Summer Institutes

Trauma-informed education for Mental Health Professionals.

The ESL Summer Institute is designed to provide educators with practical instructional strategies and cultural insights necessary to effectively support the academic development and achievement of English Language Learners. This course will emphasize the academic strengths of English Language Learners and how educators may leverage those abilities to foster improved performance and build genuine classroom communities. Culturally responsive teaching practices and inclusive methodologies will be emphasized throughout this course featuring guest appearances from various educational experts in the field of ESL instruction and advocacy.    

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Please join an engaging community of K-12 educators for an interactive and immersive training in trauma-informed education. You will be exposed to leading-edge research in neuroscience and evidence-based, strength-focused practices to equip you in supporting resilient, sustainable schools and communities, one brain at a time.

You will leave with the tools and confidence to become a leader in implementing innovative trauma-informed strategies at the individual, classroom, and building-wide levels. In addition, you will have the opportunity to participate in a trauma-informed art experience and a trauma-informed yoga practice, with the focus on how to bring these mindfulness practices back to your schools.

This Culturally Relevant and Sustaining Education Summer Institute will empower teachers to understand different perspectives, appreciate each student’s strengths, and build empathy in their classroom communities. It also helps teachers to introspect how their own identity and experiences impact their attitudes and teaching practices.  

The Pennsylvania Department of Education just released the new Culturally Relevant and Sustaining Educator (CR-SE) Competencies which should guide in-service teachers’ educational practices so join us for this Summer Institute as we unpack what each competency means and how we can use them to reflect on who we are as educators and our teaching practice. This institute is designed for educators who will do the following:  

1. Self-reflect on their own teaching practice.  
2. Assess their content curriculum using a CR-SE lens.  
3. Examine questions of equity using interdisciplinary pedagogies that are practical, innovative, engaging, and empowering.  
4. Implement new strategies and activities to foster a culturally responsive curriculum and classroom communities.  

Participants should be available 9am-4pm each day for a blend of synchronous and asynchronous work.  

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Arts, Movement, Equine-Assisted Activites, Music, Mindfulness - using Expressive Arts to Respond to Individual, Group, and Community Trauma. Open to all education professionals (teachers, administrators, counselors, social workers, support staff, etc. and those working with students, families, and communities to advance equitable outcomes. Includes hands-on time outdoors working with horses and other animals.

This course is designed for K-12 teachers who have either little or no exposure to coding. Teachers will be guided to incorporate basic coding into their curriculum. This will include, introduction to computational thinking; hands-on HTML; hands-on/ unplugged coding activities; exposure and application to Scratch, Java, Python; and introduction to digital footprinting. Each teacher will create a take-home product that includes tools and coding activities that they can apply directly to their classes.

Participants should be available 8am-4pm each day for a blend of synchronous and asynchronous work. 

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Millersville University's Micro-Residency for Art Educators is a week-long intensive studio experience (and 3 credit graduate course) for art educators. Participants will have 24/7 studio access, participate in daily group critiques, and be inspired by a series of artist talks.

AN ART GETAWAY. Millersville University's Micro-Residency offers you the opportunity to make your studio practice an art getaway! Breakfast and lunch will be included each day for no additional cost. Suite-style lodging on campus is available for an additional fee (TBD), which makes it possible for anyone, even those far from campus, to participate for the week. If you are close to campus, you can make use of the housing too! Living in a community of artists away from your responsibilities at home might be the perfect thing to re-start or refuel your studio practice.

THE STUDIO EXPERIENCE. Each participant will have access to Millersville University's studio facilities. The following studios will be available for participants to use: drawing, painting, fine art metals, sculpture, printmaking, computer/design lab, and photography. Participants will draft proposals prior to the residency that outline what they hope to work on and accomplish. Each participant will be assigned to a small group and a studio mentor for the purpose of group and individual critiques.

The on-campus housing request period has closed.

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Teaching Across the Curriculumm Using Problem-Based Learning.  In a standardized system of education, it may seem difficult to engage students in meaningful learning. Problem-based learning (PBL) is one strategy that teachers can use to meet both the standards and the goals of an educator. All types of teachers can learn how to put PBL to use as an important teaching strategy. Institute participants spend a week immersed in hands-on activities learning how to solve real world problems using creativity and critical thinking. 

AENG 586 Syllabus

FEATURED SPEAKERS

 Co-Instructors:  Scott A. Warner, Ed.D., IDSA; Professor, AEST Graduate Program Coordinator, Millersville University of Pennsylvania; and Molly S.  Miller, Ed.D.; Technology & Engineering Educator, Penn Manor High School

Biographies:

Scott Warner is a Professor in the Department of Applied Engineering, Safety & Technology at Millersville University. His professional credentials include degrees 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. He is an active member of several organizations that deal with education and design including the International Technology and Engineering Educators Association (ITEEA) and the Industrial Designers Society of America (IDSA). He has been the author or co-author of nearly 40 articles or book chapters in various professional publications and has given over 50 presentations to educators and design professionals at state, regional, and international conferences.

Molly earned her Bachelor of Science degree in Technology Education as well as her Master of Education in Technology and Innovation from Millersville University. She earned her doctorate at the University of Pittsburgh studying Instruction & Learning with a concentration in STEM education. She is a technology and engineering teacher at Penn Manor High School in Millersville, Pennsylvania and an adjunct in the Department of Applied Engineering, Safety and Technology. At Penn Manor, she has helped to develop and grow both the engineering and computer science course pathways in the district. She also serves as the advisor for the district's Technology Student Association (TSA), Tests of Engineering Aptitude, Math, and Science (TEAMS), and robotics clubs. Her research interests focus on the role of productive struggle in STEM education. Outside of school, Molly stays active through mission work, cheering on Pittsburgh sports, and her most important work as mother to her two children, Landry and Scarlett.

This course explores teaching with contemporary art in K-12 contexts, and specifically, two issues in depth. 1) Engaging students in the processes, methods, and materials used by contemporary artists that are often absent from K-12 classrooms such as performance, installations, media arts, etc., and 2) Creating ways of discussing the content of contemporary artwork given the dilemmas of content deemed too controversial for K-12 contexts.

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Participants in this Summer Institute will engage in project-based learning to pursue a Rocket Teacher certificate from the National Association of Rocketry (NAR). No prior experience is required. Participants will also learn how model rocketry may be integrated into K-12 curricula.

Teaching literacy skills is a dynamic, complex, and exciting process that has been widely researched. As we focus our attention on explicitly and systematically teaching foundational literacy skills, it might be tempting to shift our time away from writing. Attend this summer institute to gain an effective understanding of how writing needs to remain a key component of literacy learning and can support students’ learning of essential literacy skills. Enjoy engaging speakers, hands-on activities, and relevant assignments and readings to help you incorporate the concepts covered during the course into your teaching in the upcoming school year.

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This course has been cancelled.

This course is designed for graduate level students and will be of particular interest to practicing mathematics teachers of grades 7-12. In this course, we will explore the foundational concepts of the K-6 mathematics curriculum in significant depth while reflecting on ways to build strong connections between this elementary content and the content in the 7-12 curriculum. The goal is for students to see where their own teaching fits in the broader scheme of K-12 mathematics education so that they can design instruction that builds on their own students’ prior understanding and contributes to a more holistic development for mid-level, middle, and high school mathematics learners.

Learn to listen and dialogue respectfully, explore differences and conflicts, and discover common ground.  Open to all education professionals (teachers, administrators, counselors, social workers, support staff, etc. and those working with students, families, and communities to advance equitable outcomes.