This course is for Teachers of middle or high school and meets the following professional development criteria: academic content, social studies, reading comprehension, and teaching skills.
Participants will complete a written project, performance assessment and an action plan for implementation.
Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%. In addition a lesson plan or project with action plan is required.
Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their assignments.

In this course, teachers will delve into the wealth of information available to Americans from 1933 – 1945 on the unfolding events that constituted the Holocaust.

The course will define the American Bund, Operation Paper Clip, the Berlin Olympics of 1936, and the Great Depression. The course will expand to cover America’s rescuers and resistors of the Holocaust in Europe.

The staff of the Math Science Collaborative will provide professional development for teacher leaders to support the building of learning communities within local school districts using a variety of research-based tools. The first year focuses on mathematics in the early learners’ classroom. During the second year, science is added as exploration of mathematics continues. Year 3 focuses on Lesson Study and both mathematics and science for the early learner.

Over 3 Years, participants at the Academy will:
Explore Big Ideas in Mathematics
• Examine the Regional K-12 Mathematics Curriculum Framework to focus on how the big ideas of mathematics can be organized coherently while insuring the cohesive implementation of PA academic standards for mathematics.
• Think through the major ideas of the base ten system, including addition, subtraction, multiplication, and division. Deepen Understanding of Big Ideas through Examining Student Learning
• Understand the development of children’s mathematical thinking
• Learn about instructional strategies that will support students’ learning, including what questions probe students’ deep understanding of a concept.
• Share and discuss the work of students to gain insight into their solution strategies.
• Plan, conduct, and analyze mathematics interviews of students to focus on their thinking about concepts.
• View and discuss videotapes of mathematics classrooms.
• Explore what student work looks like when students demonstrate deep conceptual understanding of mathematics. Deepen Understanding of Scientific Inquiry and its Applications in the Classroom
• Learn about the development of students’ conceptual understanding in science.
• Learn about instructional strategies that will support students’ learning, including the 5E learning cycle and the five essential features of inquiry.
• View and discuss videotapes of science classrooms.
• Explore formative assessment strategies to reveal student thinking about specific science concepts. .
• Understand what student work looks like when students demonstrate deep conceptual understanding of science. Facilitate Teacher Learning in the District
• Learn how to use research-based professional development tools as lenses for reflection on and discussion of instruction with colleagues.

This course is designed for K-2 educators
The purpose of this course is to facilitate participants to:
• Describe stages of chidlren´s development with respect to: one-to-one correspondece; classification, seriation, conservation of number and space, stable order and numerosity
• Examine the Regional K-12 Mathematics Curriculum Framework to focus on how the big ideas of mathematics can be organized coherently.
• Think through the major ideas of the base ten system, including addition, subtraction, multiplication and division.
• Examine children’s thinking to learn how they develop the major ideas of mathematics.
• Learn about instructional strategies that will support students’ learning, including what questions probe students’ deep understanding of a concept.
• Share and discuss the work of students to gain insight into their solution strategies.
• Plan, conduct, and analyze mathematics interviews of students to focus on their thinking about concepts.
• View and discuss videotapes of mathematics classrooms.
• Explore what student work looks like when students demonstrate deep conceptual understanding of mathematics.
• Identify some strategies a facilitator might employ to make sense of participant productions and his/her role in helping participants make sense of each other’s ideas

This course is for Teachers in Middle School grades and meets the following professional development criteria: Math content, reading comprehension, and teaching skills.
Participants will complete a written project, performance assessment and an action plan for implementation.
A Pre-test and Post-test specific to cognition around geometry and measurement will be administered and results analyzed by instructor. Scores on the post assessment must be at least 80%. In addition, formative assessments such as quality of whole-group discussions and written responses to reflection questions will be used to evaluate participant growth. (See attached table under Evaluation)
A lesson plan or project with action plan is required. Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their assignments.

