Zachary Herrmann

Zachary Herrmann
  • Adjunct Assistant Professor

Contact Information

Teaching

Current Courses

  • EDUC5171 - Collaboration & Conflict

    Collaboration & Conflict is an experiential and interdisciplinary exploration of how people work together to solve complex problems. The course explores the deeply intrapersonal and interpersonal demands of exercising leadership within partnerships, teams, and complex organizations. The course seeks to help students understand why effective leadership is a cognitively demanding task, requiring both adept emotional intelligence as well as expert technical skill, and why most of us must develop as individuals in order to develop as leaders. The course draws on relevant research, theoretical frameworks, and best practices from psychology, sociology, business, law, medicine, negotiation, economics, education, and more.

    EDUC5171001

  • LGST8060 - Negotiations

    This course examines the art and science of negotiation, with additional emphasis on conflict resolution. Students will engage in a number of simulated negotiations ranging from simple one-issue transactions to multi-party joint ventures. Through these exercises and associated readings, students explore the basic theoretical models of bargaining and have an opportunity to test and improve their negotiation skills. Cross-listed with MGMT 6910/OIDD 6910/LGST 8060. Format: Lecture, class discussion, simulation/role play, and video demonstrations. Materials: Textbook and course pack.

    LGST8060411 ( Syllabus )

  • MGMT6910 - Negotiations

    This course examines the art and science of negotiation, with additional emphasis on conflict resolution. Students will engage in a number of simulated negotiations ranging from simple one-issue transactions to multi-party joint ventures. Through these exercises and associated readings, students explore the basic theoretical models of bargaining and have an opportunity to test and improve their negotiation skills. Cross-listed with MGMT 6910/OIDD 6910/LGST 8060. Format: Lecture, class discussion, simulation/role play, and video demonstrations. Materials: Textbook and course pack.

    MGMT6910411 ( Syllabus )

  • OIDD6910 - Negotiations

    This course examines the art and science of negotiation, with additional emphasis on conflict resolution. Students will engage in a number of simulated negotiations ranging from simple one-issue transactions to multi-party joint ventures. Through these exercises and associated readings, students explore the basic theoretical models of bargaining and have an opportunity to test and improve their negotiation skills. Cross-listed with MGMT 6910/OIDD 6910/LGST 8060. Format: Lecture, class discussion, simulation/role play, and video demonstrations. Materials: Textbook and course pack.

    OIDD6910411 ( Syllabus )

Past Courses

  • EDEN5050 - Fndtns Tchng,Lrng,Crclm

    Teaching, Learning & Curriculum explores theoretical and empirical perspectives on the questions: What is knowledge and knowing? What is learning? What is teaching? How do contexts influence teaching, knowing, and learning? A central goal of the course is to encourage students to consider these questions and their interconnections, to examine ways scholars and practitioners have answered them, and to develop an analytical framework to use in examining contemporary practices in settings that include formal and informal, urban and international. Prerequisite: Enrollment in Education Entrepreneurship program.

  • EDMC6010 - Ldg Teams & Fstrng Lrng Comm

    This module is designed to help students learn what is known about teams and team leadership. It will be both research and case based. Drawing on the research literature, it will help students understand the nature of the different kinds of work teams are asked to do and how teams may be structured for effectiveness, depending on their objectives. Students will be asked to examine cases that reflect different objectives and different designs. Through a field-based assignment and other experiential learning opportunities, particular emphasis will be given to the various kinds of teams and groups principals, heads of schools, superintendents and others associated with the educational enterprise must work with and lead.

  • EDMC6170 - Exlrg/Enctng Ldrshp Stem

    Broken into two parts, students will more deeply study and examine leadership in math and science, respectively. The goal of this integrated “non-module” is to provide you opportunities to explore leadership “problems of practice” related to math and science curriculum and instruction in your organization or for those you serve. Rather than participating in a traditional course, you will join a working group focused on a contemporary, practical challenge related to each subject area that education leaders must address. Your working group will develop a plan to address the challenge, implement the plan, and will then share with the rest of the cohort and community the product of your research and analysis. In the style of problem-based learning, you will be introduced to key readings and concepts in the fields of both math and science education through taking on the activities of the working group.

