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Summer Courses for

Professional Educators, 2011

Below is a list of the Summer 2011 courses we are offering for professional educators.  Tuition will remain the same this year at $190/credit hour, unless otherwise indicated.  If you register and pay for a class prior to May 16, 2011 you will receive a 10% discount on the $190/credit hour tuition.  To register for classes, click here.

Biological Diversity and Ecological Sampling, GEDU 5065

Dates:  June 20-24, 2011 (9:00am-4:30pm)

Instructor: Forrest Smith, Adjunct Faculty, B.A., Hiram College; M.S., Kent State University

Graduate Credit Hours:  3

Target Audience:  Grade 6-12 Science Teachers

Biodiversity and Species Richness are terms that we hear all the time and are addressed in state and national standards.  But what do these terms actually mean?  How can we incorporate the study of biodiversity into our curriculum?  This field-based course will explore biological sampling as one method for studying biodiversity.  Participants will learn various techniques to sample species and environments in and around the schoolyard, including transects, quadrats, random pairs and more.  The role of environmental parameters (pH, dissolved O2, moisture, N, P, K) will be explored.

 

It's ALIVE! Life Science in the Schoolyard, GEDU 5066

Dates:  June 20-24, 2011 (9:00am-4:30pm)

Instructor:  Matt Sorrick, Center for Science Education; B.A., Hiram College; M.S., Kent State University

Graduate Credit Hours:  3

Target Audience:  Grade PK-8 Teachers

This course will explore developmentally-appropriate strategies to teach PK-8, in Life Science, Scientific Inquiry and Scientific Ways of Knowing, as they relate to the new Ohio Academic Content Standards.  Teachers will explore and discover concepts related to living organisms, nonliving things, food chains/webs, environmental changes, habitats, and biomes.  Throughout the course, teachers will become very familiar with common Ohio plants and animals.  Emphasis will be placed on schoolyard explorations.  Many strategies to make observations, ask questions, design investigations, and gather data will be presented, along with a variety of instructional ideas and materials to bring “Life” into your classroom science curriculum.  Participants will be provided time to design developmentally appropriate lessons and units of study based on conceptual understanding and inquiry to be integrated into their own course of study.  Teachers will receive and make a variety of instructional materials, and have access to borrow additional resources and materials for classroom use. 

Physical Geography in One Week, GEDU 5067

Dates:  June 27-July 1, 2011 (9:00am-4:30pm)

Instructor:  Ronald Runeric, Adjunct Faculty; M.A., Ph.D., University of Akron Graduate Credit Hours: 3

Target Audience: Grade 6-12 Science/Social Studies Teachers

Physical geography is all around us, yet often forgotten in our curricula because it fits in both science and social studies.  This course will introduce teachers to the study of maps, weather, climate, landforms, and glaciers as a means to understand and interpret the landscape of NE Ohio and how it influences water flow, soil formation, location of natural resources (gas, coal, oil, etc.), biotic characteristics, and land use issues.  This course includes several day-long and half-day field trips throughout Northeast Ohio to observe interesting features of the land, including the Hiram College Field Station, Mentor Headlands, Big Creek and Grand River, Bass Lake Preserve and more.  Strategies to incorporate physical geography into the curriculum will be discussed.

Multi‐Sensory Structured Language: The Orton‐Gillingham Approach, GEDU 5052

Dates: June 27-July 1 & July 5-9, 2011 (9:00am-4:30pm)

Instructor: Beth Moore, Adjunct Faculty, Fellow, Academy of Orton-Gillingham Practitioners and Educators; B.A., Towson Univ.; M.A., Loyola College

Graduate Credit Hours: 5

Target Audience: PK-12 Teachers, Speech Professionals, School Curriculum Directors & Administrators

This course introduces students to the Orton Gillingham approach of teaching reading, writing, and spelling to the dyslexic child as well as others who have struggled with learning language. It employs multi‐sensory techniques which engage hearing, seeing, and feeling simultaneously in order to facilitate memory and learning. This approach has successfully taught children to read for more than 70 years. Students will learn how to apply the multi‐sensory approach to instruction as they design and practice teaching lessons to classmates. In addition to learning about the characteristics and needs of the struggling reader, students will examine the structure of the English language including: phonological awareness, sounds, syllables, syllable division, morphology, and spelling generalizations, with particular emphasis on the ways in which the writing hand reinforces all learning. Woven into the practical aspects of how to deliver an Orton‐Gillingham lesson will be the neurological underpinnings of dyslexia, the oral and written history of the English language, informal and formal assessment, fluency, and comprehension.

 

Stop the Bullying: Creating a Culture of Respect in the Classroom, GEDU 5040

Dates (held at Hiram College):  July 11-15, 2011 (9:00am-4:30pm)

Dates (at Ashtabula County educational Service Center):  August 1-4, 2011 (9:00 a.m. – 4:30 p.m.)