The goal of this three-day content short course is to help individuals develop knowledge needed for teaching geometry and measurement in the middle grades. This includes: Knowledge of mathematics, both general and specific to teaching:

1. relationships between measurable quantities of geometric figures (e.g. area, perimeter, surface area, volume)
2. reasoning and proof

Knowledge of mathematics for student learning of geometry and measurement:

anticipating student responses to mathematical tasks

monitoring student work, including a focus on questioning strategies

selecting and sequencing student responses for display and discussion

connecting student responses in mathematically productive ways

This course is for elementary and middle school teachers and meets the following professional development criteria: science and technology content, reading comprehension, and teaching skills.

Get a Reaction out of Chemistry introduces hands-on activities in chemistry that are aligned with the PA Standards for Science and Technology and intended to enrich the teacher’s understanding of the basic principles of chemistry. Participants will be introduced to fundamental chemical concepts, and receive reference materials and hands-on applications to make chemistry intelligible and interesting for their students. Using common household materials and simple demonstrations, the course will enhance the teacher’s understanding of chemistry. It will help you bring the excitement of chemistry to your classroom.

REQUIRED OUT-OF-CLASS WORK:
Participants will create lesson plans that will introduce chemistry and the discussion of chemical experiments into their curricula. They will identify the PA standards that align with the lessons, and outline a plan to integrate the new materials into their established classroom instruction.

Participants will complete a written project, performance assessment and an action plan for implementation. Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%.

This course is for all teachers in grades K-12, for increasing knowledge of cultural diversity and for grades 7-12 for implementation in the classroom. It meets the following professional development criteria for teachers: Social Studies (history, geography, civics and government, economics) content knowledge, teaching skills, analyzing and using data, and reading comprehension.

“Islamic Radicals & Terrorism” is a focus on Islamic Radicals and will include an examination of terrorism, terrorist groups, and if Jihad is supported in the Qur’an. The past history and goals of Islamic radicals will be examined and how they affect western civilizations. The course will reveal the double standards used when weighing the actions of Islamic radicals versus western democracies and seek to answer the questions, “Why do they hate us”, “Why 9-11”, and “Why Islamic radicals hate democracy”? Participants will discuss what part oil, the U.N., and the media play in terrorism. How moderate Muslims differ from the radical militants. Finally, the course will expose the hypocrisy of Islamic radicals, their aversion to western modernization, and how democracies should combat terrorism. Read first four chapters of “Now They Call Me Infidel” by Nonie Darwish for Day 1.

Out of class work will include Participants will read the book “Now They Call Me Infidel”, by Nonie Darwish and answer one or two questions for each of the twelve chapters. Participants will be assessed using a multiple choice pre and post test. Scores on post assessment must be at least 80%. An action plan will be required and an implementation plan will be completed by participants indicating how new learning will be integrated into their assignments.

Required Text: Participants must purchase "Now they Call Me Infidel" by Nonie Darwish, Sentinel, Penguin Group, ISBN: 1-595223-031-9.

Participants must read the first four chapters before Day 1.

This course is designed for teachers in grades 7-12 and meets the following professional development criteria; Academic Content Studies for Social Studies including Civics & Government, Geography, and History, also Library Science, writing and research, teaching skills, and reading comprehension.

“Israel & Middle East Issues” is an emphasis on the state of Israel & the Jews & Muslims living there. An historic look at the Jew’s & Arab’s claim to the land. An exposure to the cultures, politics, economies, & governments of the region. To review the Palestinian & Jewish refugee problems and issues that hinder the peace process.

The course text will be “The Case For Israel”(paperback $12)by Alan Dershowitz, Publisher John Wiley & Sons, Inc. ISBN 0-471-67952-6. The class will be responsible for purchasing their own book and bringing it to the 1st class.