  • EDPR5010 - Scl Fdntns of Ind Sch I

    This course examines the purposes of school and focuses specifically on the role of independent schools in American education. The course examines the independent school from philosophical, historical, and sociological perspectives. The course focuses on the role of school mission and examines how different stakeholders in the school experience the mission. In this course the student perspective is examined. Prerequisite: Enrollment in Independent School Teaching Residency Program.

  • EDPR5020 - Intro To Tchg As Inq

    This course explores foundations of learning theory and pedagogy, covering classic theories of learning through the latest research in brain science. These theories are put into action around building the teachers capacity to provide effective feedback, construct effective learning environments, plan instruction, and implement instructional strategies. Prerequisite: Enrollment in Independent School Teaching Residency Program.

  • EDPR5030 - Lrng Thry & Inst Dsgn I

    Building off what was learned in in EDPR 502, this course continues an exploration on curricular planning and instructional practice by focusing on Understanding by Design as a planning framework and builds the teachers capacity to observe classroom activity to analyze the effectiveness of learning in that classroom. The course continues to build the teacher's capacity to improve instructional practice with a focus on the implementation of instructional activities. Prerequisite: Enrollment in Independent School Teaching Residency Program.

  • EDPR5040 - Field Seminar I

    This course carries credit for the weekly school-based course for the fall of the 1st year. During this course, which functions as a field seminar, fellows receive focused support around planning, grading, assessment, and other school duties such as coaching and advising. This course also supports students to observe other members of the school community and learn from school-based experts in counseling, learning differences, and diversity. Prerequisite: Enrollment in Independent School Teaching Residency Program.

  • EDPR5060 - Rflctv Prac in Schools I

    This course carries the credit for online theory to practice sessions in the fall of the 1st year of instruction. During these sessions, students follow a protocol in which they engage in a process of instructional rounds that involve 1) readings about the focal topic 2) sharing video of classroom practice 3) observing video of other teachers in their cohort and 4) meeting with other fellows in the program to discuss their analysis of the videos shared with one another. Prerequisite: Enrollment in Independent School Teaching Residency Program.

  • EDPR5160 - Rflctv Prac in Schls II

    Though this course is listed in the fall, the course carries the credit for online theory to practice sessions in the spring of the 1st year of instruction. During these sessions, students follow a protocol in which they engage in a process of instructional rounds that involve 1) readings about the focal topic 2) sharing video of classroom practice 3) observing video of other teachers in their cohort and 4) meeting with other fellows in the program to discuss their analysis of the videos shared with one another. Prerequisite: Enrollment in Independent School Teaching Residency Program.

  • EDPR6030 - Scl Fndtns Ind Schs: Adv

    This course examines the purposes of school and focuses specifically on the role of independent schools in American education. The course examines the independent school from philosophical, historical, and sociological perspectives. The course focuses on the role of school mission and examines how different stakeholders in the school experience the mission. In this course, the parent perspective is examined. Prerequisite: Enrollment in Independent School Teaching Residency Program.

  • EDPR6040 - Advanced Lrng Thry I

    This course continues a focus on applying learning theory to educational practice, building on EDPR 505. The course supports students to build capacity to: understand the latest research on teaching and learning, provide effective feedback, lead instruction that supports active learning, develop effective classroom learning environments, and plan instruction using the Understanding by Design framework. Prerequisite: Enrollment in Independent School Teaching Residency Program.

  • EDPR6050 - Advncd Field Semnr I

    This course carries credit for the weekly school-based course for the fall of the 2nd year. During this course, which functions as a field seminar, fellows receive focused support around planning, grading, assessment, and other school duties such as coaching and advising. This course also supports students to observe other members of the school community and learn from school-based experts in counseling, learning differences, and diversity. Prerequisite: Enrollment in Independent School Teaching Residency Program.

  • EDPR6100 - Methods II- World Lang

    In the second of two subject methods courses, students focus on foundations of disciplinary knowledge for their subject area. Courses focusing on English, history, mathematics, science, and world languages are offered. In this course, students focus on planning larger units of instruction from one to multiple weeks. Prerequisite: Enrollment in Independent School Teaching Residency Program.

  • EDPR6110 - Methods II- Math

    In the second of two subject methods courses, students focus on foundations of disciplinary knowledge for their subject area. Courses focusing on English, history, mathematics, science, and world languages are offered. In this course, students focus on planning larger units of instruction from one to multiple weeks. Prerequisite: Enrollment in Independent School Teaching Residency Program.

