This 1 credit course will be focusing on diversity issues that arise in schools and other workplaces. It will concentrate on taking a deeper look at different aspects and viewpoints of diversity issues, as well as focusing on one’s own prejudices. Finally, the course will concentrate on personality differences and how those differences can hinder or heighten one’s effectiveness in the school system or workplace.

In this class, participants will learn about a variety of health, wellness, and fitness issues including what factors contribute to childhood obesity, eating disorders, and different diet trends. In addition, participants will learn how to calculate calorie intake and body mass index, as well as learn about the updated food pyramid and the numerous benefits of exercise and staying in shape.

In this class, participants will learn how to read and interpret food labels, compare and contrast organic foods versus non-organic foods, and will learn how to teach proper nutrition and eating habits to students and peers. In addition, participants will create a lesson plan, specific to their content area, which will emphasize the value of proper nutrition and a well-balanced diet. The participants will learn how to use the knowledge acquired in this course in order to teach their students how to make healthy food choices.

This class will be two (2) seven (7) hour in class sessions. 16 out of class hours are included. The final project will be a class presentation of a children’s book, addressing the affects of diabetes on student’s social, emotional, or physical health. Additionally a Do’s and Don’ts checklist will be made based on the review readings. Students will create a portfolio of documents and projects that can be used with their students or in their classroom. They will also have a better understanding of diabetes.

This course is designed for teachers of grades 4 to 12 who incorporate geography, science, history, and technology, into their curriculum. It will introduce teachers to basic concepts of archaeology. While famous archaeological sites such as ancient Egypt and the Meso-American sites of the desert southwestern United States grab headlines, no less important are archaeological studies in the local area. Most archaeological sites in Pennsylvania fall into three categories — pre-historic, historic, and industrial. Greenwood Furnace State Park is the region’s best-preserved iron site open to the public and can offer experience in historic and industrial archaeology. The workshop will consist of one week (five days) of field school in which teachers will learn about and participate in an authentic archaeological dig. In addition, the course introduces teachers to Greenwood Furnace State Park, and how the site can be utilized as an outdoor classroom for their students. A copy of the “Diggin’ The Past: Historic and Industrial Archaeology at Greenwood Furnace State Park ” is provided as part of the course. This guide contains educational modules for incorporating archaeology into the classroom. SPECIAL INFORMATION: This course involves manual labor in the outdoors on an actual archaeological site. Duties may include shoveling and moving buckets of dirt, and moving small to medium sized rocks and bricks. You will be digging all five days of the course. Wear appropriate clothing you do not mind getting dirty, including long pants, sturdy shoes, and a wide brim hat. With prior notice, we can provide alternative activities on-site for teachers unable to do the manual labor. Bring your own lunch. It will be offered for 2 Graduate Credits or for 60 hours toward Act 48.

his course is designed for teachers of grades 4 to 12 who have previously taken the Level I course. In this course, teachers will act as group leaders directing one or more groups of children, adults, and teachers taking the level I course. They may also be digging. As part of the out-of class assignment, you will produce an archaeological report on a section of the excavation during the week. The workshop will consist of one week (five days) of field school in which teachers will learn about, participate in, and help to direct a portion of an authentic archaeological dig. SPECIAL INFORMATION: This course involves manual labor in the outdoors on an actual archaeological site. Duties may include shoveling and moving buckets of dirt, and moving small to medium sized rocks and bricks. You will be digging all five days of the course. Wear appropriate clothing you do not mind getting dirty, including long pants, sturdy shoes, and a wide brim hat. With prior notice, we can provide alternative activities on-site for teachers unable to do the manual labor. Bring your own lunch. It will be offered for 2 Graduate Credits or for 60 hours toward Act 48.

This course is designed for teachers of grades 4 to 12. It will introduce teachers to the science of archaeology through a curriculum guide. It is open to all teachers of all grades. Greenwood Furnace State Park is a preserved iron site open to the public and can offer practical experience in archaeology. The workshop will consist of 15 hours of instruction on the science of archaeology. This course is all classroom-based, and includes hands-on activities to demonstrate the concepts of archaeology. There is no actual "digging in the ground". A copy of "Diggin" the Past: Historical and Industrial Archaeology at Greenwood Furnace" will be provided as part of the course. In addition, the course introduces teachers to Greenwood Furnace State Park, and how the site can be utilized as an outdoor classroom for their students. There are no prerequisites for the course, however, this course is designed to be taken together with the 2-credit “Discovering Our Past Through An Historical Archeology Field School I” course. It will be offered for 1 Graduate Credit or for 30 hours toward Act 48.