Instructor:  Melinda Kapalin, Adjunct Faculty; B.A., M.A., Hiram College; Prevention/Education Specialist for Lake Area Recovery Center

Graduate Credit Hours:  3

Target audience:  Grade K-12 Teachers, School Counselors & Administrators

Today educators, administrators, counselors, schools and youth organizations are inundated with messages about bullying.  Programs targeting the problem range from assemblies and motivational speakers to teacher in-service programs.  But in order to create a lasting climate of social justice in your building, organization or group, it takes a commitment and an ongoing curriculum that teaches kids, teachers, parents, coaches and staff how and why to respect the dignity of others.  This course will provide educational strategies and practical applications of using conflict resolution with kids. It will help you educate children as to the causes of bullying, the need for respect and social justice and the difference between reporting behavior and tattling.  It will also cover material for students that range from exclusion to cyber-bullying and what the laws of Ohio can do to protect students. Since bullying is far reaching and not limited to the upper grade levels, this course is appropriate for K thru 12.  Learning to understand why kids bully and how to help them recognize their behavior and bullying behavior in others is key to this successful program.   

 

What is Human?, GEDU 5069

Dates: July 11-15, 2011 (9:00am-5:00pm)

Instructor: Colleen Fried, Professor of Chemistry; B.A., Carleton College; Ph.D., Iowa State University.

Michael Blackie, Assistant Professor of Biomedical Humanities; B.A., California State University, M.A., Georgetown University, Ph.D., University of Southern California

Meghan Hull, Language Arts Teacher at Berkshire Junior/Senior High School; B.A., Kent State University, Licensure, Cleveland State University, M.Ed., Kent State University (in progress)

Erin Lamb, Assistant Professor of Biomedical Humanities; B.A. University of Iowa, PG Dip Nottingham Trent University, Ph.D. Duke University

Jennifer Miller, Assistant Professor of Education.  B.A., University of Akron; M.Ed., Ph.D. Kent State University

Jessica Olin, Information Literacy/Instruction Librarian, Hiram College Library. B.A., Hood College; M.L.I.S., Simmons College; M.A.Ed., Touro University International.

Graduate Credit Hours: 3

Target Audience: 9-12 English Language Arts, Science Teachers

Special Tuition:  $175/credit hour, additional application required, due by April 25th.

Biotechnologies, including enhancement technologies, reproductive and genetic technologies, and technologies that blur the boundaries between human and animal, human and machine, and of human mortality, already impact society and challenge our understanding of a key question at the core of the humanities: “What does it mean to be human?” The humanities provide the kind of critique and ethical foresight needed to define related concepts such as excellence, fairness, lifespan and the natural. The primary objectives of this course are: 1) to provide teachers with a basic overview of current and proposed biotechnological developments that influence our understandings of human nature, 2) to introduce new texts and explore how familiar texts can connect to key questions these biotechnologies are raising about human limits, origins and possibilities, and 3) to generate practical strategies for incorporating this interdisciplinary subject matter into the Language Arts classroom as a way of demonstrating for students the relevance of fictional texts and of humanistic inquiry to their lives.  Ultimately, this course helps prepare Ohio teachers to meet the new Common Core Standards, especially the mandate for Language Arts teachers to include more informational as well as literary texts and to meet new cross-disciplinary literary standards. This institute is generously supported by the Ohio Humanities Council, a state affiliate of the National Endowment for the Humanities.

Crisis Intervention Training. GEDU  

Dates:  July 18-22, 2011 (8:00 a.m. to 4:00 p.m.) at Streetsboro Police Department, 2080 State Route 303

Instructor:  Joel Mowrey, Ph.D., Adjunct Faculty, B.S., University of Pittsburgh, M.A, Ph.D., Bowling Green State University, Licensed Clinical Psychologist

Graduate Credit Hours:  2 (for $300)

Target Audience:  ANY school staff members:  faculty, guidance, administration, bus, custodial, secretarial, cafeteria.

Portage County Crisis Intervention Team Education Collaboration is a five day program for school personnel designed to increase awareness of mental health issues and develop crisis management skills.  Topics include:  introduction to mental illness, crisis with kids, depression and suicide prevention, child abuse, bipolar disorder, bullying, substance abuse, autism, domestic violence, trauma, developmental disabilities, safety plans, de-escalation principles, verbal techniques & role-plays, stress management, community resources.

Linguistics for Teachers, GEDU 5070

Dates: July 25-28, 2011 (9:00am-Noon)

Instructor: Paul Gaffney, Assistant Professor of English.  B.A., Western Washington University; Ph.D., University of Virginia.

