Third Annual Institute, 2002
Theme: Reading and Writing in the Content Areas: Inquiry-Based Instruction
Keynote Speakers: Dr. Kathleen Short, University of Arizona
Dr. Richard Beach, University of Minnesota
Author: Ms. Lou Kassem
Technology Consultant: Ms. Suzanne Bazak
Dates: June 17-19, 2002
Roanoke College’s third annual Margaret Sue Copenhaver Institute for Teaching and Learning was held June 17-19, 2002 in the Colket Center. Fifty full-time residential participants were accepted, and 48 of these individuals attended. This group included K-12 teachers, administrators, reading and media specialists and Roanoke College students. Nine public school divisions were represented (listed sequentially per number of participants): Roanoke City Schools, Roanoke County Schools, Franklin County Schools, Botetourt County Schools, Montgomery County Schools, City of Salem Schools, Craig County Schools, Rockingham County Schools, and Alleghany County Schools. Several independent schools were also represented, including Faith Lutheran School (North Carolina), Roanoke Valley Christian School, and Gethsemane Lutheran School (Minnesota). In addition to full time participants, a number of professional colleagues attended one or more sessions across the course of the three-day institute. These individuals represented Williamsburg-James City County Schools, Stafford County Schools, Shenandoah County Schools, Radford University, Virginia Tech, and the U.S. Department of Education. These educators served as breakout speakers and small group discussion leaders. We were also privileged to have Mrs. Helen C. Hanes, Ms. Margaret Sue Copenhaver, and Mr. Michael Maxey, Vice President of College Relations and Dean of Admissions and Financial Aid, participate in several events. Many teaching and administrative representatives from the MSCI steering committee also took part in the institute. Cumulatively, approximately 85 individuals participated in MSCI 2002.
The number of applications received for MSCI 2002 represented a slight increase over 2001 (see chart).
|No. of Applications||38||51||58|
Fifty applicants were accepted as participants and a waiting list was established. The accepted participant group for 2002 represented the following distribution of educators across grade levels:
|% of Group||56%||26%||8%||10%|
The 2002 institute continued its commitment to constructivist theory, focusing on inquiry-based instruction and reading/writing across the curriculum, themes that emerged through consultation with the steering committee. Building on the success of MSCI 2001, the institute continued to offer sessions that had been well received in the past. These included keynote addresses, roundtable discussions with keynote speakers, text discussion groups, technology workshops, small group curriculum planning sessions, and a variety of breakout sessions. Breakout sessions focused on areas of continuing interest such as faith and learning, the Virginia Standards of Learning, and grade-level specific topics. In addition, several special events were offered again to participants, such as Monday evening’s keynote speaker reception and Wednesday’s author luncheon.
Participants in MSCI 2002 selected one of two institute texts, based upon their grade levels of expertise. Elementary participants were provided with Learning Together Through Inquiry: From Columbus to Integrated Curriculum (Short, et. al., 1996) and middle/secondary participants were provided with Inquiry-Based English Instruction: Engaging Students in Life and Literature (Beach and Myers, 2001). The authors of these texts, Dr. Kathleen Short of the University of Arizona and Dr. Richard Beach of the University of Minnesota, served as the institute’s keynote speakers.
Instructional technology consultant, Ms. Suzanne Bazak, was invited to return to the institute to conduct three technology workshops each targeted for specific grade levels. Ms. Lou Kassem, author of several novels for middle school aged readers, addressed participants at the institute’s closing program on Wednesday.
“If I can help pique my students’ interest in research and scientific careers, I feel that I have done my job as a professor to promote an extended education,” Dr. Balasubramanian says.