GEDU courses are offered through the Graduate Program

GEDU 50010:  GWS:INCORP SCHOOLYARD HABITATS:  3 Hour(s)  

WORKSHOP~SCHOOLYARD HABITATS~ This workshop will provide teachers with basic knowledge for exploring field, pond, stream, and forest habitats with students that can then be applied to schoolyard environments. Participants will learn observation and journaling techniques, as well s scientific field methodology used to collect, census, and identify living and non-living organisms. Travel to nearby schools to generate ideas for incorporation into teachers' curricula.

GEDU 50020:  GWS:TEACHING EVOLUTION IN OHIO:  3 Hour(s)  

WORKSHOP~TEACHING EVOLUTION~ This workshop addresses the practical issue of how to teach evolution during an era of heightened sensitivity to religious beliefs. In addition to discussing the origin of the universe and biological evolution, teachers will learn why evolution was upheld in Ohio's content standards.

GEDU 50050:  GWS:CLASSROOM RESEARCH:  1-3 Hour(s)  
GEDU 50080:  GWS:CHEMICAL ENERGETICS:  3 Hour(s)  
GEDU 50090:  GWS:TEACHING POETRY:  3 Hour(s)  
GEDU 50100:  RUNNING THE RIVER:  3 Hour(s)  
GEDU 50110:  GWS:HS & CLG RESEARCH COLLAB:  1-5 Hour(s)  

GWS~HIGH SCHOOL TEACHERS AND THE HIRAM GENOMICS INITIATIVE AS RESEARCH COLLABORATORS: Unique research experiences are designed to strengthen problem-solving and critical thinking skills and to motivate students to take greater control of their learning and to prepare them to take the next step in their academic training. Biology and Life Science teachers will develop their own lab skills through research experiences alongside Hiram faculty and students. Teachers will work with bacteria to isolate, purify, and identify strains from environmental samples, as well as isolate and analyze genes from a bacterial genome. Teachers will design collaborative research projects with Hiram faculty, and then develop implementation plans for their own classrooms.

GEDU 50120:  GWS:SCHLYARD ECOLGCL RESEARCH:  3 Hour(s)  
GEDU 50150:  GWS:INVESTING IN INQUIRY:  3 Hour(s)  
GEDU 50160:  GWS:DISCOVERING WONDR OF NATUR:  1 Hour(s)  

GWS: DISCOVERING THE WONDERS OF NATURE~

GEDU 50180:  GWS:SEC BLACK MIL UNITS WWII:  3 Hour(s)  
GEDU 50200:  GWS:GLOBAL HEALTH CARE JUSTICE:  3 Hour(s)  
GEDU 50210:  GWS: FIELD BOTANY:  3 Hour(s)  
GEDU 50211:  PRACTICAL BOTANY FOR TEACHERS:  3 Hour(s)  

PRACTICAL BOTANY FOR TEACHERS~ Target Audience: K-12 teachers This course is designed for elementary, middle, and high school teachers of biology, ecology, and science. One area which is sometimes missing in science education is the identification of plants and their structures. This class will focus on identification of common weeds, wildflowers and trees in forests, fields, roadside ditches and even landscaping. Participants will utilize field guides and simple plant keys to learn identification techniques, as well as methods to create an herbarium. Hiram College and the James H. Barrow Field Stations will be the focus areas of the course with field trips to Holden Arboretum, Kent Bog and other nearby sites.

GEDU 50220:  GWS: TEACH LIT JOURNALISM PROJ:  3 Hour(s)  
GEDU 50230:  GWS:DRAMA & WRITING CURR:  3 Hour(s)  

GWS~WRITING AND DRAMA ACROSS THE CURRICULUM:Teachers of any content area and any grade level can engage their students in classroom writing and process drama activities. "Process drama" is improvisational drama that encourages students to co-create with their teachers' ways to solve a dilemma, reflect on historical or current social conditions, or explore new directions to take. In a hands-on approach, participants will experience process drama episodes and writing activities throughout the course that they will apply to their own curricula in a course project. This course supports standards by emphasizing ways for teachers to incorporate oral and written communication skills, problem-solving skills, and real-world relevance into future lessons.

