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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 2018Enrollment opening soon!
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-M15: Focus in Dance Education: NDEO National Conference (9/17-10/28) NEW!
OPDI-M6: Introduction to Creative Dance in Early Childhood (9/24-11/4)
OPDI-M7: Ballet Theory and Composition (9/24-11/4)

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.

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.

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OPDI-M15: Focus in Dance Education: NDEO National Conference
OPDI-M15: Focus in Dance Education: NDEO National Conference
Professor: Jane Bonbright; Tuition $285 plus the cost of conference registration; 1.5 NDEO-Endorsed CEUs; 6 weeks

The National Dance Education Organization (NDEO) holds a national conference every year that includes over 200 conference sessions and workshops, social events, and learning opportunities. The prime benefits include the professional development and the opportunity for new and experienced dance professionals to network, bond, and share personal and professional resources. This course is designed for any professional in dance who wants to attend conference with the intent of focusing on a specific interest area within dance and receive Continuing Education Units (CEUs) through the Online Professional Development Institute (OPDI) that will count toward the Certificate in Dance Education. Students determine a prime area of focus at the national conference and develop a research question that gives direction to their study as they attend 5-6 pre-identified sessions/workshops. They gather, synthesize information, and write concise summative evaluations on content learned within the 5 to 6 pre-identified sessions/workshops. Of course, the student can attend as many conference sessions as they like in addition to the ones evaluated for this course.

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 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 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.