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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 see the list of projected courses for upcoming semesters, click here.   

Spring 2021To see course descriptions, please scroll down.
Note: UNCG college credits are not available for any courses in Spring 2021.


Download Spring 2021 Course Descriptions

12-week Courses:
OPDI-103: Foundations for Assessments in Dance (1/25-4/18)
OPDI-110: Dance Kinesiology and Applied Teaching Practice (1/25-4/18)
OPDI-121: Ethical Dilemmas in Dance Education (1/25-4/18) NEW
OPDI-114: Teaching Dance to Students with Disabilities (2/8-5/9)
OPDI-119: Motif Notation Literacy through the Language of Dance® Approach: Your Move, Your Choreography (2/8-5/2)


4, 6, and 8-week Mini Courses:

OPDI-M18: Introduction to Choreography in Dance Education: A Process to Teach Your Students How to Create Dances (2/8-3/21)
OPDI-M6: Introduction to Creative Dance in Early Childhood (2/8-3/21)
OPDI-M5: Writing Successful Dance Funding Proposals (2/8-3/21)
OPDI-M22: Using Dance Pedagogic Content Knowledge (PCK) to Drive Programmatic and Self Growth (2/8-4/4) NEW


How to Enroll in Courses


NDEO Members: 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. You must have a current NDEO membership in order to take OPDI courses. If you are not yet an OPDI student you will need to complete the OPDI Application before you can register for a course.

Registration and Tuition Payment Deadline: Two Wednesdays before course start date.

Fees: OPDI Tuition & Membership Policy

Spring 2021 Course Descriptions & Information

12 Week Courses



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OPDI-103: Foundations for Assessments in Dance
OPDI-103: Foundations for Assessments in Dance
Professor: Dr. Rima Faber; Tuition $520; 3 NDEO-Endorsed CEUs; 12 weeks

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 traditional educational testing instruments. Previous understanding of national, state, or district dance standards is helpful. 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-110: Dance Kinesiology and Applied Teaching Practice
OPDI-110: Dance Kinesiology and Applied Teaching Practice
Professor: Robin Kish; Tuition $520; 3 NDEO-Endorsed CEUs; 12 weeks

This course provides an introduction to the field of dance kinesiology with an emphasis on applied teaching practices. The course will provide participants with a strong foundation in anatomy and kinesiology to help maximize performance and minimize potential injuries of their students. Participants will learn how to create environments to promote healthy approaches in the training of dancers which include injury basics, developmentally safe practices, nutrition and the creation of a medical support network. The information provided in the course is based upon proven principles and methodologies gathered from current research. As an educator it is important to clearly define the anatomical potential and limitations of individual dancers in order to maximize technical training and performance. This course will provide you with the confidence that you are using safe and effective training principles to minimize injury in your students. Books Required: Biel, Andrew. Trail Guide to the body (5th Edition) - amazon.com / gettextbooks.com/ booksofdiscovery.com Morton, Jennie & Kish, Robin (2017) The Embodied Dancer: A Guide to Optimal Performance - apple ibooks or amazon/kindle

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OPDI-114: Teaching Dance to Students with Disabilities
OPDI-114: Teaching Dance to Students with Disabilities
Professor: Sandra Stratton-Gonzalez: Tuition $520; 3 NDEO-Endorsed CEUs; 12 weeks

All children and adults need opportunities to learn, create, perform and respond to dance in all its forms. Dance provides students, with and without disabilities, a means of expression and communication, an opportunity to collaborate with others in the creative process and the exploration of new movement possibilities. Through this course educators will learn instructional strategies that successfully include students with disabilities in the P-12 school environment, dance studios, community spaces and higher education. Course participants will acquire knowledge and skills needed to plan and implement an effective and inclusive Dance Education program. The course will address legislation related to students with disabilities, characteristics of different disabilities, content and teaching accommodations for learning in dance education, goals and assessment, viewing the performances (via video) of professional dancers with disabilities and a consideration of Disability Justice. Educators who teach in the P-12 schools, private studios, higher education, and community dance programs will find this course can assist them with the knowledge and learning experiences to provide meaningful dance education programs for students with disabilities.