GEDU 50240:  GWS:NATURE WORKS:SCH SCIENCE:  3 Hour(s)  
GEDU 50300:  GWS:LEVERAGING CHANGE:POL/ECON:  3 Hour(s)  

GWS~LEVERAGING CHANGE~THE POLITICS AND ECONOMICS OF GLOBAL POVERTY AND HEALTH CARE: This course and symposium will address critical topics in international health care and issues of disparity within the U.S. health care system, paying attention to the political and economic forces that contribute to these health care disparities/inequities. It will focus on potential solutions to the many problems that exist and how humanities, especially literature and the arts, might contribute to those solutions. During the symposium, participants will engage with researchers, health care professionals, humanities and social science scholars, and artists on issues related to human moral equity and justice, and the role of the biomedical research community and health care planners/providers.

GEDU 50350:  IGNITING STREAMS OF LEARNING:  3 Hour(s)  

GWS~IGNITING STREAMS OF LEARNING IN SCIENCE~SUPPORTING AND ENHANCING STEM CAREERS USING THE RECOVERING CUYAHOGA WATERSHED AS A LOCAL MODEL: This collaborative program pools the collective resources of faculty, graduate and undergraduate students from Hiram College, Kent State University, and University of Akron, and utilizes best practices in science education to engage learners in local examples of STEM (science, technology, engineering, and math) applications in the miraculous recovery of the Cuyahoga River. Igniting Streams of Learning involves an in-depth study of the upper and middle Cuyahoga Watershed including habitat analysis, stream water quality testing, transect studies, ecological microhabitat analysis and much more during a two week institute for teachers and high school students, and several follow-up workshops throughout the school year in which a learning module will be developed.

GEDU 50380:  PUTT LEARNING IN PERSPECTIVE:  3 Hour(s)  

PUTTING LEARNING INTO PERSPECTIVE IN THE NEW LANDSCAPES OF SCIENCE STANDARDS AND ASSESSMENTS~ In this workshop, we will explore what we have learned from two decades of research on learning and the brain. We will identify questions of concern to us as teachers and environmental stewards. We will collect data from our own learning experiences as we inquire into local environments (wetlands, streams, and urban forests). Participants will develop an action plan that emerges from their experiences and from field books and teacher resource materials already aligned to revised Core Curriculum, Next Generation Science Standards, and the North East Ohio Regional Sewer District Watershed curriculum. Through generative collaborative experiences, teachers will develop an action plan on an important local environmental issue. By shifting our focus from teaching to learning, everyone will experience the value of critical colleagues among our shared STEM community of teachers, professors, professional scientists, and undergraduate students.

GEDU 50390:  PHYSICAL SCI-NATURE OF ENERGY:  3 Hour(s)  

GWS~PHYSICAL SCIENCE-NATURE OF ENERGY. 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.

GEDU 50410:  EARTH/SPACE SCI IN SCHOOLYARD:  3 Hour(s)  

EARTH AND SPACE SCIENCE STANDARDS IN THE SCHOOLYARD: The focus of this course will be to explore developmentally appropriate strategies to teach Earth and Space Science Standards in schoolyards. Northeast Ohio offers many unique resources for study in this area. Field trips will include The Cleveland Museum of Natural History and the Shafran Planetarium, Nelson Ledges State Park, and rock collecting at a local sand and gravel company, as well as visits to area school grounds. Emphasis will be placed on understanding Earth & Space Science Standards as they relate to Ohio. Teachers will receive a variety of instructional materials and have access to borrow additional resources and materials for classroom use. Materials and resources include rock collections, soil samplers, stream erosion tables and weather instruments.

GEDU 50450:  UNIVERSAL DESIGN:  3 Hour(s)  

UNIVERSAL DESIGN APPLICATIONS FOR YOUR CLASSROOM~ Universal design, a concept that originated in architecture but which has spread far beyond, is the process by which products and environments are designed to be accessible and usable by the greatest variety of people, disabled or not, without any special adaptations or modifications. In any classroom, K-12 and beyond, you will see individuals with a variety of learning styles, previous experiences, diagnosed or undiagnosed learning difficulties, and cultural backgrounds. In this course, participating teachers will learn how to apply universal design concepts from a pedagogical perspective by learning about best practices, inclusive instructional design, and practical approaches among other topics. Teachers will work, both individually and in groups, to apply strategies of universal design and design/redesign lessons for the classroom.

