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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 upcoming semesters, click here.


Fall 2018Courses in progress
For course descriptions, click here or scroll down.

12-week Courses:
OPDI-105: Introduction to Dance Education Research (9/10-12/2)
OPDI-110: Dance Kinesiology and Applied Teaching Practice (9/10-12/2)
OPDI-111ab: Dance History: Global, Cultural, and Historical Considerations (9/10-12/2)
OPDI-114: Teaching Dance to Students with Disabilities (9/24-12/16)
OPDI-117: Developing Strategic Leadership in Dance and Life (9/24-12/16) NEW!


6-week Mini Courses:
OPDI-111a: Dance History: Global, Cultural, and Historical Considerations Part 1 (9/10-10/21)
OPDI-M6: Introduction to Creative Dance in Early Childhood (9/24-11/4)
OPDI-M7: Ballet Theory and Composition (9/24-11/4)


Spring 2019Courses open for enrollment!
For course descriptions, click here or scroll down.

12-week Courses:
OPDI-103: Foundations for Assessments in Dance (1/21-4/14)
OPDI-106: Choreographic Explorations in Dance Since 1953 (1/21-4/14)
OPDI-101: Introduction to the Professional Teaching Standards for Dance Arts (PTSDA) (2/4-4/28)
OPDI-116: Harkness Center for Dance Injuries: The Applied Science of Dancer Health and Injury Prevention (2/4-4/28)
OPDI-112: Implementing the New National Core Arts Standards in Dance (2/18-5/12)

4 and 6-week Mini Courses:

OPDI-M1: Dance Pedagogy - Learning Styles and Theories (2/4-3/3)
OPDI-M5: Writing Successful Dance Funding Proposals (2/4-3/17)
OPDI-M12: Jazz Dance Theory and Practice (2/18-3/21)

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: Wednesday before course start date.

Fall 2018 Course Descriptions & Information

12 Week Courses


 
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OPDI-105: Introduction to Dance Education Research
OPDI-105: Introduction to Dance Education Research
Professor: Dr. Doug Risner; Tuition $500; 3 NDEO-Endorsed CEUs; 12 weeks; 3 Undergraduate Credits available from University of North Carolina / Greensboro (UNCG course # DCE 445) for additional $495
 
This course provides a survey of current research paradigms in dance education inquiry with particular emphasis on research process, design, methodology, and pedagogical implications for dance teaching and curriculum. In addition, an overview of empirical and exploratory research drawn from historical, philosophical, descriptive, ethnographic, case study, survey, action research, interpretive, and critical approaches is explored. Student learning outcomes include the ability to read research in informed and critical ways, analyze research findings, and formulate their own research question(s) and appropriate methodologies. This 3-unit course is appropriate for dance educators interested in developing their knowledge about research, using research to enhance teaching, seeing their studios and classrooms as research labs, and constructing their own research studies for improving student learning and teaching practices.

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OPDI-110: Dance Kinesiology and Applied Teaching Practice
OPDI-110: Dance Kinesiology and Applied Teaching Practice
Professor: Robin Kish; Tuition $500; 3 NDEO-Endorsed CEUs; 12 weeks; 3 Undergraduate Credits available from University of North Carolina / Greensboro (UNCG course # DCE 341) for additional $495
 
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. Book required: Trail Guide to the Body (4th Edition) 2005 by Andrew Biel {spiral-bound} Boulder, collard: Books of Discovery. ISBN #9780982663400

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OPDI-111ab: Dance History: Global, Cultural, and Historical Considerations
OPDI-111ab: Dance History: Global, Cultural, and Historical Considerations
Professors: Patricia Cohen; Tuition $500; 3 NDEO-Endorsed CEUs; 12 weeks; 3 Undergraduate Credits available from University of North Carolina / Greensboro (UNCG course # DCE 206) for additional $495
 
This course provides an overview of dance history in cultural and historical context, from its earliest documentation (pre-historic times) to current practices, including the emergence of new dance forms through transmigration (e.g. Kathak to Flamenco, Clogging to Tap, Gumboot to Stepping). Global in its perspective, the course equally emphasizes Western and Non-Western dance forms. Using context as its primary lens, the course covers theatrical, folk and social forms of dance in socio-economic, religious, and political environments. The effects of culture on what and how we dance and the corresponding influence of dance on its society will also be explored. Among other dance forms, participants will explore examples of dance influenced by politics (e.g. Kurt Jooss' Green Table, and the trajectory of Cambodian court dance), economics (social dances of the Depression and Swing eras), religion (e.g. Bharata Natyam, as performed by the devadasis, and Sufi "whirling dervishes"), and myths and legends (e.g. Graham's Errand into the Maze, or variations on Apollo from Louis XIV through Czarist Russia to Balanchine.) The course is intended to serve the needs of a wide variety of students including: 1) dance students, professional dancers and educators who desire a global overview of dance history, 2) students, professional dancers and educators who are curious about the interconnections of dance and society, 3) students who need a dance history prerequisite for further study, or 4) dance educators preparing for K-12 certification content exams in certain states such as New York. Two books required: Vissicaro, P. (2004) Studying Dance Cultures around the World. Dubuque, IA. Kendall/Hunt; Dils, A. and Albright, A. (2001). Moving History/Dancing Cultures. Middletown, CT. Wesleyan University Press.