  • EDPR6120 - Methods II- Soc Studies

    In the second of two subject methods courses, students focus on foundations of disciplinary knowledge for their subject area. Courses focusing on English, history, mathematics, science, and world languages are offered. In this course, students focus on planning larger units of instruction from one to multiple weeks. Prerequisite: Enrollment in Independent School Teaching Residency Program.

  • EDPR6130 - Methods II- Science

    In the second of two subject methods courses, students focus on foundations of disciplinary knowledge for their subject area. Courses focusing on English, history, mathematics, science, and world languages are offered. In this course, students focus on planning larger units of instruction from one to multiple weeks. Prerequisite: Enrollment in Independent School Teaching Residency Program.

  • EDPR6140 - Methods II- English

    In the second of two subject methods courses, students focus on foundations of disciplinary knowledge for their subject area. Courses focusing on English, history, mathematics, science, and world languages are offered. In this course, students focus on planning larger units of instruction from one to multiple weeks. Prerequisite: Enrollment in Independent School Teaching Residency Program.

  • EDUC5007 - Tchng&Lrng Stud Cent. Clssrms

    Most teachers have ambitious goals for their classrooms. They strive to make their classrooms spaces where students engage in authentic and meaningful work, where students collaborate on challenging and complex tasks, and where students develop deep disciplinary knowledge and the skills and mindsets that are necessary for their success in college, career, and society. However, many classrooms fall short of this ambitious vision. This course explores the challenges and opportunities teachers face when they attempt to build student-centered learning environments, and offers educators tangible insights and practices to support their work.

  • EDUC5054 - Mnging Collab Lrng Envirnmnts

    This course marks the beginnings of your year-long inquiry as preservice teachers, and hopefully your career-long inquiry as committed educational professionals, into the challenges of and opportunities for teaching and learning in urban settings. The theories and practices explored in this course are offered as foundations for instructional approaches that are intentional, reflective, inquiry-based, and learner-centered. As we investigate multiple dimensions of teaching and learning (curriculum design, learning theories, instructional techniques, etc.), you will have opportunities to both clarify and challenge the assumptions, beliefs, hopes, fears, and goals that you bring to your preparation to teach in urban secondary schools. Offered within the Urban Teaching Apprenticeship Program.

  • EDUC5055 - Adv Field Sem Social Justice

    This course focuses on praxis--the mutually supporting roles of theory and practice that bring rigor and relevance to the work of educational professionals. This course is designed to give student teachers opportunities to develop pedagogical orientations, to learn from "problems of practice" at placement sites, and to enrich student teachers' theoretical and practical knowledge. All of these experiences will inform the master's portfolio and will prepare teachers to continue to see themselves and their practice as continuing sites for research. Offered within the Urban Teaching Apprenticeship Program for UTAP PreK-4 and middle level students.

  • EDUC5056 - Adv Field Seminar STEM

    This course focuses on praxis--the mutually supporting roles of theory and practice that bring rigor and relevance to the work of educational professionals. This course is designed to give student teachers opportunities to develop pedagogical orientations, to learn from "problems of practice" at placement sites, and to enrich student teachers' theoretical and practical knowledge. All of these experiences will inform the master's portfolio and will prepare teachers to continue to see themselves and their practice as continuing sites for research. Offered within the Urban Teaching Apprenticeship Program.

  • EDUC5057 - Adv Field Seminar

    This course focuses on praxis--the mutually supporting roles of theory and practice that bring rigor and relevance to the work of educational professionals. This course is designed to give student teachers opportunities to develop pedagogical orientations, to learn from "problems of practice" at placement sites, and to enrich student teachers' theoretical and practical knowledge. All of these experiences will inform the master's portfolio and will prepare teachers to continue to see themselves and their practice as continuing sites for research. Offered within the Urban Teaching Apprenticeship Program.

  • EDUC5100 - Experimental Course TLL

  • EDUC5171 - Collaboration & Conflict

    Collaboration & Conflict is an experiential and interdisciplinary exploration of how people work together to solve complex problems. The course explores the deeply intrapersonal and interpersonal demands of exercising leadership within partnerships, teams, and complex organizations. The course seeks to help students understand why effective leadership is a cognitively demanding task, requiring both adept emotional intelligence as well as expert technical skill, and why most of us must develop as individuals in order to develop as leaders. The course draws on relevant research, theoretical frameworks, and best practices from psychology, sociology, business, law, medicine, negotiation, economics, education, and more.