GEDU 50470:  GET MOVING!:  3 Hour(s)  

GET MOVING! PHYSICAL SCIENCE EXPLORATIONS TO ENERGIZE STUDENTS~ The focus of this course will explore developmentally appropriate strategies to teach physical science standards PK-6. Emphasis will be placed on understanding physical science, scientific inquiry and scientific ways of knowing, as they relate to Ohio Academic Content Standards. Teachers will explore and discover concepts related to the nature of matter, nature of energy, and forces and motion through an inquiry approach to teaching physical science. States and properties of matter, chemical and physical changes, motion, contact and non-contact forces (including speed, direction, mass, collisions, position), sound and light, kinetic and potential energy, and energy transformation will be investigated. Emphasis will be placed on schoolyard physical science explorations. 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. Teachers will receive and make a variety of instructional materials, and have access to borrow additional resources and materials for classroom use.

GEDU 50510:  WOLVES AND CIVILIZATION:  3 Hour(s)  

WOLVES AND CIVILIZATION~ By surveying the representation of the wolf in history, myth, folklore, natural history, and popular culture, this course seeks to examine the complexities of the natural and political relationship between humans and wolves. We will use these varying fields to analyze the ideology that now constitutes our understanding of the wolf. We will examine the virtual extinction of the wolf in the lower 48 states of America and why some people want to re-introduce the wolf. Wolves have been re-introduced in Yellowstone, and they have also been re-introduced in the Southwest. As human development has spread and wolf populations expand to include a tiny fraction of their original territory, there is now a remendous amount of interest in wolves and wolf re-introduction. The readings also demonstrate how the lives of humans and wolves are deeply connected to the margin and the mainstream of our society. For hundreds of years our country engaged in a sometimes organized campaign to exterminate the wolf. The ferocity and sadism of hundreds of years of wolf slaughter calls out for intellectual inquiry. With wolves now reclaiming some former habitat in the lower 48 states, we now ask why this mysterious yet social animal has provoked such violence, compassion, and interest.

GEDU 50530:  PLACE BASED EDUCATION:  3 Hour(s)  

PLACE BASED EDUCATION: USING THE COMMUNITY AS A LEARNING LABORATORY~ Emphasizing the need for students to utilize their local community as a learning environment, this workshop will help teachers gain strategies, instructional plans, and resources to allow students to explore and investigate their local communities. Through local walks, interviews, and field trips, students come to understand ways in which local individuals, businesses and movements have both historically and currently work to impact the nation's and world's condition. Teachers will be asked to connect best practices in place based education to create lesson plans that energize student learning and connect students to their community.

GEDU 50550:  WETLAND ECOLOGY STUDIES:  3 Hour(s)  

WETLAND ECOLOGY STUDIES~ Middle and high school science teachers will be introduced to the fascinating ecology and biodiversity of wetland habitats and explore strategies to integrate wetland studies into their curriculum. The importance of wetland habitats in the water cycle and in species diversity will be explored. Participants will learn how to identify wetland characteristics of lakes, ponds, floodplains, drainage ditches, retention ponds and bioswales, as well as determine areas that are not considered wetlands. Each teacher will receive a wetland determination kit and many ideas and suggestions to involve students in analysis and exploration of these unique habitats. The course will be held at the Hiram College Field Station with field trips to local wetland areas and schoolyards.

