Summer Courses 2008
Please complete an application and registration form to register for one of the following graduate courses at Hiram College.
Science in the Schoolyard
Dates of Teacher Institute: June 9-13 and 16-20, 2008 (9:00am-5:00pm) and either
Dates of Nature Camps: July 7-11, 14-18 or 21-25, 2008 (9:00am-4:00pm)
Instructors: Roxanne Sorrick, Department of Education, Hiram College
Matt Sorrick, Center for Science Education, Hiram College
Graduate Credit Hours: 7 (4 in summer, 3 in spring 2009)
Target Audience: Teachers grades PK-5
Teacher Stipend: $600 + $250 in course books and materials
Materials & Equipment Allowance: $750
Applications Required: Contact Matt Sorrick at 330.569.6003 or sorrickmw@hiram.edu
Science in the Schoolyard is a collaborative learning partnership between Hiram College and PreK-6 teachers that involves science conceptual understanding, theme-based unit planning, teaching experiences and classroom implementation. Teachers will explore nature and their school environment through hands-on, real-world learning experiences and establish connections with their students, the school and the surrounding community. Science in the Schoolyard emphasizes an integration of schoolyard nature resources with topics in math, social studies, language arts, writing, and art. By extending teachers' classrooms into the schoolyard and neighborhood, students can engage in learning that is relevant to their world, take pride in the place in which they learn, and connect with their community in a natural way. All expenses, including tuition, fees, teacher stipends and equipment allowances are generously provided by grant funding from the Ohio Board of Regents Improving Teacher Quality Fund.
Meeting Readers' Needs:
Inclusive Strategies for Differentiating Comprehension
Dates: June 9-13 (9:00am-4:00pm)
Instructors: Tina Craigo (Grade 2 teacher, NBPTS) and Lisa Gysegem (Grade 2 Language Arts Intervention teacher, NBPTS)
Graduate Credit Hours: 3 Target audience: Teachers grades K-4
Location: Trumbull County Educational Service Center, Warren, Ohio
This course will introduce and model for teachers the explicit instruction of specific comprehension strategies such as making connections, developing mental images, inferring, asking questions, and synthesizing theme and main idea of text. Teachers will have opportunities to discuss and "fine tune" the framework of their literacy program as they examine theories of comprehension and learning. Teachers will create "anchor lessons" that meet the needs of learners at differing levels, while exploring different genres and titles applicable to their grade level.
Incorporating Multi-modal WebQuests
In Social Studies and Science
(hybrid online course)
On-line Timeframe: June 21-July26, 2008
Campus Meetings: June 21, July 12, AND July 26 (9:00am-1:00pm)
Instructor: Roxanne Sorrick, Department of Education
Graduate Credit Hours: 3 Target audience: Teachers grades 2-6
This course is designed to teach participants to create science and social studies content based WebQuests with audio, video, images, animation, and text in order to reach and engage all learners. Review of learning styles, research on instructional effectiveness of WebQuests, connection to the content standards, and implementation of appropriate assessment included. Participants will create one multi-modal WebQuest and begin the skeleton of another. This course will include 3 face-to-face meetings (4 hours each) as well as discussion, critique, and feedback in an online environment between meetings.
The Creation of Adolescence
(hybrid online course)
On-line Timeframe: June 23-August 1, 2008
Campus Meetings: June 23 AND August 1, 2008 (9:00am-Noon)
Instructor: Kim King, Professor of Sociology and Anthropology
Graduate Credit Hours: 3 Target audience: Teachers grades 6-12
According to popular conceptions, the period of adolescence is wrought with problems. Raging hormones, dysfunctional families, and bad genes are often blamed for youthful violence, suicide, and a host of other disorders and problems. But, just how much trouble do teenagers really cause? At what point historically were young people singled out into an age-specific cohort? What role do the media, the educational system and economics play in our conceptions of teenagers? This course will examine the social creation of the "teenager" and examine the definitions of and stages of childhood, adolescence and youth in traditional tribal societies, Europe and the United States throughout history. Industrialization, changes in the family, population pressures, economics, employment and unemployment, world tensions, war and post modernism all had direct and indirect effects on the lives of young people and how they were seen by others. At each era, we will use an interdisciplinary approach to discuss the expressions of youth culture (or lack of culture), the effects youth culture had on other segments of society, and the major theories that arose to explain the behaviors and attitudes of young persons. We will pay special attention to the role of public education in the creation of adolescence and examine the rise of high schools in the United States.
