Taught by Melissa Jones
Covers the nature and needs of students with Emotional/ Behavioral Disorders and the development of positive classroom structures and procedures for supporting these students. Knowledge of the history of the field, definitions and causes, eligibility criteria, and examples of the learning and behavior issues associated with EBD will be presented.
- Professor Melissa Jones
This year brought many challenges to schools and the community everywhere, and the effects were certainly felt in our class this semester. But the NKU students in EDS 365 all rose to the occasion, taking on their roles and responsibilities seriously and demonstrating true leadership skills. I couldn’t be more proud. As a class, the NKU teacher candidates researched the school’s needs, and developed innovative strategies for gaining input from our community partners to make decisions that would ultimately impact the school community we were supporting. This community was The Phoenix Program, which is a regional school program supported by the Northern Kentucky Cooperative of Educational Services.
I want to thank our partners in this endeavor, including Stephanie Turner, Principal of the Phoenix Program, and especially Nancy Grayson and Tess Brown at the Horizon Community Fund. None of this would have been possible without you. We are genuinely grateful.
The Mayerson Student Philanthropy project had a tremendous impact on the NKU students, both professionally and personally. Hear from some of the teacher candidates in this class about the ways they were impacted by this project:
Before this semester philanthropy was something I heard about only in regards to Greek life.This class has changed my awareness and drive to participate in philanthropy greatly. Being able to learn about the community around me and ways to get involved has been life changing. I want to be part of a school that has a strong community presence. Seeing how our class came together and shared the same passion was great to be a part of. I hope to one day create the same bond with my own students and their community. Sydney Cosby
One of the biggest takeaways that I have had from this project is learning that there are so many easy ways to get involved with the community in some way. Even the smallest of things such as donating a few food items to a school or food pantry is something that could make a big difference to a student or family. Emmy Souder
Through mentoring I was able to create a connection and a relationship. Through philanthropy I was able to feel connected to something real. Ashley Poff
My eyes were opened to the endless needs of our communities and schools, and it will affect my outlook on my students when I become a teacher. Austin Bryan
Having this opportunity made me want to make an impact more often. I have never been the type to go beyond with community service, but that is going to change. Becca Carroll
I have realized how powerful philanthropy can be. I cannot wait for my next chance at service learning to work with others, to benefit others. Drew Spencer
Other than discovering philanthropy, we gained very valuable group skills as well. This project taught me a lot about collaboration and building consensus. I feel that is experience has expanded my skills working in small and large groups and my professionalism. I am looking forward to opportunities to participate in service learning projects in the future. Melissa Bowman
I learned a lot about myself during this process. It goes deeper than finding my passion for philanthropy. During the decision-making process we had to learn to listen to other’s opinions, as well as build the confidence to disagree in a respectful manner. Sydney Cosby
I especially enjoyed using virtual voting techniques...It made me feel as though I had a true voice. Ashely Poff
Through the philanthropy project and the service-learning project, I definitely got to work on my leadership skills. Emmy Souder
I think each and every student should serve on some sort of philanthropy project before graduation. It should be specific to what they are majoring in and should be just as impactful. You can learn a lot about yourself during the process and learn some pretty amazing people skills as well. If I could be a part of this project every semester, I would. Sydney Cosby
A word from the Phoenix Program:
I just wanted to extend another “THANK YOU” to this semester’s NKU students. We have sure missed having you all present in our building, and we are so thankful for the continued partnership.
I was overwhelmed (as I always am) by the class's desire to take this philanthropy project to the next level, including their own personal donations and ideas. Please share with them our sincerest thanks for all they have done to present a wonderful plan for RSP’s grant funds this year; especially thinking outside the box to gather ideas, data, and discussions. One of my favorite sayings I found at the start of the pandemic was “We can’t think outside the box, we need to think like there is no box” and that is exactly what they’ve done.
Thank you again!
- Stephanie Turner, Principal of Regional Schools Program, Phoenix Program