GEDU 50560:  WHAT IS NORMAL?:  3 Hour(s)  

WHAT IS NORMAL? WAYS WE RESPOND TO PHYSICAL AND MENTAL ABNORMALITY~ Whether as a nation, a community, or a classroom, we tend to define our "in" groups partly by the people we exclude. We usually try to "normalize" those who are outside our standards, but if we cannot somehow repair or transform them, we often cast them out because they disturb us deeply. This course examines fiction and nonfiction about physical and mental abnormalities, sometimes from the perspectives of the insiders, sometimes from the perspectives of those who are left out. Class exercises include ways of learning "to walk in others' shoes," to be more open and inclusive, to be less fearful of the "other." Teachers will describe five students they have previously taught who don't fit the normal stereotype. They will describe what was done to accommodate them and how the rest of the class responded. They will suggest what additional or different accommodations could be done.

GEDU 50580:  INTEGRATING TECHNOLOGY:  1 Hour(s)  

INTEGRATING TECHNOLOGY ~ This course will focus on integration of technology to engage 21st Century learners in today’s classrooms. Students will explore and discuss applications for both instruction and assessment through implementation of student blogs, student created websites, learning boards, screencasts, iPad/tablet apps, and presentation applications. Throughout the course itself, students will engage in discussions and personal reflection around how these technological advancements may be changing the way students learn, and how to adapt their instructional strategies to meet the needs of those they teach.

GEDU 50670:  PHYSICAL GEO IN ONE WK:  3 Hour(s)  

PHYSICAL GEOGRAPHY IN ONE WEEK~ 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 Northeast 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.

GEDU 50740:  BIOLOGICAL DIV/ECOLOGICAL SAMP:  4 Hour(s)  

BIOLOGICAL DIVERSITY AND ECOLOGICAL SAMPLING~ 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.

GEDU 50750:  CURRENT ISSUES DEV & EDUC PSYC:  2 Hour(s)  

CURRENT ISSUES IN DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY~ Target Audience: PK-6 Teachers In the early 21st century, teachers are faced with an increasing number of new concerns in the classroom. From psychotropic medications, to social media, to bullying, the modern teacher must navigate a variety of new challenges. This class will address important topics related to the classroom and the child development. With a focus on ages 5-12, we will explore new research findings, in an attempt to separate fact from fiction, reality from myth. Participants will analyze case studies of related issues and will research best and promising practices.

GEDU 50760:  iPAD SUMMER WORKSHOP:  1 Hour(s)  

iPAD SUMMER WORKSHOP~ Target Audience: Grades 9-12 Teachers The new Common Core Standards being adopted by the State of Ohio require students to become proficient in technology and digital literacy as well as become independent, critical-thinkers as they develop 21st century skills. By implementing iPads in the classroom curriculum, students have the opportunity to foster these abilities and to get a head-start as they continue in their schooling and career paths. Learn how to incorporate iPads into a classroom curriculum by learning about the following: starting an iPad pilot program from an administrative point of view; Creating a PLN (Personal Learning Network); and using specific apps in the class-room such as FlipBoard, QuickOffice Pro, Phoster, iMovie, and Story Starter to enhance student engagement and learning. Participants will have the opportunity to use an iPad for the duration of the class, but it is preferred that you bring your own or one from your school. Participants will be asked to create and present a lesson for their specific class and grade level using the iPads. In addition, participants will create a proposal to take back to their school district presenting rationale for implementing iPads in their curriculum.

GEDU 50761:  iPAD BASICS FOR BEGINNERS:  1 Hour(s)  

iPAD BASICS FOR BEGINNERS~ This course is an introduction to the iPad and will emphasize applications that can be easily incorporated to enhance classroom instruction. Basic iPad skills will include settings, organizing and utilizing apps, iTunes, iCloud, and much more. Participants will be guided through a wide range of applications and have opportunities to create and share documents and media. Classes will be held at James A. Garfield Elementary School, Garrettsville, Ohio. Target Audience: K-6 Teachers

GEDU 50762:  TECH & TREK:SPC TPC:  1 Hour(s)  

TECH AND TREK:SPC TPC ~ This is course is tied to an educational technology conference that is offered each summer around varying topics based on the year. Students are required to submit additional assignments, beyond participation in the conference, to qualify for the credit. PREQ: Earned Bachelor’s degree.