  • EDUC6118 - Ldrshp in Eductnl Institutions

    In this course class members will simultaneously engage in an academic study of educational leadership focusing on Pre-K-12 schools and school districts, and in a continuing leadership development laboratory experience designed to increase one's personal efficacy as leader. A basic assumption for the course is that leadership is a central component of schooling; teaching is considered as foremost a leadership activity, whether with five year olds or high school seniors, and successful schools and districts are assumed to have capable leaders. The course will give particular attention to the recent shift in role expectations for school leaders - from competent manager to accountable instructional leader - and what this shift means in relation to the day-to-day work of educational leaders.

  • LGST8060 - Negotiations

    This course examines the art and science of negotiation, with additional emphasis on conflict resolution. Students will engage in a number of simulated negotiations ranging from simple one-issue transactions to multi-party joint ventures. Through these exercises and associated readings, students explore the basic theoretical models of bargaining and have an opportunity to test and improve their negotiation skills. Cross-listed with MGMT 6910/OIDD 6910/LGST 8060. Format: Lecture, class discussion, simulation/role play, and video demonstrations. Materials: Textbook and course pack.

  • MGMT6910 - Negotiations

    This course examines the art and science of negotiation, with additional emphasis on conflict resolution. Students will engage in a number of simulated negotiations ranging from simple one-issue transactions to multi-party joint ventures. Through these exercises and associated readings, students explore the basic theoretical models of bargaining and have an opportunity to test and improve their negotiation skills. Cross-listed with MGMT 6910/OIDD 6910/LGST 8060. Format: Lecture, class discussion, simulation/role play, and video demonstrations. Materials: Textbook and course pack.

  • OIDD6910 - Negotiations

    This course examines the art and science of negotiation, with additional emphasis on conflict resolution. Students will engage in a number of simulated negotiations ranging from simple one-issue transactions to multi-party joint ventures. Through these exercises and associated readings, students explore the basic theoretical models of bargaining and have an opportunity to test and improve their negotiation skills. Cross-listed with MGMT 6910/OIDD 6910/LGST 8060. Format: Lecture, class discussion, simulation/role play, and video demonstrations. Materials: Textbook and course pack.

  • WH2010 - Business Communication

    WH 2010 will prepare you to communicate effectively as you pursue your educational, professional, and personal goals. The course covers all types of business communication: spoken and written, formal and informal, prepared and spontaneous, online and in person. The curriculum also incorporates feedback from Wharton employers, alumni, and business leaders to ensure a valuable experience for students. In developing your business communication skills, WH 2010 teaches audience analysis, outcome-based thinking, structure, persuasion, concision, visual clarity, and more. These soft skills are sometimes undervalued by students – but not by employers. In fact, a 2019 study by Cengage found that employers value soft skills (65%) more than technical skills (50%) Ultimately it is these skills – not your content knowledge — that determine how high you rise in your career. The goal of WH 2010 is not to help you land your first job, but rather to excel in it.

  • WHCP6110 - Management Communication

    Description: WHCP 6110 is the first course of the Management Communication core requirement. In this seminar-style course, students learn the essentials of persuasion, gain confidence in public speaking, and receive individualized feedback on both speaking and writing. The course enables students to develop and demonstrate effective, business-oriented communication skills, regardless of their skill level. Students may select a section designed specifically for non-native English speakers. Communication topics covered in all sections include: persuasion, organization and delivery of speeches, defending one's view before adversarial audiences, impromptu and prepared speeches, effective use of data, and dealing effectively with the media. Each student will learn successful communication strategies, and gain confidence using them. Students have the opportunity to receive instructor and peer feedback in the classroom, as well as one-on-one feedback and coaching from instructors and second-year Wharton Communication Fellows. WHCP6110 is offered in Q1 and Q2.

  • WHCP6120 - Adv Persuasive Speaking

    WHCP 612 instructs students in the theory and practice of Advanced Persuasion. There are three variants: Crisis Communication; Impromptu Speaking and Elements of Story for Business; and Fundamentals for Prospective Entrepreneurs. All variants include a focus on advanced persuasive frameworks and techniques, and cover the skills of impromptu speaking and speaking under pressure. Students will have ample opportunity for speaking practice and receiving feedback from peers and their instructor.

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