Graduate Credit Hour: 1

Target Audience: Grade PK-6 Teachers

This course will introduce teachers to ways that the science of linguistics could help in their teaching of language issues, such as grammar, spelling, language disorders, and reading. The course will begin with linguistic theories of language development and how humans process and use language generally, but will mostly consist of specific language issues that teachers encounter daily in their classrooms and offer ideas about what to do with these issues. Lesson development will include topics about language acquisition, syntax, dialects, phonology and teaching of spelling, and semantics and vocabulary.

Mind, Brain, and Education in the 21st Century, GEDU 5071

Dates: August 1, 2, 3, 2011 (9am-5:00pm)

Instructor: Ryan Honomichl, Assistant Professor of Psychology, B.A., University of Redlands; M.S., Ph.D., University of California, Davis

GraduateCredit Hours: 2

Target Audience: Grade K-12 Teachers, School Counselors & Administrators

Theoretical perspectives on cognitive development and learning in children and adolescents have changed drastically in the last 50 years. Research from psychology, education, and neuroscience provide new and exciting insights for teachers and administrators.  In this class, we will review some traditional theories of cognitive development, as well as recent findings. In addition, we will introduce the new field of educational neuroscience; discuss its potential and its limitations for changing educational practice in the 21st century.  Participants will be asked to consider personal experiences in relation to theoretical predictions. In addition, lesson plans informed by best practices will be constructed.

 

Basic American Sign Language for the Classroom, GEDU 5072

Dates: August 1-5, 2011 (6:30-9:00pm)

Instructor: Kim Bass, Adjunct Faculty; AAS, University of Akron; BS, Lake Erie College; MS, University of Arkansas; National Interpretation Certification

Graduate Credit Hour: 1

Target Audience: PK-Elementary and Special Education Teachers, Home School Teachers

Gain classroom attention without raising your voice. As a teacher, you do not need to be fluent in sign language to reap the benefits of American Sign Language in the classroom. After learning a few basic signs, teachers can control class noise levels, disruptive student behavior, handle discipline problems and reinforce positive behavior without yelling. Incorporate American Sign Language into elementary school, home school, special education and preschool lesson plans.  Course activities will utilize “Signing Time Classroom Edition” (optional purchase) to get participants comfortable with sign language and ready for the new school year.  Classroom resources and tips for signing in the classroom, lesson plans, and activities are included.

 

Human Trafficking, GEDU  5057 
Dates: August 8-12, 2011 (9:00am-4:30pm)
Instructor: Roger Cram, Adjunct Faculty; BA, Hiram College; MBA, Kent State University

Graduate Credit Hours: 3

Target Audience: High School teachersHow can there be 27 million slaves in the world when slavery is illegal in every country?  Why do freed slaves often voluntarily return to work for their former owners? Why does the global economy help determine the amount of slaves in the world? Does a six-year-old child slave, digging tunnels by hand in the Congo River basin, have anything to do with your cell phones and laptops? Third only to drugs and weapon sales, human trafficking is the largest and fastest growing organized crime activity in the world resulting in a multi-billion dollar industry. Forced factory and agricultural labor, the sex trade, debt bondage, domestic help, children soldiers, and the selling of human organs comprise the many facets of this contemptible trade. There are over 100,000 slaves in the United States secretly held captive and forced into manual labor and the sex trade. Runaway teen agers in United States are easily spotted by trained traffickers and approached on an average of 38 hours after leaving home. One of our country’s primary cities for human trafficking transportation is Toledo, Ohio.

In this course we will explore the world slavery problem with emphasis on women and children. The economic reasons slavery is so prolific and the political undertakings currently trying to combat this scourge will also be investigated. The psychological effects of individuals involved in the slave trade, both victims and perpetrators, and the role they play in their communities is a prime concern. Many of the look-the-other-way cultures regarding human trafficking, especially when human trafficking becomes “normalized,” will be explored in detail. The U.S. State Department’s document, “Trafficking in Persons Report 2010,” for the first time, includes figures for slavery in the Unites States. It was presented by Secretary Clinton on June 14, 2010, and will be part of this curriculum. Where human trafficking exists, how it is supported, the psychological culture it needs to flourish, and what can be done about stopping this practice is the basis for this course.

Google Tools in the Classroom, GEDU 5073

Dates: August 9 & 10, 2011 (9:00am-4:00pm)

Instructor: Paula Baco, Adjunct Faculty; B.A., Youngstown State University; M.A., Kent State University

Graduate Credit Hours: 1

Target Audience: PK-12 Teachers

You’ve used Google to search for classroom materials and lesson plans and even to do some personal research. Learn how to put Google Tools to work for you and your students and incorporate many free features that could enhance student projects and encourage collaboration. Learn how to use Google docs, spreadsheets, presentations and forms; start a class or student project website; embed a calendar for students and parents; create lessons incorporating Google Earth; and learn how to help students use Google’s many search functions more effectively.

 

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