GEDU 50770:  PORTAGE CO CRISI INTER TEAM CO:  2 Hour(s)  

PORTAGE COUNTY CRISIS INTERVENTION TEAM COLLABORATION~ Target Audience: Teachers, administrators, and school staff members (bus, custodial, secretarial, cafeteria) Crisis Intervention Team (CIT) is a collaborative effort between law enforcement and mental health to educate police officers who handle individuals with mental health issues. This five-day program is designed for school personnel to increase awareness of mental health issues and develop crisis management skills. Topics include crisis with kids, depression and suicide prevention, child abuse, bipolar disorder, bullying, substance abuse, domestic violence, de-escalation principles, stress management and much more.

GEDU 50780:  REAL COMM IN FRLG CLASSROOM:  1 Hour(s)  

REAL COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM~ Target Audience: K-12 Foreign Language Teachers Are you tired of verb conjugations and uninspired work-sheets? Is there an audible groan when you ask your students to open their workbooks? I was there years ago and had the good fortune of being introduced to a different philosophy of teaching a foreign language, focused on the art and science of real communication. That was 28 years ago and I have never looked back (and never used a workbook since!). This course will involve participants in open-ended activities, grounded in grammar and syntax, yet created with the premise of real communication. Through a variety of activities which can be adapted for any level, you will connect with your students as they connect with each other in your target language. You will take home reproducible and adaptable ideas which you will be able to implement this coming academic year.

GEDU 50781:  REAL COMM IN FRLG THRU ART:  1 Hour(s)  

REAL COMMUNICATION IN YOUR FOREIGN LANGUAGE CLASSROOM THROUGH ART~ As teachers of foreign languages, we desire to have our students embrace the culture. One of the difficult areas to grab and hold students’ attention can be the paintings of the great masters. It can be challenging for students to connect to artists so far removed from their lives. However, when we focus on interpretation and communication, we can create an atmosphere designed to produce open-ended discussions and engaging activities, yet, grounded in syntax and grammar (and they will learn a few facts about history and artistic technique along the way!). In this course participants will experience how to use art in their classrooms in imaginative ways. Through art we will demonstrate how to introduce grammatical ideas, reinforce concepts, and use the interpretive and communicative techniques in a field trip situation. Target Audience: K-12 Foreign Language Teachers

GEDU 50790:  NONFICTION/BIOL/MATH/LANG ARTS:  2 Hour(s)  

CONNECTING CREATIVE NONFICTION TO BIOLOGY, MATH, AND LANGUAGE ARTS: A WORKSHOP FOR HIGH SCHOOL TEACHERS~ New Ohio Science Standards and the Common Core Standards deal with traditional disciplinary goals but also with interdisciplinary goals, for example connecting nonfiction reading in a multitude of disciplines including STEM courses. Hiram College will be conducting a month-long series of events around the book Four Fish: The Future of the Last Wild Fish by Paul Greenberg. In this workshop, we will discuss the book and brainstorm ways to bring together discussions and activities around creative nonfiction, concepts in ecology, mathematical modeling, as well as the impact of personal and societal decision-making in the sciences and language arts.

GEDU 50800:  OH SAY CAN YOU SEE-US HIST/ART:  3 Hour(s)  

"OH SAY, CAN YOU SEE":EXPLORING THE FIRST CENTRUY OF US HISTORY THROUGH NORTHEASTERN OHIO ART MUSEUMS~ This six-day workshop is designed for 25 Ohio middle and high school teachers of social studies, history, government, American literature, fin art and art history. Participants will explore the historical development of the United States during a very tumultuous time, from approximately 1776-1876, through material culture-paintings, sculptures, prints, and (after 1840) photographs-found in the extraordinarily rich collections of Northeast Ohio art museums in Cleveland, Akron and Youngstown. Visual artifacts can bring the past to life and make it accessible and understandable for young learners. Participants will discover how the study of America through material culture can assist with their own comprehension of critical issues in our nation's history and help them develop tools for engaging their students in interpreting history through visual arts.