In Part 1 of this course the student will explore the terminology and descriptions used in the study of dance history along with the functions that dance plays in our lives such as social, theatrical, political, religious, etc. The course will then move on to a review of Classical dance forms (e.g. ballet, Bharata Natya, etc.) and Blended dance forms (e.g. tap). In Part 2 of this course the student will explore dance forms from pre-historic dance, myths and legends, transmigration, globalization and nationalism. A review of pedagogy models for teaching world dance is also explored. The course then ends with a culminating essay project. To take Part 1 ONLY, sign up for the 6-week mini course.


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OPDI-114: Teaching Dance to Students with Disabilities
OPDI-114: Teaching Dance to Students with Disabilities
Professor: Theresa Purcell Cone; Tuition $500; 3 NDEO-endorsed CEUs; 12 weeks
 
Dance for students with disabilities is a means for them to express and communicate feelings and ideas, collaborate with others and learn new movement possibilities. All students need opportunities to learn, create, perform and respond to dance in all its forms. Through this course educators will learn instructional strategies that successfully include students with disabilities in the P-12 dance program. The course also addresses legislation related to students with disabilities, current issues for inclusion, people first language, characteristics of different disabilities, Individual Education Plans (IEP), Assessment and Goal development, accessible learning environments, and content and teaching modifications for learning in dance education. 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-117: Developing Strategic Leadership in Dance and Life
OPDI-117: Developing Strategic Leadership in Dance and Life
Professor: Dr. Jane Bonbright; Tuition $500; 3 NDEO-endorsed CEUs
 
This course looks at leadership as a complex process that has multiple dimensions. We begin with questioning: What is the role of ethics, integrity, and character in the leadership process? Is leadership more dependent on innate traits, skills and characteristics, or is it more learned behavior and strategy? This course focuses on the latter – learned behavior that requires one formulate and execute strategy. In narrowing our focus to lead with strategic thinking, we examine four ways effective leaders gain insight, drive change, and get results. In this journey, we draw on aspects of cognitive psychology, systems thinking, and game theory to inform strategy – a truly fascinating concept. When we integrate formulating strategy with executing strategy and apply intent to those functions, leadership types emerge – visionary, directive, incubating, and collaborate. We examine these in detail looking at core and applied competencies associated with strategic leadership. Case studies allow us to deconstruct and reconstruct concepts learned; ultimately understanding how formulating and implementing strategic thinking is critical to effective and successful leadership. In each module, students apply course content to personal and professional situations through doing many self-reflective inventories to provide base-line information about their own innate or acquired abilities; and building a Learning Opportunity case study applying lesson learned. Indeed the course provides the dance educator and administrator with important and practical ways to develop critical skills sets, develop actionable approaches to solving problems, and capitalize on innate strengths. Book required: Olson, Aaron K. & Simerson, B. Keith. (2015). Leading with Strategic Thinking: For Ways Effective Leaders Gain Insight, Drive Change, and Get Results. Hoboken, NJ: John Wiley & Sons, Inc.

Mini Courses: 4-6 Weeks Long

 
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OPDI-111a: Dance History: Global, Cultural and Historical Considerations (Part 1)
OPDI-111a: Dance History: Global, Cultural and Historical Considerations (Part 1)
Professor: Patricia Cohen; Tuition $285; 1.5 NDEO-Endorsed CEUs; 6 weeks

This course provides an overview of dance history in cultural and historical context, from its earliest documentation (pre-historic times) to current practices, including the emergence of new dance forms through transmigration (e.g. Kathak to Flamenco, Clogging to Tap, Gumboot to Stepping). Global in its perspective, the course equally emphasizes Western and Non-Western dance forms. Using context as its primary lens, the course covers theatrical, folk and social forms of dance in socio-economic, religious, and political environments. The effects of culture on what and how we dance and the corresponding influence of dance on its society will also be explored. Among other dance forms, participants will explore examples of dance influenced by politics (e.g. Kurt Jooss' Green Table, and the trajectory of Cambodian court dance), economics (social dances of the Depression and Swing eras), religion (e.g. Bharata Natyam, as performed by the devadasis, and Sufi "whirling dervishes"), and myths and legends (e.g. Graham's Errand into the Maze, or variations on Apollo from Louis XIV through Czarist Russia to Balanchine.) The course is intended to serve the needs of a wide variety of students including: 1) dance students, professional dancers and educators who desire a global overview of dance history, 2) students, professional dancers and educators who are curious about the interconnections of dance and society, 3) students who need a dance history prerequisite for further study, or 4) danceeducators preparing for K-12 certification content exams in certain states such as New York. Two books required: Vissicaro, P. (2004) Studying Dance Cultures around the World. Dubuque, IA. Kendall/Hunt. Dils, A. and Albright, A. (2001). Moving History/Dancing Cultures. Middletown, CT. Wesleyan University Press.

