NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
|WA CLOCK HRS:
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
None. All reading is online.
Once you register, log onto the instructor’s website at www.michaelsedler.com. Click on Classes, then scroll down and click on Gang Attitudes & Actions manual. The manual will download as a PDF file to your computer.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1: Read the Manual.
Assignment #2: Read Your Chosen Text.
Assignment #3: Complete Forms in Manual.
Assignment #4: Literature Review.
Assignment #5: All About Gangs.
Assignment #6: 2 Week Journaling.
Assignment #7: Analysis & Recommendations.
Assignment #8: Local Law Enforcement.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you are not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.
Assignment #9: Local Assessments & Interventions.
Assignment #10: Lesson Development.
Assignment #11: (500 level only)
C. INTEGRATION PAPER
Assignment #12: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Send to your instructor at their email address. Subject line to read "(put course name here) Integration Paper"
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Mike Sedler, D.Min., M.S.W. brings over 30 years of educational experience as an administrator, social worker, behavior specialist and teacher to each of his classes.
He provides consultation services and seminars throughout the United States and Canada for schools, agencies and businesses. He has been teaching “adult learning classes” since the mid 1980’s and has had the privilege of working for The Heritage Institute for over 25 years.
He has a graduate degree in Social Work, a Doctoral degree in Ministry, a Counseling license, as well as his teaching certification (K-8). His combination of classroom experience, behavior intervention approaches, and involvement in working with hundreds of families allows for an excellent blend in all his classes.
Mike is passionate about children and emphasizes the importance of avoiding power struggles, offering options/choices to children, setting clear boundaries and guidelines as well as finding a place of positive engagement and connection with each individual. His heart for people and emphasis on positive communication are found throughout his seminars and classes.
All of Mike’s classes are practical and “field tested” in schools and classrooms. Educators have found ongoing success in implementing Mike’s clear and concise approaches.
GANG ATTITUDES & ACTIONS: Strategies & Interventions
Bryk, Anthony and Allensworth, Elaine, et al. Organizing Schools For Improvement. University of Chicago Press, 2010. A strong book sharing research and conclusions for making schools better (grades K-12.) www.press.uchicago.edu 773-702-7700.
Chesney-Lind, Meda. Girls, Delinquency, and Juvenile Justice. Wiley-Blackwell Publications, 2014. A discussion on female delinquency and gangs (grades K-12.) www.wiley.com 877-762-2974.
Coloroso, Barbara. The Bully, the Bullied, and the No So Innocent Bystander. Harper Collins, 2016. Helping parents and teachers to intervene with children. www.harpercollins.com 800-242-7737.
Fisher, Douglas and Frey, Nancy, et al. How To Create A Culture Of Achievement In Your School And Classroom. Association for Supervision and Curriculum Development, 2012. How to help the school be a welcoming place and minimize gangs and violence (grades (K-12.) www.ascd.org 800- 933-2723.
Gerstenfeld, Phyllis. Hate Crimes. Sage Publications, 2013. Comprehensive book regarding hate crimes and the response. www.sagepub.com 800-818-7243.
Howell, James C. Gangs in America’s Communities. SAGE Publications, 2011. Comprehensive book discussing foundations of gangs, interventions, and anti-gang programs (grades K-12) www.sagepub.com 800-818-7243.
Klein, Malcolm. Street Gang Patterns and Policies. Oxford University Press, 2010. Exploration into gangs and their behavior patterns (grades 7 - 12.) www.oup.com (location in England)
Robertson, Warden Howard. The 411 on Bullying, Gangs, Drugs, and Jail. Amazon Digital Download, 2013. The study of the psychopathy of inmates and delinquents. www.amazon.com (62 pages)
Swift, Richard. Gangs. Groundwood books, 2012. This book investigates the roots of the problem and how we fail to understand gangs (grades 5-12.) www.groundwoodbooks.com 800-343-4499.
Trump, Kenneth. Proactive School Security and Emergency Preparedness Planning. Corwin Publishing, 2011. How schools can cooperate with community agencies for crisis situations (grades K-12.) www.corwin.com 800-233-9936.
Valdez, Alvelardo. Mexican American Girls and Gang Violence. Palgrave MacMillan Publishing, 2009.
Focuses on girls involved in gangs and their interactions. (adult) www.palgrave.com 888-330-8477.
Valentine, Bill. Gangs and their tattoos. Paladin Press, 2000. Discussion on gang environment, tattoos and symbols (grades 7 - 12.) www.paladin-press.com 800-392-2400
Zahn. Margaret. The Delinquent Girl. Temple University Press, 2009. Examines gender gap between male and female offenders (grades 7-12.) www.temple.edu/tempress 800 621-2736