This course is designed for teachers of all grades who incorporate geography, science, history, technology, environmental science and local history into their curriculum. It will introduce teachers to the heritage of charcoal iron production in the Juniata Valley of Central Pennsylvania, where dozens of ironworks once existed. For most of the first half of the 19th century, the Juniata Iron District was the principal iron-producing region in the United States, and its signature collective product - Juniata Charcoal Iron - was world-renowned as some of the best iron made. The iron industry had a tremendous impact on the local area, and the educational aspects of this industry is a multi-disciplinary approach, including cultural geography, environmental devastation and reclamation, technological change, and local industrial history. The course is designed to aid teachers in discovering and incorporating the local iron industry into their classroom. In addition, the course introduces teachers to the region’s best-preserved iron site open to the public - Greenwood Furnace State Park - and how the site can be utilized as an outdoor classroom for their students. There are no prerequisites for the course. A copy of the "Teacher’s Guide to Greenwood Furnace" is provided as part of the course.

This course is designed for teachers of grades 4 to 12 who incorporate geography, science, history, social studies, and technology, into their curriculum. It will introduce teachers to the traditional process of making charcoal, known as the “pit” or “meiler” method, as practiced at area ironworks throughout the Juniata Valley, Pennsylvania, and elsewhere in the 19th century. Traditionally, charcoaling was a highly skilled occupation. Ironworks paid “colliers” (charcoal makers) well, who were among the highest paid of the “blue-collar” workers. As the charcoal iron industry faded into history, and new mechanical means of producing charcoal for other uses were developed in the 20th century, the traditional method of charcoal making was almost lost. Only through the far-sighted efforts of personnel at Hopewell Furnace National Historic Site in Berks County, Pa. in the 1930s was the process documented, preserved, and passed on to others. The workshop consists of two consecutive days (Saturday and Sunday) of field school on site, and 15 hours additional time completing an out-of-class assignment. Teachers taking the course will participate in an actual charcoal burn demonstration. The process used is nearly identical to that used at Greenwood Furnace in the 19th century, the only difference being the size of the “pit” is greatly reduced (1/3 cord of wood versus 35 to 50 cords historically). Participants will gain hands-on experience in preparing the hearth, stacking the pit, leafing and dusting, lighting and burning, and raking out. They will also help to cook typical collier food that the public can sample. The entire burn will last 30 continuous hours from beginning to end. Teachers will be required to be present for the first 4 hours (9 am to 1 pm Saturday) and the last 3 hours (1 pm to 4 pm Sunday). The remaining 8 hours of will be scheduled during the burn, in one or more shifts, which may include overnight shifts. Teachers may work additional hours as desired. They may also tent camp overnight near the hearth for no charge. There is no classroom-based instruction in the course, rather, instruction will be provided during the demonstration. Additional reading materials will be given to teachers on the process.

This one-credit graduate level course will explore the relationship between the art of paper-folding and mathematical concepts including symmetry, planar and three-dimensional shapes, angles, multiplication, fractions, and similar topics. Included in the course will be historical perspective of Origami as an art form and its movement into structural and biological applications through modular and computational origami, both newer forms of this ancient art. Participants will learn appropriate terminology and folding techniques to produce numerous examples for use in their grade level. One of the beauties of this art form is its ability to be applied at all grade levels and to similarly represent appropriate mathematical concepts. Participants will also explore the Internet for additional ideas, lesson plans, and pertinent literature for use in classroom settings. Every teacher will be able to complete the folds used in the creation of the geometric shapes used in this course.

This 1 credit course will focus on handling crisis situations within the school setting. Strategies will be offered in implementing effective crisis management plans as well as discussing prevention, during and postvention techniques. A must have course for counselors, teachers and paraeducators.

This one-credit graduate level course will explore the use of paper-folding in the discovery and mastery of mathematical concepts ranging from some of the most basic ideas through higher level math concepts. Use of paper-folding activities to extend lessons both for students requiring a concrete activity to grasp a core concept to those seeking the next level of exploration will be presented. All participants will be able to demonstrate the basic folds used in model creation, interpret instructions, which are often presented symbolically, and use the appropriate terminology of the field. Contemporary trends in origami, including its movement into structural and biological applications through modular and computational origami will be presented. Participants will also explore one-cut structures and their relationship to the study of symmetry. One of the beauties of this art form is its ability to be applied at all grade levels and to similarly represent appropriate mathematical concepts. The text(s)/resources for this class will include Thomas Hull’s Project Origami: Activities for Exploring Mathematics, Molecular Origami: Precision Scale Models from Paper- Robert M. Hanson, Origami Design Secrets: Mathematical Methods for an Ancient Art- Robert J. Lang, and Origami to Astonish and Amuse by Jeremy Shafer (Geomegami is not a prerequisite for this course.)

