Summer Institute for Educators 2014

Course Descriptions

Offered in one week accelerated format:
July 7 - 11, 2014 and July 14-18, 2014

July 7 - 11, 2014 
One week courses

Register online 


SST 592/ENG 592
Technology in the Humanities Classroom
Monday through Friday, 8:30 a.m. - 4 p.m. 

In this course, teachers will improve their use of instructional technology to create learning opportunities in their content areas so that students in turn may learn to integrate technology in a meaningful and responsible way. Teachers will use classroom technology such as tablets, iPods, smart boards, smart phones, and other digital media to support learning opportunities that are characterized by differentiated instruction, universal design, and which support both collaborative and individualized approaches to real-world problem solving and learning. Also, teachers will consider challenges and opportunities in facilitating exemplary digital citizenship.
Professor: James Peirce, MAT Rivier University, Metheun High School 

ED 594
Web Design for Educators
Monday through Friday, 8:30 a.m. - 4 p.m.  
This course exposes students to the issues, skills and tools involved in developing educational web pages that support classroom curricula. Learn what makes an effective classroom website and what features are critical to motivate learning. Participants will explore the basics of good web design, graphics on the net, and using colors in web page design. The course is offered to educators wishing to effectively support their classroom curriculum and to enhance their students’ skills and learning through the use of web pages.
Professor: Fran Keefe, M.Ed. University of Massachusetts Boston, Instructional Designer at Rivier University 

MA 610
Managing the Diverse Mathematics Classroom
Monday through Friday, 8:30 a.m. - 4 p.m.  
Teaching mathematics requires teachers to develop a classroom culture of mathematical discourse and support all students’ development of mathematical understandings as they actively engage with mathematical content. This course provides teachers with the tools necessary to both manage and facilitate learning in a diverse mathematics classroom. Topics include: developing a classroom culture that welcomes and thrives on student participation in mathematical reasoning; differentiating instruction to meet the diverse needs of learners; designing curriculum for student engagement; making effective use of instructional aides (and getting by without them); promoting students’ personal and mathematical self-esteem; collaborating with students, families, and professionals to further student development, learning, and well-being; and promoting equity in the classroom. 
Professor: Ann Gaffney, M.Ed. Lesley University, Doctoral Student at Rivier University   


July 14 - 18, 2014 
One week courses

Register online 

BIO 800
Teacher as Researcher  
Monday through Friday, 8:30 a.m.–4 p.m.
 
This course provides students with an opportunity to conduct inquiry-based research, which has been identified as an important component of a comprehensive biology curriculum. The objective of this course is to support science teachers’ understanding of the role of inquiry in student learning in science and introduce them to inquiry based lessons. During this weeklong class, students will learn to use invertebrates to measure stream quality, conduct experiments in local streams and design methods to include this lab in a secondary education science classroom. These techniques will be especially important in facilitating Middle School and High School Standard LS2: Ecosystems: Interactions, Energy, and Dynamics of the Next Generation Science Standards. 
Professor: Benjamin Philip, Ph.D. Miami University, Assistant Professor of Biology at Rivier University 


ENG 685
Non-Fiction: Tradition and Teaching 
This class is a hybrid course, meeting face-to-face July 14-17, 9 a.m. to 1 p.m. with a substantial online component that concludes by August 14.
While the Common Core calls for increased use of non-fiction texts in all classrooms, secondary English teachers are often torn between the need to help students navigate such texts and the belief that literary texts should make up the bulk of the reading they do with their students. By examining close reading techniques, integrating non-fiction texts in an organic way, and realizing the “non-fiction” and “literary” are not mutually exclusive categories, teachers can meet the new standards while keeping literary study at the center of their respective classrooms. This class is a hybrid course, meeting face-to-face July 14-17, 9 a.m. to 1 p.m. with a substantial online component that concludes by August 14.
Professor: Bill Maniotis, MA/MAT Rivier University, Faculty member Merrimack High School Department of English, Former Director of English Education at Rivier University. 


 MA 523 
Mathematical Patterns and Connections: Enlivening Geometry, Algebra, and Pre-Algebra through Interactive Problem-Solving and Discovery
Monday through Friday, 8:30 a.m.–4 p.m.  
The Common Core State Standards call for changes in both the content and practices of mathematics teaching. Participants will engage in group explorations and problem-solving activities which could be used in 4th-10th grade mathematics classrooms as they delve deeper into the concepts and connections of the mathematics they teach. By experiencing the challenges first-hand, sharing ideas and solutions, and discussing alternate approaches, participants will be able to assess the value of these mathematical practices from both the students' and the teacher's viewpoint. Topics will be chosen from numbers and operations, geometry, proportional reasoning, probability, descriptive statistics, and elementary algebra. Some pre-reading and a post-week project is expected for graduate credit.
 Professor: Teresa D. Magnus, Ph.D. University of Virginia, Professor of Mathematics and Director of Secondary Education at Rivier University  

SST 637
The Atlantic World
Monday through Friday, 8:30 a.m.- 4 p.m.
By addressing relevant content, this course is designed to help teachers identify ways of meeting the expectations of the C3 framework (College, Career, Civic Life: A Framework for Social Studies Standards) published by the NCSS. The course will explore the interaction of Europe, Africa, and the Americas from the Age of Exploration until 1825. It will focus on the English and French North American colonies, with some discussion of the Spanish, Portuguese, and Dutch colonies. It will also incorporate geography, economics, and politics in the history of triangular trade in the Atlantic World. Finally, students in the course will investigate the African slave trade and its importance to Europe and America. Some pre-reading and a post-week project is expected for graduate credit. 
 Professor: Stephanie Roper, Ph.D. University of Kansas, Senior Lecturer at Rivier University

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