Engaging Students with Bilateral Instruction is a comprehensive course that guides educators in implementing bilateral teaching strategies that actively engage students in dual perspectives and skills within a single learning activity. Emphasizing reflection, discussion, and experiential learning, this course equips teachers with the tools, insights, and resources to facilitate instruction that engages students in multidimensional thinking. By linking cognitive skills, perspectives, and disciplines, educators can make learning more relevant, fostering both intellectual and emotional growth.

Engaging Multilanguage Learners is an essential course designed for educators seeking to enhance their instructional practices for Multilingual learners. This course focuses on the Sheltered Instruction Observation Protocol (SIOP) Model, a research-based framework developed by Jana Echevarria, Mary Ellen Vogt, and Deborah J. Short. Through comprehensive exploration of the model’s eight key components, educators will learn effective strategies to make content comprehensible, engage students in meaningful learning experiences, and promote language development alongside academic achievement.

Engaging Students through Block Teaching is a dynamic course designed to equip educators with practical methods for fostering active learning within extended class periods. Using the foundational principles from “Teaching on the Block: Strategies for Engaging Active Learners” by Canady and Rettig, participants will learn to maximize instructional time, foster collaboration, and implement innovative techniques to promote deeper learning and critical thinking. The course emphasizes effective lesson planning, classroom management, and assessment strategies tailored to the block schedule format.

Teaching Generation Z is an engaging course designed to equip educators with research-based strategies to effectively teach and communicate with Generation Z students. Drawing on insights from Communication Instruction in the Generation Z Classroom: Educational Explorations (edited by Renee Robinson), participants will explore methods for fostering connection, integrating technology, and designing courses that resonate with Gen Z learners. The course emphasizes understanding the unique needs of this generation, employing innovative pedagogical tools, and fostering meaningful interactions to enhance learning outcomes.

This graduate-level, three-credit course equips educators with the tools and strategies to design and teach a dynamic local history course without relying on traditional textbooks. Participants will experience a model high school local history course that emphasizes student engagement through research-based learning, utilizing primary and secondary sources. Educators will explore innovative teaching strategies, such as project-based learning, fieldwork, history projects, and storytelling, to inspire students to connect with their community’s past.