GEDU 50810:  INDEPENDENT STUDY:  1-4 Hour(s)  
GEDU 50820:  CLASS MGMT&STRATEGY:PREP OTES:  1 Hour(s)  

CLASS MANAGEMENT SKILLS AND STRATEGIES-PREPARING FOR OTES~ This class will help you prepare in part for your OTES evaluation… with all the changes currently under consideration in Ohio; one thing you CAN control is your classroom environment. As demands increase on classroom teachers, there is no time to set class culture or address behavioral disruptions without sabotaging lessons. One suggestion: Make the students be responsible for their own learning, and you will be able to continue teaching and meeting the needs of your entire class. Participants will gain experience in various forms of creative class management techniques as well as develop effective strategies to extinguish behavioral issues before they rob the class of valuable learning time. Emphasis is on building students’ confidence, self-monitoring skills, and problem solving abilities. This class takes a collaborative approach to design and develop activities specific for each participant, enabling all to return to the classroom with routines that support cooperative learning structures that eliminate inappropriate behaviors. This workshop is designed to help you on the performance aspect of the Ohio Teacher Evaluation System.

GEDU 50830:  21ST CENTURY TEACHING & LEARNI:  1 Hour(s)  

21ST CENTURY TEACHING AND LEARNING~ The new Common Core Standards being adopted by the State of Ohio require students to become proficient in technology and digital literacy as well as become independent, critical-thinkers as they develop 21st century skills. As a result, teachers must continuously master new technology in order to help build and strengthen these skills within their students and help students to become college and career ready in the process. In this course, participants will learn how to take control of their own professional development through 21st century approaches to curriculum planning and teaching. Participants will explore how to incorporate Common Core State Standards by utilizing different aspects of social media, technology and project-based learning into their own curricula and classrooms. This course is technology based, so participants are asked to bring their own iPad, tablet or laptop during class.

GEDU 50840:  REAL COMM FRLG CLASS THRU ART:  1 Hour(s)  

STRATEGIES IN REAL COMMUNICATION IN YOUR FOREIGN LANGUAGE CLASSROOM THROUGH ART~ As teachers of foreign languages, we desire to have our students embrace the culture. One of the difficult areas to grab and hold students’ attention can be the paintings of the great masters. (It can be challenging for students to connect to artists so far removed from their lives.) However, when we focus on interpretation and communication, we can create an atmosphere designed to produce open-ended discussions and engaging activities, yet, grounded in syntax and grammar. (And they will learn a few facts about history and artistic technique along the way!) In this course participants will experience how to use art in their classrooms in imaginative ways. Through art we will demonstrate how to introduce grammatical ideas, reinforce concepts, and use the interpretive and communicative techniques in a field trip situation.

GEDU 50850:  PREK-12 FORM INSTR/DATA ASSESS:  2 Hour(s)  

PREK-12 FORMATIVE INSTRUCTION AND DATA-DRIVEN ASSESSMENT~This course will provide an overview of best practice in teaching and assessment including strategic planning, formative instruction, formative and summative assessment, student growth measures. Course topics will also include balanced assessment systems, providing support for teacher-candidates in lesson planning and assessment design, and the collection of valid, reliable data for making decisions about student growth.

GEDU 50860:  IMPLEMENTING FIP I:  1 Hour(s)  

IMPLEMENTING FORMATIVE INSTRUCTIONAL PRACTICES I:~ This course will provide an overview of best practice in teaching and assessment including strategic planning, formative instruction, formative and summative assessment, student growth measures. Significant time will be spent in team discussion of content and implementation of the Battelle FIP systems—specifically modules 1 and 2.

GEDU 50870:  IMPLEMENTING & LEADING FIP I:  2 Hour(s)  

IMPLEMENTING AND LEADING FORMATIVE INSTRUCTIONAL PRACTICES I:~ This course will provide an overview of best practice in teaching and assessment including strategic planning, formative instruction, formative and summative assessment, student growth measures. Significant time will be spent preparing to lead grade-level or department teams in discussion of the content of the Battelle FIP systems—specifically modules 1 and 2.

GEDU 50880:  FORMATIV/SUMMATIV ASSESSMENT:  2 Hour(s)  

FORMATIVE & SUMMATIVE ASSESMENT FOR STUDENT LEARNING ~ This course examines the goals, benefits, and uses of both summative and formative assessments. Students will learn how to create and analyze classroom assessments in four main categories (selected response, written response, performance assessment and personal communication) and how to integrate these assessments in day to day instruction. There will be an emphasis on formative assessments that involve students in self-assessment and goal-setting for improved achievement.

