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William Jewell College Course List Spring 2026

Review the William Jewell College courses offered in partnership with Breathe For Change during the Spring 2026 semester. 

Also Known As / Common Questions

  • “What courses are offered in the spring semester at William Jewell?”

  • “How many credits are each course worth?"

Overview

Below are the descriptions for William Jewell College courses offered in partnership with Breathe For Change during the Spring 2026 semester. Each course is designed to strengthen educators’ ability to lead with compassion, resilience, and research-based best practices that foster human-centered education.

Spring 2026 Course List

EDU620 | The Human Side of Teaching (4 credits)

In this course, educators explore what remains uniquely human in learning–and develop the emotional, relational, and leadership skills needed to nurture student resilience, authentic connection, and well-being. Grounded in research from education and neuroscience, the course examines how social-emotional and human-centered skills foster student engagement, spark creativity and collaboration, and inspire purpose-driven learning. Building on five foundational competencies, self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, educators will explore developmentally appropriate practices across grade levels and educational contexts. The course emphasizes practical application, requiring educators to integrate these practices into their professional settings and assess their effectiveness.

EDU621 | Educator Resilience & Well-Being (4 credits)

This course empowers educators to strengthen their resilience and well-being through evidence-based approaches – including mindfulness techniques, mindful movement practices and stress-regulation strategies – that can be used to reduce burnout, regulate the nervous system, and enhance performance.  Educators will embed these strategies into daily routines, systematically assess their impact, and adapt them for long-term sustainability. They will also design resilience-building and mind-body wellness practices that they both embody and teach, ensuring that application extends beyond individual use to integration in classrooms and educational contexts. A core component of the course is exploring how modeling and facilitating these practices with students enhances co-regulation and generates collective benefits for classroom climate and learning outcomes. Through guided reflection and structured planning, educators will develop skills to differentiate best practices across diverse age groups and educational settings to enhance resilience and well-being. 

EDU630 | Trauma-Informed Teaching (2 credits)

This course equips educators with essential knowledge and skills to create safe, supportive, and inclusive learning environments for all students, particularly those affected by trauma. Educators will explore the science of trauma and its impact on learning, while gaining practical strategies to mindfully respond to stress and trauma in their teaching contexts with care, compassion, and intention. The course prepares educators to implement evidence-based, trauma-informed grounding, orienting, and centering practices that foster resilience and rebuild the foundation for students to effectively learn.

EDU631 | Emotional Intelligence and Belonging (2 credits)

This course explores the critical connection between emotional intelligence, belonging, and effective teaching and learning. Educators will delve into cutting-edge neuroscience that demonstrates the essential role of integrating these foundational elements into instruction. Educators will learn to embody and teach the five social-emotional learning competencies — self awareness, self management, social awareness, relationship skills, responsible decision making — and learn practical skills for creating more emotionally-intelligent learning environments that foster a sense of belonging, and ultimately improve educational outcomes for all students.

EDU634 | Mental Health in Schools (2 credits)

This course explores the critical role of mental health in educational settings, equipping educators with the knowledge and skills to support both student and educator well-being and academic success. The course will delve into the latest research on brain development, stress responses, and the interplay between mental health, teaching, and learning. Educators will leave with a solid foundation for understanding how mental health affects cognitive functions, social interactions, and overall academic performance for both students and educators, as well as actionable practices and strategies to promote resilience, reduce stress, and create supportive learning environments.

EDU640 | Chair Yoga for Educators and Students (2 credits)

This course equips educators with practical skills and strategies to teach trauma-informed and accessible yoga classes to adults and young people within their schools, districts, and organizations. Educators will learn how to adapt mind-body practices to accommodate individuals of all abilities, backgrounds, and ages, ensuring that yoga classes are accessible and supportive for all. The course emphasizes the tangible benefits of yoga, such as fostering self-awareness, resilience, and self-regulation among students, which are essential for enhancing academic performance and creating a focused learning environment.

EDU 632 | Accessible and Differentiated Instruction (2 credits)

This course provides educators with the skills and knowledge necessary to create learning environments that support all learning styles, abilities, and interests. Educators will learn key principles and innovative strategies for differentiation and scaffolding, equipping them with practical tools to effectively address the varied needs of their classrooms. Through these approaches, participants will learn to foster an environment where all learners can succeed and reach their full potential.

EDU601 | Defining Research in Education (4 credits)

This course will enable educators to explore how to conduct action research in their own classrooms and other educational contexts. The essential elements of teacher action research will be studied, including research design, data collection methods, and analysis techniques specific to classroom, school, and educational environments. Educators will identify a specific educational challenge that is relevant to their contexts and explore research designs that will help them study and address that challenge with innovative and research-backed approaches.

EDU602 | Teacher Action Research (4 credits)

In this course, educators will apply their knowledge of action research to design and implement an original study. They will create a vision for change and identify a specific challenge in their classroom or community to focus on for their practicum. Using their research question as a foundation, educators will design, execute, and evolve an action research initiative to expand their impact in their classrooms and educational contexts. Finally, they will collect and analyze data to assess the impact of their initiative on participants.

EDU603 | Research Analysis, Synthesis and Presentation (4 credits)

Educators will analyze data from their action research project, document their impact, and synthesize their results for presentation to colleagues and other education professionals. Topics studied will include techniques for analyzing qualitative and quantitative data, strategies for representing results in a research study and methods for determining the effectiveness of interventions. Educators will discuss the findings and implications of their research in a completed action research capstone fit for publication, presentation to building/district leadership, or use in professional development workshops.

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