Weidensall Hall
Room 104
300 North Washington St.
Gettysburg, PA 17325-1400
Lori is an at-risk intervention specialist for Conewago Valley School District and a tireless advocate for students whose needs are too often overlooked. With more than 30 years of experience as a teacher, transition coordinator, dean of students, and special education supervisor, she has dedicated her career to building schools where every student is seen, supported, and able to thrive. Lori also teaches undergraduate courses and mentors student teachers – bringing powerful real-world insight into how strong relationships, student voice, and inclusive practices can transform the lives of at-risk and special needs learners.
Courses Taught
Introduction to theories and methods associated with teaching social studies for active democratic citizenship. Special attention is given to conceptualizing social studies as a school subject and to the integration of art, music, and film in the social studies classroom. Required of all students seeking secondary teacher certification in social studies, social science, or citizenship. Prerequisite: EDUC 201 with a C or better; or permission of the instructor.
This course will allow students to explore a variety of approaches and perspectives in teaching literacy and literature in the secondary classroom. We will investigate methodologies and issues surrounding the teaching of reading, writing, speaking, viewing, thinking, and listening in today’s digital world. Students will have an opportunity to develop better literacy skills and strategies as they learn effective instructional methods to use in various secondary classrooms. Students will have an opportunity to work with secondary students at local schools. Offered annually, fulfills English Teacher Certification requirement. Prerequisite: EDUC 201 with C or higher grade; or permission of the instructor.
This course enables the prospective teacher to learn how to coordinate the classroom learning environment to effectively address the diverse needs of students in general classroom settings. The course considers characteristics of students with special needs and the modifications in teaching methods necessary to meet their needs. Classroom management techniques for academic, social, emotional, and cognitive differences are addressed. Students will design activities and respective accommodations for both general education students and students with special
needs. Various assessment techniques will be discussed and developed to evaluate the activities. Specific topics to be addressed include: federal legislation, teaching strategies, team collaboration, special support services, and individual education plans (IEP). Prerequisite: EDUC 201 with a C or higher grade; and MUS_CLAS 149 for Music Education; or permission of the instructor
Study, research and field experience in science and mathematics education. Course enables students who are pre-service teachers to acquire the necessary theory, skills, concepts, attitudes, use of materials and resources, technology, and appropriate teaching techniques. The course design assists students in the understanding of how children learn science and mathematics. Students learn to effectively teach through curriculum integration. Prerequisite: EDUC 201 with C or higher grade; or permission of the instructor.
Course utilizes teacher action research to develop informal and formal assessment techniques for teaching special needs students and English language learners within an interactive assessment-instruction framework. Offered in conjunction with EDUC 476 Student Teaching. Designed for all education students seeking professional licensure, this course addresses the processes for administering assessments through the development of a special needs or English Language Learner student case study. Students articulate an educational philosophy and create a reflective teaching portfolio including the action research case study. Limited to those students accepted and enrolled in the Education Semester. Prerequisite: MUS_CLAS 149 or EDUC 199, and EDUC 201; or permission of the instructor.
Student observation, participation, and full-time teaching under supervision of an experienced certified teacher and a college supervisor. Group and individual conferences are held to discuss pedagogy issues, principles and problems. Students spend 12 to15 weeks in the classroom. Course carries 3 course units of credit. Limited to those students accepted and enrolled in the Education Semester.
This course examines the development of a positive, inclusive classroom culture through the implementation of restorative practices. "Classroom Climate & Culture" focuses on building strong, respectful relationships among students and between students and educators, fostering a community-centered approach to classroom management and conflict resolution.