Students will learn how to accommodate for dyscalculia and other disabilities that inhibit learning in math.

A few decades ago, Attention Deficit Hyperactivity Disorder or ADHD was a relatively unknown. However, in today’s school classroom, it is a very common term. Students who have difficulty staying on task, completing work assigned, organizing, planning, following directions and so on are being identified in ever increasing numbers. Most of these students are being educated in the regular classroom setting. Some of them spend a portion of their time in a special education setting. These students are often bright, are risk takers and can be very frustrating to teachers. This class will provide a description and diagnosis of ADHD along with strategies for working with students who have ADHD.

In this class, participants will learn how to get their students to recognize the value of being physically active, eating correctly, and staying in shape. In addition, participants will create a lesson plan, specific to their content area, which will emphasize how to incorporate physical activity into their classrooms. The participants will learn how to use the knowledge acquired in this course in order create lesson plans that include physical activity and healthy eating.

This is a writing course, not to turn all teachers into English teachers, but to help all teachers in all content areas achieve their goals by requiring students to think on paper. This is required by using frequent, usually short, writing assignments to increase stduents’ involvement in lessons, check on their understanding of concepts, or promote their thinking about content. In this course, participants will not only learn how to have students write about the content of the class they are taking, but will also learn how to encourage them to reflect on what they are doing and to have them take responsibility for their own learning and understanding.

Methods and presentation of technics and suggestion for differentiating instruction, content and assessment of lessons and units. Key components were demonstrated, discussed and placed into practice.

Since teaching is usually provided in a group, a working knowledge of sociology is essential. In this course, students will learn three main paradigms of sociology as they pertain to the institution of education. We will also practice using sociological methods useful in classroom applications. For the culminating assignment, each student will analyze a problem in their school via the three paradigms listed above. Students will not be considered completed with the course until the culminating plan is approved by the instructor.

In our classrooms today we often have students who are exhibit behaviors that disrupt their learning or the learning of others. Both regular teachers and special education teachers face this problem. This course will discuss behaviors occurring in learning settings and possible reasons the behaviors are occurring. Included will be methods of documentation and evaluation of the behaviors. Various techniques in behavior management will be presented. The course will also discuss behavior management for students with individual education plans (IEPs) versus the regular educations student. This course is designed for any classroom teacher who wants more information about behavior management. It is recommended that regular educators complete Special Education for Regular Educators I & 11 prior to taking this course. However, it is not a prerequisite.

In our classrooms today we often have students who are exhibit behaviors that disrupt their learning or the learning of others. Both regular teachers and special education teachers face this problem. This course provides more in-depth discussion on behaviors occurring in various learning settings and possible reasons the behaviors are occurring. Various positive behavior support for students with individual education plans (IEPs) who are receiving education in the regular classroom versus the regular education student. Appropriate for documentation will be discussed and teachers will document behavior in their classroom using a method presented. Case scenarios will be used to present simulated behavior situations; however, teachers are encouraged to bring examples of behavioral situations that they have experienced or are experiencing to class for discussion. Managing Behavior in the Classroom - 1 is a prerequisite for this course.

In today´s schools, many classrooms have students who are included and have an Individualized Education Plan (IEP) which classroom teachers are expected to follow with assistance from a special education teacher. This course is designed to assist the regular educator in understanding the special education process, to offer a more in-depth understanding of the IEP, to discuss the types of exceptionalities in special education, to review legal requirements, to provide ideas and strategies for working with special students in the regular classroom - including both academic and behavior strategies and to discuss resources available to regular teachers. Teachers are encouraged to bring examples of problems they have faced in their classrooms for review and discussion.

In our classrooms, we have students who are "included" and have an Individualized Education Plan (IEPs). Regular classroom teachers are expected to follow these IEPs with assistance from a special education teacher. This course is designed in two parts. Part I is to inform the regular education teacher about the speecail education process. Part II discusses "Who are these students?," "What are their individual needs?" and "How does a regular education meet this needs in a large group settings?" This course is designed for regular classroom teachers only.

Asperger’s Syndrome is a one of the disorders described under the pervasive developmental or autism disorders. Of all the pervasive developmental disorders, Asperger’s Syndrome has the most positive prognosis, and children with Asperger’s often become independently functioning adults. However, their social impairments often lead to psychological problems, including poor self-image and depression. Also, as adults, their social interactions will continue to be marked by typical Asperger’s disturbances, though, usually in more subtle form IF intervention has been initiated early and successfully. This class will discuss Asperger’s Sydrome in school-age children. Topics covered will include: diagnosis, motivation, interventions and treatments, and transition from school to work needs. Sessions-by-session activities are listed below. These activities will be presented in either two day sessions with a minimum of 8 hours class time per day, or four day sessions with a minimum of 4 hours class time per session. Outside class assignments will include articles to read, handouts to read, a case study to read and develop a plan of action and an assignment using the internet to research information.

