Institute for Design Based Education: Creating the Thoughtful Classroom
This course provides opportunities for teachers in all grade levels and subject areas to explore ways of creating thoughtful classrooms. This will be accomplished through learning about the habits of mind. Through interactions with guest instructors and peers, students will consider multiple rationales for integrating the habits of mind in a student’s education, and explore ways of designing more thoughtful classroom cultures.
Course: ITEC 586
Location: Osburn Hall
Rooms: 200, 208, & 303
Meeting Dates: July 7 - 11, 2014
Meetings Times: 8:00am - 4:30pm
Dr. Scott Warner
Scott Warner is an Associate Professor of Applied Engineering, Safety, and Technology at Millersville University in Millersville, PA.
Scott Warner has degrees in technology education from Millersville University (B.S.Ed., 1985), Ball State University (M.A.Ed., 1988), and West Virginia University (Ed.D., 2000). His professional resume includes teaching experiences at the middle school, high school, and university levels. Scott has been advocating design-based approaches to education throughout his career. His active memberships in the International Technology and Engineering Educators Association (ITEEA) and the Industrial Designers Society of America (IDSA) have provided him with professional forums to advance the cause of design-based education. He has authored, or co-authored more than 20 articles in various professional journals and has written three chapters in edited books. He has also given over 30 presentations to educators at state, regional, and international conferences. These articles, book chapters, and presentations have focused on design and creativity in technology education. He has been at Millersville University since 2004. In his current position as a teacher educator he prepares young people to move beyond standardized education and become designerly teachers.
Leslie Gates is an Assistant Professor of Art Education (Graduate Level) at Millersville University in Millersville, PA.
Dr. Gates joined the Art Department in 2012. Dr. Gates has taught visual art in public schools located in both urban and rural contexts, and has experience at both the high school and elementary levels. In 2007, the Pennsylvania Art Education Association named Leslie the Outstanding Elementary Art Educator of the Year. Leslie has served as a curriculum consultant to public school districts, given invited lectures, and facilitated opportunities for professional learning at various conferences, seminars, and workshops. In addition to her position at Millersville, she serves as Pennsylvania Art Education Association’s Conference Administrator.
Dr. Lois Hetland is Professor and Chair of the Art Education Department at the Massachusetts College of Art and Design and Senior Research Affiliate at Project Zero at the Harvard Graduate School of Education. Trained in music and visual arts, she taught elementary and middle school students for 17 years. Currently, she co-leads the Studio Thinking Network, a monthly online conversation among educators who use the Studio Thinking Framework.
Previous work includes conducting an assessment initiative at MassArt (2009-2013), serving as Co-Principal Investigator on a National Science Foundation study of potential transfer from visual arts learning to geometric spatial reasoning (2008-2013), conducting research for the co-authored book, Studio Thinking 2: The Real Benefits of Visual Arts Education (2013, Teachers’ College, 2nd edition), supported by the Getty and Ahmanson Foundations (2001-2004); serving as Consulting Evaluator for Art21 Educators (2010-20012); Principal Investigator for research and professional development in Alameda County, CA, funded by the US Department of Education (2003-2010); Co-Principal Investigator on the Wallace funded study, Qualities of Quality: Understanding Excellence in Arts Education (2005-2008); and research leading to a set of ten meta-analytic reviews analyzing the effects of arts learning on non-arts outcomes, funded by the Bryant Family Foundation (1997-2000).
Tom Van Winkle
Tom Van Winkle is the Managing Director for School Services for Expeditionary Learning. Expeditionary Learning Schoools works in 165 schools across the country to inspire the motivation to learn, engage teachers and students in new levels of focus and effort, and transform schools into places where students and adults become leaders of their own learning. Tom has served in multiple roles at EL for 12 years, including school designer, Director of Professional Development, Chief Operating Officer, working in urban, suburban and rural districts. He holds a Bachelor's from Carleton College and Masters and Ph.D. from the University of Wisconsin-Madison in Education Leadership and Policy Analysis. Tom served 13 years in public schools as a high school social studies teacher and middle school principal.
Mary Elizabeth Meier, Ph.D. is Assistant Professor of Art and Program Director of Art Education at Mercyhurst University in Erie, PA. She teaches courses in art education, aesthetic and interdisciplinary education, and printmaking. Dr. Meier is President of the Pennsylvania Art Education Association, a professional organization with 900 members who are committed to advancing art education through professional development, leadership, and service. Dr. Meier holds B.S. and M.S. degrees in art education from The Florida State University, and a Ph.D. in art education from The Pennsylvania State University. Her experiences as a k-12 art teacher in Connecticut and Pennsylvania public schools and as a faculty member at the West Virginia Governor’s School for the Arts inform her perspectives on teaching and learning. In 2006, Meier was named Outstanding Elementary Art Educator of the year by the Pennsylvania Art Education Association. In 2013, her doctoral dissertation research was recognized with an honorable mention in the Harlan and Suzanne Dudley Hoffa Dissertation Award competition. Dr. Meier’s research is focused on arts teacher’s professional learning as they study their own teaching practice in inquiry-oriented professional learning communities. She has led and facilitated professional learning for art, music, theater, and dance teachers in a variety of settings including the Pennsylvania Governor’s Institute for Arts Educators and the Pittsburgh Public Schools. Dr. Meier is working among content area specialists in Pennsylvania who are articulating student learning goals and qualitative assessments to be piloted as part of teacher evaluation measures.
For the past 17 years, Garreth Heidt has been engaging his middle school humanities students with a unique instructional approach to creativity and design thinking.
His curriculum employs a blend of traditional and project-based learning aimed at developing his students’ skills in mindful observation, critical viewing, civil discussion, and problem solving.
The learning process is driven by design-minded means towards an end that respects student inquiry, interest, and Heidt’s own belief in a traditional education that serves the economic, civic, and personal ends of public education.
An educator with over 20 years of experience, Mr. Heidt has spent time teaching and developing classes at the middle school, high school, and college level.
In addition, Mr. Heidt is also the head coach of his district’s Speech and Debate team.