Class Objectives Day One
A. Review common terminology used in the Middle East
B. Discuss geography of Israel & Middle East
C. Discuss historic past of Jews
1. Examine Jewish history to 19th century
2. Examine Jewish history thru WWII
D. Discuss historic past of Arabs
1. Review history of Muhammad to crusades
2. Review Muslin history to WWII
E. Discuss chapters 1-4 in text
F. Pretest on Israel and the Middle East

Day Two
A. Basic beliefs of Islam
B. Review chapters 5-12 of text
1. Two state option by U.N.
C. Examine governments of some Middle East countries
D. War of Independence 1948
1. Palestinian refugee problem
2. Jewish refugee problem
E. 6 Day War, 1967
F. Issues that prevent peace
G. Politics and double standards
H. Post test on Israel and the Middle East

Participants will complete a written project, performance assessment and an action plan for implementation. Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%.In addition a lesson plan or project with action plan is required. Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their assignments.

This course is for Teachers in grades 5-12 and meets the following professional development criteria: communication with parent and Community partners, reading comprehension, and teaching skills.
Participants will complete a performance assessment, an action plan for implementation, and a written project which will include a typed report on a teen prevention program which answers the questions; Who conducts the program? Where is it held? What is the program about or what happens at the program? Who is the intended audience? Is there a fee involved? When is the program?
Also create a typed action plan to
A) Involve parents, school, or community in teen pregnancy prevention OR
B) Increase the knowledge of teens about teen pregnancy prevention.

The Action Plan includes
• What is the action? (your plan?)
• Time line (days, months)
• Expected outcomes (your goals)
  Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%. In addition a lesson plan or project with action plan is required.
  Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their assignments.

  The United States has a teen pregnancy rate twice as high as that in any other industrialized nation. Teen pregnancy results in complications for the mother, child, family and society.

  This course will examine the complex problem of kids having kids from local and national perspectives. The risk factors for and outcomes of early parenting will be examined.

  A comprehensive community based prevention model will be explored. Strategies to promote family communication and a curriculum module will be reviewed and distributed to course participants.

  This course is recommended for teachers, counselors, nurses and administrators of grades 5-12.

  Required out of class work includes reading the draft copy of the PA Academic standards for Family and Consumer Science and researching and reporting on a community teen pregnancy program. Participants will also develop an action plan to be used with their students and or community.

This course is for Teachers in grades 6-12 and meets the following professional development criteria: Social Studies content knowledge, reading comprehension, and teaching skills.
Participants will complete a written project, performance assessment and an action plan for implementation.
Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%. In addition a lesson plan or project with action plan is required. Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their assignments.

Major Events of the Holocaust part 1 is related to achievement of Pennsylvania academic standards. This course contains pertinent outside readings and associated lecture handouts relevant to the Major Events of the Holocaust. This course is designed to expand the professional educators skill in answering questions and explaining the background of the events contributing to the Holocaust. This course is designed to expand the professional educators knowledge base in the area of the Holocaust.

This is a 30 hour 1 credit course to be delivered in two 7 and 1/2 hours in class and 15 hours of outside assignments in reading, writing and research.

The Holocaust did not occur in a vacuum. Many important factors, events, and ideologies contributed to this monumental genocide of European Jewry, communists, the people of Poland, anti socials, undesirables and clergy from Christian churches. People remained silent or at worse collaborated with the genocide as the events unfolded because of many fears, prejudices, religious extremist beliefs, alliances and propaganda.

This course is for Teachers in grades 6-12 and meets the following professional development criteria: Social Studies content knowledge, reading comprehension, and teaching skills.

Participants will complete a written project, performance assessment and an action plan for implementation. Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%. In addition a lesson plan or project with action plan is required. Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their assignments.

Major Events of the Holocaust part 2 is related to achievement of Pennsylvania academic standards. This course contains pertinent outside readings and associated lecture handouts relevant to the Major Events of the Holocaust. This course is designed to expand the professional educators skill in answering questions and explaining the background of the events contributing to the Holocaust. This course is designed to expand the professional educators knowledge base in the area of the Holocaust.

