Welcome to Dixon University Center! We have created this page for educators looking for an advanced degree or looking to fulfill ACT 48 credits. If you have any questions please feel free to call us at 717-720-4080 or contact us through our online form.
These courses can be used towards the Curriculum and Instruction M.Ed. or to fill ACT 48 requirements.
REGISTRATION OPENS APRIL 5, 2010.
June 28-July 1 – Professional Seminar ED 578.71: Intended as a capstone course for graduate students in the M.Ed. program. Provides students with an opportunity to focus on an educationally relevant action research project as an integrating element for knowledge and experiences acquired during their graduate programs. Recognized the validity of classroom-based inquiry and research as the basis for enhancing teaching and learning. Develops proficiency in using inquiry and reflection strategies to assist students in making instructional decisions and process changes. Affords students the opportunity to share effective classroom practices and requires study and practice in interpreting and analyzing pertinent research to promote professional growth. Encourages students to view themselves as researchers of teaching and learning and as professionals whose continued growth can best be met through inquiry, reflection, and sustained dialogue with peers. Prerequisite: ED 520 or permission of Graduate Committee.
June 28-July 1 – Creative Responses to Conflict ED 502.71: A study of the current research in the development of a classroom environment which fosters cooperation, communication, affirmation, and problem-solving for children as well as for teachers, staff, instructional teams, parents, support personnel and other adults. Emphasizes human capabilities for resolving conflicts at various life stages and situations. Examines a range of discipline models as their implementation relates to the classroom environment.
July 12-15 – Contemporary Issues in Special Education SPED 500.71: Participants engage in problem-centered analyses and investigations, and in determination of responses relative to the contemporary issues confronting special education.
SUMMER 2 June 28 – July 2 – Technology of Making Things EDW 558.09: Workshop activities include design and construction of teacher-made learning stations and classroom materials. The workshop is designed to use technology as a vehicle to teach traditional subject matter, such as mathematics, science, social science, English, and other academic areas. Participants will be exposed to the history of technology and to technological principles. Recommended for K-12 educators.
SUMMER 3 July 19-23 – Enhancing Self-Esteem EDW 682.02: This workshop will allow participants to explore and assess their personal self-esteem and assertiveness skills. Participants will be involved in a variety of self-awareness and role-play activities. Strategies will be explored for assisting elementary and secondary students with enhancing their self-esteem and assertiveness skills, which can be utilized in a variety of health behaviors and health risk situations. Recommended for educators at all grade levels, coaches, and school counselors.
July 19-23 – Hands-On Digital Photography EDW 709.02: This workshop is designed to allow teachers (K-12) to develop the skills and creativity necessary to be successful in the application of digital image capture, manipulation, storage, transmission and reproduction. Basic principles will be demonstrated by the instructor and applied by the workshop participants in practical picture taking, downloading, editing, storing and print making assignments that can be used in their classroom environment. Aesthetic and technical aspects of digital photography will be included in units of work including camera handling, motion and depth-of-field control, enlarging/cropping, lighting, printing, and display mounting. Recommended for K-12 educators.
July 26-30 – Nutrition and Weight Management for Educators EDW 512.02: This workshop provides teachers, coaches, as well as other individuals with a wide range of nutritional and dietary knowledge and skills. Special emphasis will be placed upon understanding the basic principles of nutrition; focusing on the six classes of essential nutrients to optimize their nutritional values for the enhancement and promotion of personal health, fitness, physical performance, and weight management. Recommended for educators at all grade levels, school nurses, coaches, and school counselors.
July 12-16 – History Institute HIST 510.54: Supported by a U.S. Department of Education Teaching American History (TAH) grant, Millersville University and the Central Susquehanna Intermediate Unit will offer a 3 credit summer graduate course for social studies teachers. Intended to improve content knowledge, interpretive insight, and pedagogy, this institute will explore the complex and at times controversial connection between Pennsylvania and United States history, from colonial origins to the present day. Participants will achieve a fuller appreciation of the role of Pennsylvania in American regional and national development, and the latest and most effective strategies for engaging students in the classroom. Presentations and working group sessions will adhere to National and Pennsylvania Social Studies Standards, with the objective of enhancing and improving the content and quality of classroom teaching and learning outcomes.
This year’s institute is organized around core ideas—“the American Creed”--and principles that illuminate the deep and interdependent relationship between Commonwealth and national culture and identity. More specifically, visiting scholars will focus on ideas, documents and artifacts, personalities and places that bring to life Pennsylvania’s role in broader patterns of political, cultural, social, and economic development.
Participating teachers will interact with leading scholars of Pennsylvania and American history. Those who teach Pennsylvania and American history, geography, economics, civics, and geography will benefit from the exposure to leading practitioners in the field, and from collaborative working group sessions intended to identify the most useful classroom resources to enhance student knowledge and understanding of both Pennsylvania and American history.
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