Holocaust Education
Dates: June 23-27, 2008 (9:00am-5:00pm)
Instructors: Herbert Hockhauser
Graduate Credit Hours: 3 Target Audience: Teachers grades 4-12
This workshop is designed to provide teachers with better insights into one of the pivotal events of the twentieth century, the Holocaust. Participants will gain familiarity with materials that are available for classroom instruction and the methodology necessary for presenting the material. Topics to be addressed include European political history, church history, the history of anti-Semitism, the rise of Nazism, world apathy, rescue and resistance, revisionists and deniers, methodology, and more.
Physical Science – Nature of Energy
Dates: June 23-27, 2008 (9:00am-5:00pm)
Instructor: Laura Van Wormer, Professor of Physics
Graduate Credit Hours: 3 Target audience: Teachers grades 1-8
Teachers will explore and discover concepts related to the Nature of Energy through an inquiry approach to teaching Physical Science. Concepts relating to temperature (thermal energy, conduction, convection, radiation), electrical energy, energy transformations (potential, kinetic), and light and sound (transmission, refraction, reflection) will be investigated. Participants will be provided time to design developmentally appropriate lessons and units of study based on conceptual understanding and inquiry that can be integrated into their own course of study.
Owning Up
Dates: July 7-11, 2008 (9:00am-5:00) Instructor: Melinda Kaplan
Graduate Credit Hours: 3 Target audience: Teachers grades 6-12
Educators, administrators, counselors, schools and youth organizations are inundated with messages about bullying. This course and curriculum is designed to create a lasting climate of social justice and respect in your building. The Owning Up curriculum does just that, it provides education for every member of your community and strategies for long range success. This seminar will cover the curriculum of the Owning Up program and certify the participants to implement the program within their school or organization. Classroom strategies addressing conflict resolution skills, technology, and relationship building are some of the areas that will be explored. Creating your own assemblies for students, parent meeting outlines, and staff enrichment information will also be provided. The Owning Up curriculum was researched and developed by Rosalind Wiseman, educator and founder of the Empower program in Washington, DC.
Modeling Future Heroes
Dates: July 21-25, 2008 (9:00am-5:00pm)
Instructor: Roger Cram, Director of Community Relations and Special Projects
Graduate Credit Hours: 3 Target audience: Teachers grades K-12
Are there universal techniques for solving problems peacefully that have repeatedly worked in various cultures around the globe? This course is a study in group dynamics and decision-making based on military heroes such as the Tuskegee Airmen and 20 world leaders who sought peaceful solutions to problems. Participants will be immersed in the history of these determined heroes and compare their unique abilities to resolve conflicts and endure challenges. An analysis of the successes of Nelson Mandela, the persistence of the Tuskegee Airmen, the optimism of Dr. Martin Luther King Jr., the courage of Rigoberta Menchu, the wisdom of Eleanor Roosevelt, and the amazing accomplishments of some impoverished individuals living in South Africa, Tanzania, and Nicaragua, will help to identify conflict-resolution techniques and common values that endured under extreme duress and injustice. Discussion will include how these techniques and values can work for poor, rich, businesses, individuals, and for our families, youth, and schools.
Whodunit?
Using Popular Fiction in the Language Arts Classroom
Dates: August 4-7 (9:00am-4:00pm)
Instructors: Jennifer Miller, Assistant Professor of Education
Jeffrey Swenson, Assistant Professor of English
Graduate Credit Hours: 2
Target audience: High School Language Arts teachers
This workshop is designed for secondary teachers who are interested in using popular fiction in the language arts curriculum. Participants will develop strategies for effectively using the kind of popular fiction—such as mysteries—that draws in reluctant readers. Taking Dashiell Hammett's The Maltese Falcon as the focus, participants will develop a strategy for teaching popular novels in the secondary curriculum and develop lesson plans that support the Ohio Academic Content Standards using Maltese Falcon or similar popular novels. Participants will be immersed in the novel from a variety of perspectives, including historical context, hot-button discussion topics, pedagogical hurdles and approaches, resources for involving students in the novel, and much more.