The Holocaust did not occur in a vacuum. Many important factors, events and ideologies contributed to this monumental genocide of European Jewry, communists, the people of Poland, anti socials, undesirables and clergy from Christian churches. People remained silent or at worse collaborated with the genocide as the events unfolded because of many fears, prejudices, religious extremist beliefs, alliances and propaganda.

Part 2 of the study will begin with the Evian Conference and American sentiments of the time, the background on "the Night of Broken Glass", the secret Warsaw Pact, the beginning of W. W. II, the formation of Ghettos and the Judenrat, the Wannsee Conference, European nations who fought ancient enemies using the cover of the Holocaust, collaborating countries and co-operating police militia, the rocketry at Penamunde, the S. S. Werewolf squad and the other Nuremberg trials.

The outside reading assigned for this course is a compiled survivor account titled Daniel´s Story, by Carol Matas. Teachers will be required to participate in a class discussion of the book and the relevance of her story to the description of the course. The handouts to the participant are also considered outside research as we will note the major importance of each handout in class, but the participant is required to read the entire handout for further discussion at the next session.

Participants will complete a written project. The written project will be in the form of a research project from a prompt assigned by the instructor. The prompt will vary for each participant in the class and must be typed and sources cited. Each participant will reproduce their research for every member of the class as well as the instructor. The participants must give an in class oral presentation of their research. A power point project is acceptable as along as a hard copy of the research is also supplied to the instructor.

Participants will be assessed using an essay, fill in the blank and identify or define pre and post assessment. Scores on the post assessment must be at least 80%. Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their assignments.

The objectives of the course are as follows:
To enable teachers to effectively answer and explain questions students ask on the reasons the Holocaust could have occurred
To demonstrate that history is cyclical and the events of the past are reoccurring in the present in different countries , but with predictable results
To instruct the participant in factual historical occurrences that are not well known but essential factors to the Holocaust
To provide an educational setting for pier discussion and exchange on tolerance, prejudice, and the importance of understanding ethnic and cultural differences.

This course is only for certified elementary and middle school Teacher´s with full time employment and meets the following professional development criteria: academic content in your certification area, reading comprehension, and teaching skills.
This course will
enhance the educator’s content knowledge in the area of the educator’s certification or assignment by having the teacher learn how to draw. Teachers also learn how using drawing can enhance the students’ ability to retain the assigned material.
increase the educator’s teaching skills based on the research given to the teachers that shows that using the Monart method of directed drawing will increases reading and math scores. Material is also discussed about the importance of the arts and how it can raise SAT scores over a period of 4 years.
Provide educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making by demonstrating to educators how drawing can be used as part of the assignments that the student’s use either as a introductory project, or as a testing tool.
Teachers who develop their own skills at drawing are able to use drawing as a means to relate information to the students, and to assess the knowledge retained by the students in a way other than written tests.
Participants will complete a written project, performance assessment and an action plan for implementation.
Written assignments will include
1. Written lesson plan using the Monart method of directed drawing and the 5 Basic Elements of Shape.
2. Teachers will complete 5 to 6 drawings related to reading, math, science, history, and social studies.

This is a practical art course designed to aid teachers in learning the Monart drawing system and how to implement it into their everyday classroom curriculums.

Participants will learn to draw using the 5 Basic Elements of Shape as outlined in the book "Drawing with Children" by Mona Brookes. Using directed drawing, participants will learn to draw animals, people, flowers, still life, objects, vehicles, and buildings. Different media will be introduced and used.

Required out of class work will include the creation of a PA Standards based lesson plan incorporating techniques learned in the course and the development of one or more projects to enhance their own classroom curriculum.
Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%. In addition a lesson plan or project with action plan is required.
Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their assignments.

This course is for Teacher´s and meets the following professional development criteria: academic content in your certification area, environment and ecology, reading comprehension, and teaching skills.
Participants will complete a written project, performance assessment and an action plan for implementation.
Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%. In addition a lesson plan or project with action plan is required.
Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their assignments.