In Part 1 of this course the student will explore the terminology and descriptions used in the study of dance history along with the functions that dance plays in our lives such as social, theatrical, political, religious, etc. The course will then move on to a review of Classical dance forms (e.g. ballet, Bharata Natya, etc.) and Blended dance forms (e.g. tap).

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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 $285; 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: Gilbert, A.G. (2006) Brain Compatible Dance Education. Champaign, IL. Human Kinetics.

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OPDI-M7: Ballet Theory and Composition
OPDI-M7: Ballet Theory and Composition
Professor: Lori Provost; Tuition $285; 1.5 NDEO-Endorsed CEUs; 6 weeks

This course examines the diverse and multilateral Western training systems of the French, English, Russian, Italian, Danish, and American schools. By examining historical approaches, students will compose their own syllabus for classroom training. Due to its emphasis on ballet technique and teacher performance, the course relies heavily on visual learning (viewing videos), video recording of classroom teaching, and videoconference feedback. This course is beneficial for university students, dancers who are making the transition from a performance career to a ballet-teaching career, and current teachers who want to brush up on theory with online flexibility. It is recommended that students have at the minimum, an introductory knowledge of ballet terminology and technique. It is recommended that students enrolled in this course are currently teaching a ballet class or have instructional access to a group of students, in order to apply assignments that require student demonstrations. If you do not have access to students during this course, please inform the instruction immediately for alternate assignment. Book Required: Grant, G. (2014). Technical Manual and Dictionary of Classical Dance. New York, NY: Dover Publications.


Spring 2019 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 $495; To earn 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 traditional 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 at 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 $495
 
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-112: Implementing the New National Core Arts Standards in Dance
OPDI-112: Implementing the New National Core Arts Standards in Dance
Professors: Susan McGreevy-Nichols and Marty Sprague; Tuition $500; 3 NDEO-endorsed CEUs; 12 weeks
 
This course will delve into the new national core arts standards in dance that were launched in October 2014 as part of a collaborative effort with all the major art forms including dance, music, theater, visual arts and media arts. The new dance standards focus on the 4 artistic processes of creating, performing, responding and connecting. Participants will go in-depth with the standards and learn how to apply the standards in their own classrooms or studios. During this course participants will develop curriculum and lesson plans based on the new standards.

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OPDI-116: Harkness Center for Dance Injuries: The Applied Science of Dancer Health and Injury Prevention
OPDI-116: Harkness Center for Dance Injuries: The Applied Science of Dancer Health and Injury Prevention
Professors: Marijeanne Liederbach with Joshua Honrado, Kristen Stevens, and William Zinser; ; Tuition $500; 3 NDEO-endorsed CEUs
 
Dance educators in every genre of dance serve a myriad of student populations. The goal of this evidenced-based course is to present you, the dance educator, with key principles of overall health in a way that will allow you to critically interpret the information, apply it to your dance education setting, and formulate a dance injury prevention plan of action in your teaching practice. Participants will explore the relationship, or spectrum, between overall health and dance injuries in order to consider what a dance injury prevention plan of action would include in any given environment. Topics covered will include physical, psychodynamic, and environmental factors; motor skill development; strength and conditioning principles; common dance injuries and their formal nomenclature; common myths about injury and training; adolescent dancer health; basic functional anatomy/biomechanics and nutrition; and teacher self-care. Upon analyzing the course material, participants will design an action plan for their students and receive feedback from Harkness Center for Dance Injuries (HCDI) clinicians. At the end of this course, students will demonstrate knowledge of what factors constitute overall health and how they can use this knowledge to develop and deepen their own teaching practices, regardless of educational setting. It is strongly encouraged but not required that prior to engaging in this course, that participants have previously taken NDEO’s OPDI-110 Dance Kinesiology and Applied Teaching Practice or another anatomy/kinesiology course. Book required: Lectures from HCDI’s DanceMedU online learning platform ($60). These will be ordered during the 5th week of the course.

Mini Courses: 4-6 Weeks Long

 
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OPDI-M1: Dance Pedagogy - Learning Styles and Theories
OPDI-M1: Dance Pedagogy - Learning Styles and Theories
Professor: Susan McGreevy-Nichols; Tuition $190; 1 NDEO-Endorsed CEUs; 4 weeks

This Mini Course explores some of the educational theories that dance educators apply in the classroom and studio. A working knowledge of this material allows students to develop a tool kit of teaching approaches, which serves the educational needs of the students in their studios and classrooms. Each theory is accompanied with specific applications, usable in all teaching environments. In succession, this course will explore the work of Muska Mosston's Spectrum of Teaching Styles, Bloom's Taxonomy, Arthur L. Costa and Bena Kallick's Habits of Mind, and Howard Gardner's Multiple Intelligences.

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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-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 $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, 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 refunds. 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.