Instructor: Cynthia Willits
See our full course catalog HERE.
Amanda D'Amico, PIE + MEd Faculty
Our amazing Spring courses help you to harness the power of the visual arts in your classroom!
Iris in Blooming © Josephine Tsai
Main Line Art Center is proud to present the work of our talented Teaching Artists in the Welcome Gallery.
Main Line Art Center
Main Line Art Center is located at 746 Panmure Road in Haverford PA, offers free parking, and is easily accessible from public transportation.
Monday – Thursday: 10 am to 8 pm
Friday – Sunday: 10 am-4 pm
Free and open to the public
Dr. Sara Tilles, PIE Instructor
Maria Geiger, PIE + MEd Faculty
In Interactive Presentations with Maria Geiger, students will explore the evolving ways to interact via video, back channeling, 3-D animations, whiteboards, screen-casting, and with other tools. All applications introduced in the course are free, with iPad-approved options available for those teachers who use iPads in their classrooms.
Also with Maria is Blended + Flipped Learning: What is it All About? Are you looking to expand your knowledge of - and ways to best facilitate - blended and flipped learning? Explore the multiple ways to optimize - and to comfortably and appropriately balance - classroom time and at-home time within blended and flipped formats.
Maria Geiger is an undergraduate writing instructor and freelance writer/editor. She recently conducted an educational technology integration workshop at the New Jersey Writer’s Alliance (NJWA), which draws K-20 teachers from across the state of NJ. Maria is a graduate of the VOLT program at the University of Pennsylvania, and the Director of Content and Web Editor at PrepHound, a college consulting company.
Yikui (Coy) Gu has completed several artist residencies, including the School of Visual Arts in New York and Better Arts in Redwood, NY. Coy's work has been reviewed in KunstForum International (Berlin) and in the Philadelphia Inquirer, and he has appeared on the covers of the Lower East Side Review and Fresh Paint Magazine.
Philadelphia has made Travel + Leisure's list of '50 Best Places to Travel in 2017', and the The University of the Arts campus is featured in the Broad Street image! Be sure to visit the link below to read the full article.
Cate Cooney - Program Coordinator
PIE + MEd congratulates Cate Cooney, Program Coordinator, Teaching with Primary Sources Program, on her highly acclaimed webinar, Analyzing Photographs from the Library of Congress Collection, presented as part of the Library of Congress' Online Conference on October 25.
Join Scott for Our Winter/Spring Offerings:
James Pastore - Work Sample
In 3-D Projects for the Classroom: Ceramics - Throwing with James Pastore, we will explore both traditional and experimental throwing techniques to make functional and sculptural ceramic objects. Students will deepen skills, improve competencies in conceptualizing and working three-dimensionally, and will incorporate new methods to encourage craftsmanship in their own students. Take these amazing skills and experience back to your classroom.
James Pastore holds a Bachelor of Fine Arts from the New York State College of Ceramics at Alfred University. James is a utilitarian potter and has taught at numerous art centers throughout the country, previously having worked at the Clay Studio of Philadelphia. He is currently the Director of Program Operations of GoggleWorks Center for the Arts in Reading , PA.
See our full course catalog HERE for more details.
The new recommendations for children's media use acknowledge that some media exposure can have educational value for children as young as 18 months, but it should be high-quality programming -- the AAP specifically referenced Sesame Street, and other PBS programming. The report encourages parents to watch programs with their children, rather than use television as a 'babysitter' for infants and toddlers. Families should still prioritize "unplugged" playtime for young children, the AAP said. For children <18 months, media use is still discouraged other than video-chatting.
The report also offers recommendations on the use of e-books.
Source: "Media and Young Minds" By: SAMUELS, CHRISTINA A. Education Week. 10/26/2016, Vol. 36 Issue 10, p 5-5. 1/8p.
Standardized tests are a staple in classrooms across the country, but they don't give teachers much information to improve student learning strategies. That's changing.
"It's one thing to know the answer to a question, but it's another to pull together information about the process a student goes through to get to that answer," said Peggy G. Carr, acting commissioner for the National Center for Education Statistics, which administers the National Assessment of Educational Progress (NAEP).
The upcoming NAEP in math, reading, and writing (grades 4 + 8) uses new technology to target 'process data'- or traces a student leaves as s/he progresses through an assessment- to give teachers a better picture of how to support learning.
Process data include: 1) what a student does, 2) in what order does s/he do it, 3) how long it takes to do it.
Within a few years, researchers believe computer-based assessments will be designed to include eye-tracking, clickstream, and keystroke programs (to capture typing patterns/pauses), among other tools.
In a forthcoming study of NAEP writing, the Educational Testing Service (ETS) found differences in how boys and girls approached essay questions. Girls edited more (e.g., word choice, cutting + pasting), and took fewer pauses to plan the next sentence . In a separate study, ETS found that students with a history of performing poorly on reading tests did better when prompted to write a summary of a reading passage before answering multiple-choice questions on the content.
These data will help teachers identify the root of the issue: did the student encounter structural problems? Misunderstand the question? Become distracted by irrelevant information?
Thoughts about technology and the learning process? Tweet us at @UArts_PIE_MEd and include our hashtag: #uartsinnovate
Matt Duvall PIE Faculty
Matt Duvall is a curriculum designer, teacher, and doctoral candidate, whose dissertation is on the impact of technology on academic literacy practices. Matt's work focuses on STEM education, with an emphasis on the 'T' (technology). He has designed secondary ed curriculum, and has been a high school teacher in both public and private schools. He is also an application developer and a software developer. Matt holds a PA Business/ Computers certification (K-12) and an English certification (7-12) . He holds teaching positions at Drexel and at Gratz College. Matt has presented at national conferences and has published both academic and popular fiction writing.
Matt teaches in our MEd in Educational Technology Program. Matt's courses ETEC 602 Differentiated Instruction Using Educational Technology and ETEC 603 Ethics in Educational Technology. Check out the abstracts to his upcoming publications. Congratulations, Matt!
Duvall, N., & Duvall, M. (2016). Writing, social technology, and creativity: Analyzing how technology can influence student creativity in writing. Paper to be presented at the 2016 International Conference on Urban Education, San Juan, Puerto Rico.
Duvall, N., & Duvall, M. (2016). Developing customized software for classroom interventions. Poster to be presented at the 2016 NERA Annual Conference, Connecticut.
Duvall, M. (2016). Repurposing commercial technology for classroom use: A case study using Goodreads. Paper to be presented at the 2016 NERA Annual Conference, Connecticut.
PIE/MEd Course Catalogue, 2016 - 2017
Check out our comprehensive catalogue of all the courses offered in our PIE + MEd programs. This list covers courses in a diverse array of matriculated and non-matriculated courses in The Arts, Educational Technology, Inclusion + Literacy.
Image Source: The Teacher Diversity Gap Over Time
Creating greater diversity among teachers is a priority for schools, districts, and states. A new report from The Brookings Institution in Washington, DC suggests that we have a long way to go. Students of color make up about half of all U.S. public school students, yet just 18% of teachers are of color.
Researchers found that, at the current rate of change, the proportional difference between nonwhite teachers and nonwhite students in public schools will remain through 2060.
To get to the heart of the matter, the researchers suggest, education leaders should focus on the teacher pipeline. Historically, in pathways leading to the classroom, African American and Hispanic individuals are underrepresented. The goal should not be that every student is taught by a teacher of the same race but that students routinely interact with teachers of diverse races and ethnicities.
Source: Brown Center on Education Policy analysis of data from United States Census Bureau, 2014 National Population Projections
© 2009 - 2017 The University of the Arts