This course is an interdisciplinary supplementary environmental education program emphasizing the Environment and Ecology Standards, the history of Albert Gallatin and the history of Friendship Hill National Historic Site. An interdisciplinary unit developed by Albert Gallatin South Middle School teachers, which includes activities, will be provided as a resource.

This course will engage participants in activities from Project Wild (PA Game Commission). Other topics include acid mine drainage reclamation, habitat and wildlife diversity at Friendship Hill National Historic Site and hands-on classroom activities for use on-site at Friendship Hill.

Up to 2 miles of walking may be required. Participants should bring boots and dress for the weather. Participants should notify class instructors of any special needs on their registration forms. Bag lunches are required.

*Required out of class work includes reading: To Live & Die Amongst the Monongahela Hill: The story of Albert Gallatin & Friendship Hill; reading the post-visit educational material. Albert Gallatin: Champion of American Democracy, watching the video, Whiskey Rebels; reviewing information about using a compass and practicing compass readings; and reading a pamphlet on acid mine drainage. Between sessions this work includes reviewing the Pennsylvania standards related to the course; completing lesson plan templates by selecting two activities aligned with course related standards:, and assembling a bluebird box from distributed materials.

This course is for Teachers in grades 5 - 12 and meets the following professional development criteria: Reading content and comprehension and teaching skills.
Participants will complete a written project, performance assessment and an action plan for implementation.
Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%. In addition a lesson plan or project with action plan is required.
Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their assignments.
Out of class work includes reading assignments and lesson design.

School teams are encouraged. This course is partially funded by a Benedum Foundation grant. A one credit followup course will be held during the school year.

Reading ApprenticeshipTM is a framework for helping students to improve reading comprehension skills in all subject areas. Teachers and students alike thrive in a Reading ApprenticeshipTM environment because it:

• enhances content area classes through a focus on comprehension
• is an integrated, inquiry-based approach that gives teachers the power to teach in the true sense of being mentors, motivators, experts, and collaborators
• gives students the guidance and skills to take charge of their own learning.
• requires teachers to reveal the strategies, skills, and background knowledge they use to make sense of text, in much the same way a craftsperson might reveal the secrets of her trade
• allows students to collaborate with teachers and other students to solve real-world problems.
• is on-the-job training.
• allows teachers to guide the process as everyone contributes to the comprehension of the text.
• is not about re-teaching phonics to 16-year-olds
• is "metacognition," or thinking about how we think
• is helping students to gain confidence in their ability to understand complex, academic subject matter.
• is flexible.

*NOTE*
The August session is now full. A new session has been added for July 23 and 25, 2008. Please register fo rhtat session.

This course is for all Teachers and meets the following professional development criteria: content in Environment and Ecology, Geography, Health Safety and Physical Education, History, Science and Technology, teaching skills and reading comprehension.
Participants will complete a written project, performance assessment and an action plan for implementation in their classroom.
Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%. In addition a lesson plan or project with action plan is required.
Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their assignments.

This course will provide an in depth look at animals that have been reintroduced to the state of PA. Participants will do hands on activities that will help them to learn about these creatures. We’ll cover species biology, history, why they were in decline and how they were introduced. Species to be covered include elk, fisher, river otter, beaver, turkey, white-tailed deer and osprey.

We hope to provide teachers with new skills and knowledge that they can pass on to their students in the classroom. The goal of the workshop is to assist participants and their students in developing awareness, knowledge, skills and a commitment to make informed decisions, which will lead to responsible behavior and attitudes towards our native wildlands.

Participants will be boating on the Middle Youghiogheny on the second day of the course. This is an integral part of the course, if you are not comfortable with this, this is not for you.

Participation in this program provides teachers with a knowledge and background related to the Pennsylvania Academic Standards for Environment and Ecology, Geography; Health, Safety and Physical Education; and History.