GEDU 50890:  IMPLEMENTING FIP III:  1 Hour(s)  

IMPLEMENTING FORMATIVE INSTRUCTIONAL PRACTICES III ~ This course will provide an overview of best practice in teaching and assessment including strategic planning, formative instruction, formative and summative assessment, student growth measures and differentiating planning, teaching and assessment of gifted learners. Significant time will be spent in team discussion of content and implementation of the Battelle FIP systems—specifically module 5 and the gifted module.

GEDU 50895:  IMPLEMENTING FIP III:  2 Hour(s)  

IMPLEMENTING FORMATIVE INSTRUCTIONAL PRACTICES III ~ This course will provide an overview of best practice in teaching and assessment including strategic planning, formative instruction, formative and summative assessment, student growth measures and differentiating planning, teaching and assessment of gifted learners. Significant time will be spent preparing to lead grade-level or department teams in discussion of the content of the Battelle FIP systems—specifically module 5 and the gifted module.

GEDU 51240:  FIELD STUDIES HS CLASSROOM:  2 Hour(s)  

FIELD STUDIES FOR THE HIGH SCHOOL CLASSROOM ~ High school teachers will work with science faculty and Field Station staff to design a curriculum and collaborative program with Hiram College that enhances their existing curricula and connects their students to the natural world via field studies. As part of the curriculum development process, teachers will design a collaboration with Hiram College for the upcoming school year. This will include creation of a materials and equipment request to support the collaboration and curriculum. Participating teachers will invite 4-6 high school students to a 2 ½-day field studies experience. These students will work with faculty, Hiram College students and their teachers to learn the necessary field studies to help implement the curriculum.

GEDU 51570:  IMMIGRATION & BORDER CROSSINGS:  3 Hour(s)  

IMMIGRATION & BORDER CROSSINGS ~ Economic and political controversy besieges the Mexican-American border. Arguments against immigration range from keeping out “unwanted aliens” to fighting a billion dollar drug trafficking business. Arguments in favor speak of social justice and economic benefits. In this course, students will try to understand the forces creating these problems. Most importantly, the course will take a very close look at the plight of the migrating children and study the perspectives of the Border Patrol, the immigrants from Mexico and other Latin American countries, the U.S. residents close to the border, the U.S. businesses using immigrant labor and/or moving to Mexico to get cheaper labor, the drug runners and the Mexican drug wars, and the politicians who try to reduce the complexities to “sound bites.” Students will learn to discern the ethical issues, including questions of discrimination and racism.

GEDU 52370:  THE AMERICAN COLD WAR:  3 Hour(s)  

THE AMERICAN COLD WAR ~ This seminar will explore historians’ evolving understanding of the United States’ involvement in the Cold War. Readings will examine the Cold War in both its domestic and international contexts. The class will place a particular emphasis on how historians have analyzed the connections between domestic social relations and international developments, how the Cold War allowed key social categories to be simultaneously understood locally and globally. Through close examination of recent historical works on the Cold War, students will develop both an understanding of important transformations during this critical era and an appreciation for the ways historians work. We will pay attention to how historians have exposed new archives to contextual analysis in order to change historical narratives about the Cold War.

GEDU 58000:  SEM::  1-4 Hour(s)  

SEMINAR ~

GEDU 58100:  EVOLUTION:  3 Hour(s)  

EVOLUTION ~ Evolutionary theory is the cornerstone of all modern biology, whether molecular, organismal, or behavioral. The theory of evolution is “true – and the truth only makes us free,” according to the late invertebrate paleontologist Stephen Jay Gould. We will examine parts of Charles Darwin’s fundamental text “On the Origin of Species,” and will then examine the fundamental principles of evolution using population genetics, biogeography, behavioral biology and molecular genetics - which form the basis of modern evolutionary biology. We will finish by discussing human evolution to ascertain whether we follow the same “rules” of evolution as all other living organisms. Throughout the course, the emphasis will be placed upon the methods used to provide the vast array of evidence for evolution and its processes.