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OPDI-119: Motif Notation Literacy through the Language of Dance® Approach: Your Move, Your Choreography
OPDI-119: Motif Notation Literacy through the Language of Dance® Approach: Your Move, Your Choreography
Professor: Beth Megill: Tuition $520; 3 NDEO-Endorsed CEUs; 12 weeks

How do we refresh our choreographic dance making and that of our students? How do we find new ways of exploring meaning making through our movement? The Language of Dance® (LOD) approach—created and developed by Ann Hutchinson Guest—is a comprehensive system of dance literacy that bolsters the dance artist’s and dance educator’s practice. It provides deep awareness, meaningful understanding, enriched embodiment, precise language for communication, effective tools for analysis, and a playful means for generating movement and documenting it. This course takes the dance professional on a journey of self-discovery through meaningful dance creation using the lens of the LOD. Over the next twelve weeks, you will be exposed to LOD literacy processes while gaining familiarity and foundational fluency using the building blocks of motif notation. Employing graphic representation for dance making offers key insights into your aesthetic preferences and comfortable patterns in your body and new approaches and inspirations that emerge out of your exploration with course content. The tools found in the LOD approach to using motif notation to choreograph provide potential for a lifetime of infinite creative explorations for dance making. This course provides a bridge between cognitive awareness and embodied experience, opening a door to the world of making, notating, and reading notated dances. It is organized to deliver composition and dance notation experiences that are creative and interactive with the aim of achieving meaningful dance making and personal transformation. Book Required: Your Move (Second Edition) by Ann Hutchinson Guest and Tina Curran at www.lodcusa.org

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OPDI-121: Ethical Dilemmas in Dance Education
OPDI-121: Ethical Dilemmas in Dance Education
Professor: Dr. Doug Risner: Tuition $520; 3 NDEO-Endorsed CEUs; 12 weeks

In this course, we explore ethical dimensions of dance education based upon the pedagogical premise that each of us will teach as we were taught unless we seriously scrutinize our pedagogical choices, teaching approaches, and ethical decision-making. Participants are encouraged to investigate carefully their teaching practices and leadership potential by stepping back and objectively observing, considering, and assessing individual values and assumptions in ethical decision-making. There is always a tendency when facing a problem to look for the correct answer, however, as with all ethical dilemmas, the difficulty comes not in choosing right over wrong, but in deciding between conflicting choices that are neither all right nor all wrong. Ethical dilemmas in education are ones in which teachers must take action that will benefit one party at some expense or inconvenience to another. Resolving ethical dilemmas presses dance educators to prioritize among the conflicting wants, needs, and interests of students, parents, colleagues, and the larger culture. In other words, making one right choice in an ethical dilemma usually means that an individual cannot make another choice, which is equally right and equally important. Ethical decisions are difficult because no single option clearly dominates the alternatives. Given the social nature of ethical decision-making, the pedagogical approach to this course promotes and supports a collaborative learning community. With clear instructions and a set goal, partners and small groups explore collaboratively, experiment within themselves and work with open communication. Book required: Ethical Dilemmas in Dance Education by Doug Risner and Karen Schupp; Can be ordered from McFarland Books at https://mcfarlandbooks.com/product/ethical-dilemmas-in-dance-education/

Mini Courses: 4-8 Weeks Long



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OPDI-M5: Writing Successful Dance Funding Proposals
OPDI-M5: Writing Successful Dance Funding Proposals
Professor: Jane Bonbright; Tuition $295; 1.5 NDEO-endorsed CEU; 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-M6: Introduction to Creative Dance in Early Childhood
OPDI-M6: Introduction to Creative Dance in Early Childhood
Professor: Lynn Monson; Tuition $295; 1.5 NDEO-Endorsed CEUs; 6 weeks;

This course explores the concepts and content essential for quality teaching and learning for creative dance for early childhood. Cognitive and child development, standards, assessment, pedagogy, and the basic movement components for curriculum development will be investigated through readings, research, observation and interactive projects. The course will explore BrainDance, developed by Anne Green Gilbert, to show how it addresses child development principles and current brain research. Participants will grapple with essential questions and learn the skills to be able to develop and implement content for creative dance for either 3-5 or 6-8 years of age. Book Required: Brain Compatible Dance Education - 2nd edition – by Anne Green Gilbert.

