SEL Capstone
This course is part of The Teacher and SEL Specialization.
This course cannot be purchased separately - to access the complete learning experience, graded assignments, and earn certificates, you'll need to enroll in the full The Teacher and Social and Emotional Learning (SEL) Specialization program. You can audit this specific course for free to explore the content, which includes access to course materials and lectures. This allows you to learn at your own pace without any financial commitment.
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What you'll learn
Create effective SEL implementation plans
Analyze films for SEL classroom applications
Develop practical strategies for school communities
Integrate SEL principles into educational settings
Design sustainable SEL programs
Skills you'll gain
This course includes:
0.18 Hours PreRecorded video
1 assignment
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FullTime access
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There are 4 modules in this course
This capstone course offers two culminating project options for implementing social emotional learning in educational settings. Students can choose between developing a comprehensive SEL Implementation Plan or analyzing films through an SEL lens for classroom application. The course emphasizes practical application of SEL principles, helping educators create concrete strategies for implementing SEL programs in their school communities while earning potential university credits for professional development.
Introduction and Explanation of Capstone Projects
Module 1 · 1 Hours to complete
Capstone Part 1
Module 2 · 4 Hours to complete
Capstone Part 2
Module 3 · 4 Hours to complete
Capstone Part 3
Module 4 · 10 Hours to complete
Fee Structure
Individual course purchase is not available - to enroll in this course with a certificate, you need to purchase the complete Professional Certificate Course. For enrollment and detailed fee structure, visit the following: The Teacher and SEL Specialization
Instructors
Champion for Marginalized Youth and Education Reform
Ben Kirshner began his educational career in a youth program in San Francisco’s Mission District and has since developed a research agenda focused on empowering marginalized youth through partnerships with educational settings. His projects include design-based research with action civics teachers, intergenerational participatory research, and ethnographies of community-based youth organizing. Notably, in a study funded by the Spencer Foundation, he collaborated with secondary school teachers to create opportunities for students to discuss and address educational barriers like unsafe school climates and inadequate facilities. Currently, through his work with CU Engage, Ben aims to establish sustainable university-community research partnerships that tackle persistent public challenges and enhance education systems. His 2015 book, Youth Activism in an Era of Education Inequality, won the Social Policy award for Best Authored Book from the Society of Research on Adolescence.
Professor
Daniel (Dan) Liston, PhD is Professor of Education in the Educational Foundations, Policy and Practice (EFPP) program and in the Curriculum and Instruction (C&I) program. Professor Liston's research interests include curriculum theory, teacher education, reflective teaching, and educational foundations. Specifically he examines justifications for distinct curricula; provides articulations for and critiques of teacher education; and explores the social and political contexts of schooling. Recently he has begun to explore the various ways reason and emotion interact to affect the practice of teaching and the education of teachers. Professor Liston currently co-directs (with Paul Michalec and in conjunction with Susan Kaplan and Rev. Paul Kottke) Colorado Courage and Renewal, a program of professional development and renewal for public school personnel, clergy, and others in the serving professions. Professor Liston’s teaching interests focus on curriculum theory, education in film, spirituality in education, and the social and political foundations of schooling. Professor Liston has been a member of various professional organizations including the American Educational Research Association, the American Association of Colleges of Teacher Education (AACTE), and the American Educational Studies Association. He is a past and current member of the Editorial Review Board of Educational Theory. During his time at CU, Professor Liston has received the AACTE Outstanding Writing Award, CU’s SOAR and the “Best Should Teach” teaching awards, and the university-wide Robert L. Stearns Award for extraordinary achievement in teaching, service, research and work with students. His research has resulted in publication of six books (single and co-authored, and edited) and numerous articles.
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