Participants must dress appropriately for outdoor activities and the weather. A list of recommended and permitted gear will be provided before the workshop.

This course is for all teachers in grades K-12 and meets the following professional development criteria: Reading, Speech and Listening Standards and the Standards of Social Studies, Music, Integration of all Fine Arts, Physical Education, Science, Math, English, Technology Education, Elementary Education, Special Education, and teaching skills.
Participants will complete a written project, performance assessment and an action plan for implementation.
Students are required to submit a lesson plan incorporating the course work into their subject matter. Written evaluations are done as to how this course can be used to enhance the learning experience in their classroom. Written evaluations of music broadcasts and the incorporation of the results into the classroom are also used.
Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%.

This course offers a look at the influence of rock and roll music on society during the time periods of 1954-1999. An emphasis on the early development of this music and society’s reaction to it will be discussed. As this music is founded in the experiences of the “baby boomer” generation, discussions on how this music influenced a generation will be an integral part of this course.

The music of the early 60’s when the “Pittsburgh Sound” was influencing music and developing the local area’s culture is an important area.

The music of the Beatles, in its own way easing the grief of a mourning nation, will be discussed at length.

The music of Vietnam and the protest music of the late 60’s was an undeniable influence on society.

The course will study lyrical content the introspective songwriters of the 1970’s and society’s take on jazz/rock. The pop culture of disco music and punk rock of the late 70’s and earlier will be discussed. The influence of MTV in the 80’s when video killed the radio star has been unquestionably the defining moment of the “baby boomer” facing middle age.

Also discussed will be the commercialization of rock and roll into a sales and marketing package of the 1990’s.

Finally, the baby boomer’s take on contemporary music as they reach their fifties will be explored. The questions of reliving the youthful exuberance of years gone by spawned a new category of music to capitalize on the positive economic “money to spend society” as it approaches social security age.

Participants will be encouraged to share their own experience with growing up in a rock and roll world. Both positive and negative aspects will be discussed.

*Required out of class work will include a written project that describes how the participant will integrate music into their lessons and the design and sharing of one lesson plan integrating music.

This course is for Teachers of middle or high school and meets the following professional development criteria: academic content, social studies, reading comprehension, and teaching skills.
Participants will complete a written project, performance assessment and an action plan for implementation.
Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%. In addition a lesson plan or project with action plan is required.
Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their assignments.

In this course teachers will be provided with the history and facts about the twelve-year period known as the Holocaust. This course will provide methods and procedures to enable teachers to present the political, cultural, and emotional aspects of this time. It will define the heroes, perpetrators, survivors, resistance, and ghetto and camp life.

Teachers will learn about the history of European anti-Semitism, the devastating effect of the Versailles Treaty on Post W.W.I Germany, the failure of the Weimar Republic and the rise of Nazi Germany in response to the Communist threat. Teachers will learn that the Holocaust universal messages such as the roles of the perpetrators, bystanders, and rescuers and how students in today’s society play these same roles.

This course is designed for teachers of English, Reading, Cultural diversity and social sciences of all grade levels.

*Required out of class work: includes the reading of 2 novels, a written reflective paper on the required readings and the creation of an action plan addressing how the topic will be used in the classroom.

This course is for Teachers in grades K-12 and meets the following professional development criteria: science and technology content, reading comprehension, and teaching skills.
Participants will complete a written project, performance assessment and an action plan for implementation.
Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%. In addition a lesson plan or project with action plan is required.
Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their assignments.

Participants will become skilled using an interactive science and technology based EventScope Authoring Tool. This course provides training for teachers, K-12, in the use of educational tools that can be used in the classroom to engage students.

Participants will be encouraged to work in teams to learn the basic functions of this 3-D software. Specific activities will include the use of this interactive software, selection of educationally interesting NASA data sets and basic lesson development.