This class will provide an overview of Autism and various kinds of Pervasive Developmental Delay categories. Diagnosis of Autism as well as learning problems encountered will be presented. A very global overview of instructional strategies will also be presented.

This class will provide instructional strategies and positive behavior support interventions for working with students who have Autism or Autism Spectrum Disorders. A brief review of the information on diagnosis and treatment options presented in Working With Students Who Have Autism 1 will be provided, but participants must have completed that course prior to enrolling in this course.

This course will help students examine the writer’s workshop philosophy, current research on writing, and best teaching practices in implementing writing instruction. It will enable teachers to create a unique environment that helps children develop a genuine feel for writing. The participants will be actively engaged in learning how to develop effective writing lesson plans. This course will enable the participants to utilize the mini-lesson architecture. Additionally, the teachers will gain knowledge of how to confer with students throughout the writing process.

Students will create a portfolio of documents and projects that can be used in their classroom incorporating the new features of Microsoft Word and Excel 2007. The final project will be a class presentation of Word and Excel Projects, collaborative projects and a review of the readings.

Developed for individuals interested in doing more with their photographic images than just printing them, this workshop will address image correction (for example - fixing scratches and adjusting brightness), capture techniques (for example – scanning), preparing for output to various media (for example – print color and black and white, web), and image manipulation (for example – color correction and filter application). Participants should be comfortable using a computer and mouse. Participants should be aware that this course is based on the use of Photo Shop or an equivalent application. This course will typically be presented in five three-hour sessions for a total of at least fifteen hours of direct instruction. In addition, outside work will include homework assignments and a final project. The course is intended to be a one-credit, graduate level course. Individual homework assignments will demonstrate attainment of each session’s objectives and the final project will combine a variety of techniques to create a mini-portfolio of work.

Excel is a powerful tool for handling information using a spreadsheet format. This course will look at a variety of ways Excel spreadsheet can be used including tabulating and searching for data, calculating values such as grades, creating charts and graphs, and creating forms. No prior experience with Excel is required but a basic understanding of copy, paste, and save (like used in Word) would be beneficial. Starting from the difference between a worksheet and a workbook, through formatting cells and sheets, to relating multiple sheets or workbooks, participants will be able to create worksheets which perform necessary calculations automatically, create a database and search for information, compare data using a variety of graphs and charts and format information in a pleasing way for forms or questionnaires.

This course is designed to cover the basic features of the Microsoft Office programs: Microsoft Word, Microsoft Excel and Microsoft PowerPoint. Participants will be introduced to the basic features of the programs and how to create documents in these programs for classroom use. The course is designed to teach the beginning user the features of each of the programs and how they could incorporate each of the programs into their daily activities in their classroom. Participants will work on PC´s with Windows.

Participants will learn about Desktop Publishing and how it can be used in the classroom. Microsoft Publisher will be the software program that will be used for the course. Features of Microsoft Publisher that will be covered during the course are: creating a blank publication, creating a publication from a template, adding and editing text to a publication, working with the menus and dialog boxes of Publisher, adding WordArt, graphics and pictures to a publication, adding color and objects to the publication, creating tables in a publication, adding text from other programs to Microsoft Publisher, how to print publications from Publisher. Participants will also learn how to use a digital camera and a scanner and how to insert the scanned images into a Publisher document. By the end of the course participants will know how to create a classroom newsletter, flyers, certificates, invitations and other professional looking documents that would be appropriate for school use. A basic knowledge of the computer is a prerequisite for this course.

Participants will learn how to incorporate many of the features of Word into classroom projects and communications. By the end of this course, participants will be able to design class work which requires both simple and complex documents, use merge features to personalize documents, use auxiliary programs including WordArt, ClipArt, Chart, and Equation, and create templates to simplify document generation. They will also be able to use auxiliary resources such as scanners, digital cameras, and the Internet to increase the effectiveness of their projects.

This course will explore the Internet and its role in teaching students today. Participants will explore the Internet from a variety of perspectives including use in preparing content, use for tracking information, use for supplementing high or low achieving student work, use as a student resource for projects or assignments, and use for professional development. Upon completion of this course, participants will be able to rapidly locate resources to support classroom instruction and use the Internet to collect and find data. They will also have revamped lessons using materials harvested from the web.