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OPDI-M18: Intro. to Choreography in Dance Education: A Process to Teach Your Students How to Create Dances
OPDI-M18: Intro. to Choreography in Dance Education: A Process to Teach Your Students How to Create Dances
Professor: Marty Sprague; Tuition $295; 1.5 NDEO-Endorsed CEUs; 6 weeks

This course offers participants experience with a system that can be used to teach basic elements and principles of choreography and explores how to encourage self-expression through dance making. Many dancers have not formally studied the art of choreography. Perhaps someone is experienced in making dances but now wants support learning how to teach others. How does the studio teacher, or performing arts center instructor, teach the choreographic process to young performers? How does the education director of a dance company structure dance-making activities within school residencies? How does one teach pre- and in-service teachers, or instructors in community recreational programs, how to teach this process to students with little or no dance experience? In this course, participants will walk through, or model, a process that they can use to teach students how to create their own choreography. The course text is actually a student textbook and so it will be a small “leap” from course participation to application of this methodology in one’s teaching practice. Peer discussions, journal reflections and reflective essays will help in this application. Book Required: Experiencing Dance: from Student to Dance Artist by Helene Scheff, Marty Sprague, and Susan McGreevy-Nichols. (2nd Edition). Can be ordered from Human Kinetics, us.humankinetics.com. Hardcover or e-book available, both with online materials – be sure to request access to the online materials.

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OPDI-M22: Using Dance Pedagogic Content Knowledge (PCK) to Drive Programmatic and Self
OPDI-M22: Using Dance Pedagogic Content Knowledge (PCK) to Drive Programmatic and Self
Professors: Dr. Elizabeth McPherson and Dr. Dale Schmid; Tuition $350; 2 NDEO-Endorsed CEUs; 8 weeks

This course provides students with a useful conceptual framework to inspire thoughtful and informed curricular decisions about the allocation of instructional time and focus in K-16 dance education (elementary school to college) and to reflect on and renew one’s personal teaching practice. The conceptual framework explored is the 10 Pedagogic Content Knowledge (PCK) Skills Clusters that comprise the DELTA (Dance Entry Level Teacher Assessment) stemming from the National Core Arts Standards for Dance. These clusters include: 1) Performing Dance as an Intentional, Expressive Art Form (guiding principles), 2) Choreography (exploring, planning, revising), 3) Integrated Approaches to Historical, Cultural & Contemporary Dance Studies, 4) Dance Language, Literacy & Critical Analysis, 5) Pedagogical Theory & Practice, 6) Knowledge of the Learner, 7) Assessment Literacy, Evaluation & Reflective Practice, 8) School-based Policies, 9) Dance Classroom, and 10) Technical Production. Anyone with an interest in dance education and dance teacher preparation would benefit from this course, from new teachers to seasoned dance education professionals from any teaching environment. It is designed to support and extend dance education content knowledge while expanding personal and professional expertise.

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 $495 per course. Please note that you cannot audit the course if taken for UNCG college credit, and you will receive a letter grade and can order an official transcript from UNCG after the course is over. During course registration, you will have the option to add UNCG credits to courses where available. Courses with College Credit


Refund Policy

For 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 refunds. If the request is received before the start date of the course and before the student has accessed 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 or credit card depending on mode of initial payment, 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 college credit fees from University of North Carolina/Greensboro.

For 4-week, 6-week, or 8-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 refunds. If the request is received before the start date of the course and before the student has accessed 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. Refunds will be sent to the student in the form of a check or credit card depending on mode of initial payment, while credits will be placed in the student’s NDEO membership account and can be used against future NDEO transactions. 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.