Supporting Academic Learning & Student Development (Workshop II)
CAIS
Details
When : July 10th and July 16th, 2020
Where : Online
Topics : Distance Learning, Online courses, hybrid classes
Cost : CAIS Member Schools: $100 / Non-Members: $150
Description
Format: Two 90 minute synchronous workshops on July 10th and July 16th
- July 10th:
1:00 – 2:30 pm – Teaching Faculty
3:00 – 4:30 pm – Learning Specialists/Student Support Faculty - July 16th: 9:00 – 10:30 am – Teaching Faculty and Learning Specialists/Student Support Faculty
Audience: All Teaching Faculty and Learning Specialists/Student Support Faculty-All grade levels
Note: This is the second workshop of a multi-series program presented by Mount Holyoke faculty. Attendance at all workshop sessions is not a requirement for participation in an individual session.
Registration fee discount: If you register for this workshop as well as Workshop I, you’ll receive a discount to your registration fee for Workshop II of $25. Enter discount code “allsessions” when prompted during registration for Workshop II.
Session Overview: Schools often approach student development and academic learning as two distinct tasks. However, the current landscape underscores the need to provide an integrated approach that provides an accessible and relevant education for students. This two-session series will be an opportunity for educators to share their respective expertise. In the first session participants will collaborate with others in similar roles and in the second session we will meet together as an interdisciplinary group to share ideas, strategies, and best practices. We will offer practical strategies that can be used by teaching faculty and student support faculty to foster students’ academic and social-emotional development. Participants will:
- Develop a toolkit for creating a student-centered learning experience that balances rigor and support
- Collaborate across disciplines to enhance equity, access, and social-emotional learning
- Give/receive feedback on course plans, activities, and programming
Gwen Bass
Director, Teacher Leadership Programs, Mount Holyoke College
Gwen Bass’s work focuses on engaging teachers, families and the community of support professionals around children to improve school experiences and long-term outcomes. She uses her research and expertise to enhance opportunities for marginalized students and improve educational access and outcomes for children with learning differences. Dedicated to training teachers, social workers and parents so they can collaborate to support children in schools, she is particularly interested in serving the most vulnerable children, including youth with disabilities and youth in foster care.
Bass currently serves as the director of the Teacher Leadership division of Professional and Graduate Education at Mount Holyoke and frequently presents on inclusive classroom practices, behavior management, child development, child welfare systems, parent education, measurement and evaluation of social emotional skills in schools, and trauma-sensitive teaching.
Bass spent nearly 10 years in pre-K-12 schools as an early childhood educator, special education teacher and school counselor.
Karen Harrington
Assistant Director of the Center for Youth Engagement at the University of Massachusetts Amherst
When Karen Harrington was a high school student considering her future, her school counselor tried to dissuade her from going to college by telling her that, with her strong typing skills, she should be a secretary. She went anyway — the first in her family to go to college — and became a school counselor. Increasingly interested in social and emotional learning, she turned toward educational research and evaluation. Today Harrington is a national expert on career development and curriculum design for marginalized youth. The Mount Holyoke course she designed on social and emotional factors in academic achievement is one of only a couple of courses on the topic in the country. Harrington is a senior research fellow and assistant director at the Center for Youth Engagement at the University of Massachusetts Amherst. She holds a master’s degree in education and a certificate in advanced graduate studies in school counseling and has worked in the field of educational research and evaluation since 2005. Her professional interests include career development for incarcerated youth, curriculum design, the role of social emotional factors in academic achievement, and Early Warning Indicators.