GEDU 58110:  GENOMICS-BIOINFORMATICS:  3 Hour(s)  

GENOMICS & BIOINFORMATICS FOR THE CLASSROOM ~ This course is designed to provide the content knowledge and hands-on experience needed for high school teachers to bring genomics and bioinformatics into their courses. You will learn how to implement in your courses a free online gene and genome analysis project on a microorganism of your choice and also how you can connect genome analysis to a wet lab project. You will also have the opportunity to put what you learned into practice by helping teach high school students in the Hiram Bio-innovation Institute.

GEDU 58120:  CONTACT&CONFLICT: EARLY AM LIT:  3 Hour(s)  

CONTACT & CONFLICT: EARLY AMERICAN LITERATURE (BEGINNINGS TO 1820) ~ American Literature, particularly before 1820, was a time of genesis--of contact (and subsequent conflict) between human beings sharing this space that we now call the United States. We will examine the historical, political, religious, and pre/post-societal implications that spurned the literature of this time period. With a 21st century lens, we will explore various forms of literary criticism of readings by authors such as Mary Rowlandson, Red Jacket, Benjamin Franklin, and Olaudah Equiano.

GEDU 58130:  AMERICAN ENVIRONMENTAL HISTORY:  3 Hour(s)  

AMERICAN ENVIRONMENTAL HISTORY ~ This course will introduce students to the history of environmental issues and environmental activism in North America. Students will consider how Native Americans interacted with the natural environment prior to the European arrival, how the Europeans who entered North America looked upon the natural environment and how their views and practices differed from those of the Native Americans, and how the European settlement in North America affected the natural environment. Students will also explore how the growth of industrial capitalism and westward expansion affected the natural environment, and how Americans viewed the “wilderness” and the environment in the nineteenth century. Finally, students will explore the rise of a conservation movement and social activism to protect and preserve the environment, and they will study closely the rise and growth of a modern environmental movement in the late twentieth and early twenty-first century.

GEDU 58140:  WRITING CREATIVE NONFICTION:  3 Hour(s)  

WRITING CREATIVE NONFICTION ~ This course is designed to introduce participants to forms of nonfiction that have as their purpose not only the presentation of “facts” and research, but also the inclusion of personal voice; a target audience of good general readers (not just academic ones); attention to literary techniques beyond straight exposition; the opportunity for imaginative decisions about writing that are more commonly associated with “creative” writing. According to Sue William Silverman in her book Fearless Writing, the genre of creative nonfiction “is a long river with many moods and currents.” We will explore several of them, allowing participants to be more present in their nonfiction writing than perhaps they had before, more relaxed, and more open to surprise.

GEDU 58150:  POPULAR FICTION IN LNG ART:  1 Hour(s)  

USING POPULAR FICTION IN THE LANGUAGE ARTS CLASSROOM—BORDER FICTION ~ 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 immigration stories—that draws in reluctant readers. Taking Luis Alberto Urrea 's Into the Beautiful North as the focus, participants will develop a strategy for teaching popular novels in the secondary curriculum and develop lesson plans that support the Common Core State Standards for Language Arts using Into the Beautiful North 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.

GEDU 58160:  IMPLEMENTING FIP II:  1 Hour(s)  

IMPLEMENTING FORMATIVE INSTURCTIONAL PRACTICES II ~ This course will provide an overview of best practice in teaching and assessment including strategic planning, formative instruction, formative and summative assessment, student growth measures. Significant time will be spent in team discussion of content and implementation of the Battelle FIP systems—specifically modules 3 and 4.

GEDU 58170:  IMPLEMENTING & LEADING FIP II:  2 Hour(s)  

IMPLEMENTING & LEADING FORMATIVE INSTRUCTIONAL PARCTICES II~ This course will provide an overview of best practice in teaching and assessment including strategic planning, formative instruction, formative and summative assessment, student growth measures. Significant time will be spent preparing to lead grade-level or department teams in discussion of the content of the Battelle FIP systems—specifically modules 3 and 4.