Required out of class work includes creating selected 3-D models of Mars (aligned with the appropriate PA State Academic Standards) associated class lessons and objectives for use in a classroom. These lessons and activities will be shared with other teachers in the workshop.

Participants will be trained to use the following educationally related software:
EventScope Authoring Tool This EventScope Authoring Tool will introduce you to some of the basic functionality of accessing real NASA data sets, allowing you to modify or create your own EventScope lessons using data from ongoing NASA missions, such as, Mars Exploration Rover A & B, Mars Odyssey. Mars Global Surveyor and the Mars Orbiter Laser Altimeter.
For further information on the EventScope project and to download EventScope software and content, please visit the EventScope website. http://www.eventscope.org

Photoshop Convert black and white images to color images. Resize images to increase operational speed. Participants will learn how to enhance Martian features by following techniques to bring out shadows and terrain changes.

WinZip WinZip is a windows data compression utility that focuses on the Zip data compression format for windows users. EventScope uses this compression method in the creation of the lesson files. Participants will learn how to open, edit and replaces parts of their EventScope lesson files.

Microsoft Internet Explorer Many of the NASA data sets are located at various NASA sites on the internet. Participants will learn where these data sets are located and how to use the data in the creation of their classroom lessons.

This course is for all Teachers and meets the following professional development criteria: content in Environment and Ecology, Geography, Health Safety and Physical Education, History, Science and Technology, teaching skills and reading comprehension.
Participants will complete a written project, performance assessment and an action plan for implementation in their classroom.
Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%. In addition a lesson plan or project with action plan is required.
Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their assignments.

General instruction will include life history, past and present distribution, methods of estimating population size, population trends, and highlights of past black bear research. Management strategies, purpose of hunting regulations, nuisance bear problems, and the role of conservation agencies in estimating bear numbers.

A field segment of this training will include demonstrations of bear trapping techniques, radio telemetry location, specialized tools and equipment utilized in black bear research and the actual processing and tagging a live bear.

EDUCATIONAL OBJECTIVES: At the end of this period of instruction the participants should be able to:
(a) List important life history traits of black bears in Pennsylvania including most common food items and their season of use; reproductive characteristics such as litter size, birth interval, and age of first reproduction; home range and dispersal patterns; and physical characteristics.
(b) Describe the breeding cycle of bears and physiological characteristics of hibernation.
(c) Explain the relationship between natural food supplies and nuisance bear activity, and discuss possible mitigations for common nuisance bear problems, including how to react when encountering a bear.
(d) Understand how bear population size is estimated and the current trend in these estimates.
(e) Understand the history and purpose of bear hunting regulations, including cub protection, timing of seasons, length of seasons, regulating methods of take, and use of check stations.
(f) Explain the present harvest objectives and how it is measured.
(g) Describe how bears are aged and how to collect and process teeth for aging.
(h) Demonstrate the proper use of bear trapping equipment
(i) Safety, immobilization, tagging, and release of captured black bears.

This course is for Teachers of middle or high school and meets the following professional development criteria: academic content, social studies, reading comprehension, and teaching skills.
Participants will complete a written project, performance assessment and an action plan for implementation.
Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%. In addition a lesson plan or project with action plan is required.
Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their assignments.

This course, "Women of the Holocaust" is a continuation in a series of Holocaust courses which enables teachers to understand the culture, ideology, prejudices, accepted philosophy and social structure of European thought immediately following World Was I. It traces the climb of National Socialism in Germany and incorporates the aspirations and fears of the newly formed democracy.

Teachers are very aware of the male perpetrators and heroes of the Holocaust, but the role of women during this time has not been as well documented and readily available for study. This course, through thorough research, will explain the roles of women as perpetrators, resistors, collaborators, rescuers and victims.

This course will give teachers a unique educational opportunity to discover the varied and surprising roles women played in the Holocaust.

The course will include outside readings and a reflective paper on the readings as well as an action plan for implementation.