance. As the title suggests MCAs are examples of how these instructionally embedded assessments can be used to assess the dance student at the end of a unit, a semester or even the year. This course will support participants in developing their own cornerstone assessments for their students.

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OPDI-M12: Jazz Dance Theory and Practice
OPDI-M12: Jazz Dance Theory and Practice
Professor: Lindsay Guarino; Tuition $285; 1.5 NDEO-Endorsed CEUs; 6 weeks

This course traces the continuum of jazz dance from its roots to its many manifestations today. Students will explore their own jazz dance identity through a process of examining historical jazz eras and styles (authentic, vernacular, theatrical, and contemporary) and by engaging in reflection, choreographic explorations, and dialogue with classmates. Additional course components include reading, video viewing and analysis, and writing assignments that allow students to focus their understanding of jazz dance. Whether you teach in a privately owned dance studio, in K-12, or in higher education, this course will also offer participants the opportunity to practice a historically-rooted approach for teaching jazz dance that is relevant today in contemporary jazz dance practices. By applying essential jazz dance characteristics that are derived from the origins of jazz but are often forgotten in dance studios today, participants will be able to integrate a rich understanding of jazz dance to classroom exercises that are already in your tool box. Feedback from classmates and instructor will open the doors to a dialogue where, as a community, one can share successes and challenges. In turn, participants will complete this course with a series of class exercises that can be explored and integrated into regular studio classes. Book required: Jazz Dance: A History of the Roots and Branches by Lindsay Guarino and Wendy Oliver. (2014). Gainseville, FL: University Press of Florida.

Information for All Courses

Required Materials and Commitment

Computer and high speed internet access is mandatory for successful completion of these courses. It is expected that students will spend up to 8 hours each week completing assignments.

General Prerequisites

Before registering for these course, students must be formally accepted into OPDI and have a current NDEO membership. If you have an individual membership (Professional, Graduate Student, Undergraduate Student, PhD/EdD, Young Professional, or Retiree), you will be able to complete the OPDI application and register for courses from your member profile. If you are the contact name on an institutional membership with NDEO, please call 301-585-2880 or email opdi@ndeo.org and we will set you up with a complimentary OPDI membership.

Grading and Credits

Students will receive a Pass with Distinction or Pass and the appropriate number of NDEO-endorsed continuing education units (CEU) upon the successful completion of the course. Students who do not complete the course will receive an Incomplete. Alternatively, students can register to audit the course, allowing them to participate as much or as little as they want with no consequences. The professor most likely will not grade or review work of auditing students. Students with an audit status will not receive a grade or CEUs, and the course will not count towards to completion of a Certificate in Dance Education. Students have until the end of the fourth week of the course to inform NDEO of their intention to audit, although we prefer you register at the beginning as an audit if that meets your needs. It is up to the student to notify NDEO of their audit status by emailing opdi@ndeo.org.

 

Information on Additional Course Credit
Select OPDI courses (indicated above in course description) are available for either undergraduate or graduate college credit through our partner, the University of North Carolina Greensboro (UNCG), at $150 per credit hour. Please note that you cannot audit the course if taken for UNCG college credit, and you will receive a letter grade and official transcript. During course registration, you will have the option to add UNCG credits to courses where available. Courses with College Credit


Refund Policy

For 10 to 12-week courses:
In order to be eligible for a refund or credit, the student must notify NDEO by email at opdi@ndeo.org and confirm that the email was received. The $50 administration fee is subtracted from all tuition payments. Thereafter, if the request is received before the start date of the course, 100% refund or credit of all tuition is granted. If the request is received by day 7 (end of the first week) of the course, 75% refund or credit of tuition is granted. If the request is received by day 14 (end of the second week) of the course, 50% refund or credit of tuition is granted. No refunds or credits after the end of the 2nd week of the course. Refunds will be sent to the student in the form of a check, while credits will be placed in the student’s NDEO membership account and can be used against future NDEO transactions. There are NO refunds of undergraduate credit fees from University of North Carolina/Greensboro.

For 4-week or 6-week Mini Courses:
In order to be eligible for a refund or credit, the student must notify NDEO by email at opdi@ndeo.org and confirm that the email was received. The $50 administration fee is subtracted from all tuition payments. Thereafter, if the request is received before the start date of the course, 100% refund or credit of tuition is granted. If the request is received by day 7 (end of the first week) of the course, 75% refund or credit is granted. No refunds or credits after the end of the first week Mini Courses. Refunds will be sent to student in the form of a check while credits will be placed in the student’s NDEO membership account and can be used against future NDEO transactions.

Online Course Disclaimer: Online courses are delivered and completed solely through online means (computer; Sakai site; and email). There are no face to face class meetings. Students should be proactive, motivated, and fully responsible for their own coursework and assignments in a timely way. Therefore, students are strongly encouraged to work ahead of schedule and anticipate/plan for future assignments.