In the MAET program we quite frequently push our students to create, explore and SHARE. The following story exemplifies the power of sharing and why we as a program promote open education (check out our MAET Vault – http://www.msuedtechsandbox.com/MAETVAULT). You never know where a link or connection will lead you!

A few weeks ago, I received this email:

Dear Mr. Mishra,

I am currently working on a poetry research project for school, and one of the requirements is researching five different poets. While looking for people who wrote palindromic poetry, I found your website and decided to use you in my project. The only problem is that I can’t find much information about you for my research. If you could, please respond to this e-mail with a little information about your history (i.e.-date and place of birth, family relations, etc.) as well as your inspiration for writing your palindromic poems. Thank you for your support!!!!!

Sincerely, Jake

P.S.- I am an eighth grader from Colorado and an aspiring poet.

Now I don’t consider myself a poet in any serious sense of the word (my dabbling in mathematical poetry or palindromic poetry notwithstanding). But it is great feeling when something you create and put out there in the world connects with someone else, someone who you would never otherwise have met or gotten to know. I wrote back to Jake right away, providing him some information about me and how I got into writing palindromic poetry. Here is what I wrote back to Jake:

Dear Jake – Thank you so much for writing to me. I am honored to make it to your list of poets and glad that you are interested in palindromic poetry.

As for my history: I am professor at Michigan State University in East Lansing MI. I am originally from India where I studied engineering and design before coming to the US and getting my PhD. My wife is a graphic designer and I have two kids: my son who is a freshman in high school and my daughter who is in 6th grade.

Ever since I was a kid I have always been interested in puzzles and mathematics and poetry and visual design. That I think led to a habit of playing with words and images… so I do a lot of doodling and sketching (specially when I in meetings). I am fond of asking questions and looking at things around me in new ways. For instance, I love photography, on my Flickr site you will find photos of silly things like finding alphabets in cracks, and faces in everyday things. See this link and this one…

• Alphabets in Cracks
• Faces We See

Then there are the videos I make with my kids. For instance see the new year’s card we made recently.

This also led to my creating ambigrams, which are words that are written in a special way so that they can be read multiple ways. You can find a bunch of such designs on my website.

So I guess, palindromic poetry emerged out of this desire or propensity to see the world in weird ways. And the challenge of writing poems that read the same backward and forward was inherently interesting. I particularly enjoyed writing ones that flipped in their meaning when you cross the half-way point. For instance in the poem “Me as I sit” the poem switches from me watching you to you watching me!

Finally, as must have noticed, from the dates, most of these were written a bunch of years ago when I was a graduate student at the University of Illinois. I haven’t written too many recently but the fact that they are on my website leads people to them – and I form all kinds of cool connections – such as the email I just received from you. A year or so ago I heard from someone who uses my poetry to teach poetry to inmates in prison (how cool is that!). You can read about that here.

That’s all for now…. I would love to read any palindromic poetry you may have written, if you are comfortable sharing them with me. Thank you again for your interest in my work. I look forward to hearing from you and let me know if there is anything else you need to know.

take care ~ punya

Note: I got Jake’s (and his parent’s) permission to post our correspondence on this blog under the condition that I not include his email address or other contact information.

Of course the story didn’t end here. A few weeks later I received an email from Jake that included a palindromic poem written by him. With his permission I include it below. Please note that Jake takes the entire exercise one step further, his poem reverses word by word (rather than line by line, as I tend to do). This is incredibly difficult – and to top it all Jake’s poem is a great poem by any measure.

Falling Snow

snow falling gently
on stomping feet
cold stinging
the teasing and laughing children
sculpted beautifully – crystals form
flakes dancing gracefully
tumble and spin
spin and tumble
gracefully dancing flakes
form crystals – beautifully sculpted
children laughing and teasing the
stinging cold
feet stomping on
gently falling snow

How cool is that. And what an amazing world we live in! Is there any other time period in human history where a professor of Indian origin would connect up with an eighth grader from Colorado over poems that run backwards and forwards! It is through this open sharing of ideas and artifacts, and resulting flowering of individual and shared creativity, that the Internet truly gets its power.

Keep your eyes out on the MAET Vault this summer as we will be populating the database with more resources not only from our program faculty, but from MAET students who are taking this work and repurposing it for K12 settings. Additionally, make sure to follow the #maet hashtag on twitter as we are making a concerted effort in our summer programs to create, create, create (explore) and share, share, share!

Sincerely.

~punya

The end of the school year is in sight – can you believe it?! The last thing you are probably thinking about is signing up for summer classes to continue your professional development in the area of educational technology. However, the deadline for our summer classes is fast approaching – and courses are filling up fast. If you are considering signing up, do so TODAY! It’s quick and easy – just a one-page application (with no application fee)!

Our ever popular online summer series begins June 27 and runs through August 19th. You can take both 810 and 811 during the summer for a total of 6 graduate credits. You can finish up 812 in the fall or spring semester depending on what works best for your schedule.

If your summer is already booked, and you are unable to take classes until the fall you may want to check out our fall lineup of classes at http://edutech.msu.edu/timeslocation.asp. We are currently enrolling for Fall Semester (as well as Summer Semester).

We are always looking for new site locations to offer our courses in a face-to-face weekend format. If you are interested in getting the courses offered right in your own district you can complete our Suggest a Location form at http://edutech.msu.edu/suggestalocation.asp. We’d love to come to you!

Good luck as you finish up yet another school year. We wish you a very relaxing and much deserved summer vacation.

CONGRATULATIONS to all our students who graduated this spring and will be graduating this summer!

We were honored to welcome the students who made the journey up to campus to walk across the stage at Breslin. Many of the students had never stepped foot on campus until graduation day! Here are some pictures from the big day:

Summer Courses:

CEP 807 online is in full swing – we have 34 online MAET students finishing up their degree requirements this summer – wow!

Online courses (CEP 800, 815, 820 and 822) start July 5th. (On a side note, CEP 820 will be a “special edition” running in the MSU trial version of Moodle.)

Our TWO hybrid cohorts are ready to rock – this year we’ll be running “Year 1″ (CEP 810, 811, 812) and “Year 2″ (CEP 800, 815, 822) on campus. You can learn more about the hybrid here – http://edutech.msu.edu/hybrid.html

Finally, our overseas experience will take place in Rouen, France again this summer. We’re looking forward to reconnecting with Years 2 & 3 and welcoming in the Year 1 cohort! You can learn more about the overseas experience here – http://edutech.msu.edu/overseas.html

MAET in the News:
A few days ago I appeared on “The Forge.” I was joined by two other MAET Students: Dan Spencer & Dave McCollom!

Check it out:

Important Dates:
6/17/2011
Final date to initiate withdrawal from the University for First Summer Session.

7/22/2011
Currently enrolled graduate, grad cert, and professional students, and teacher interns, who have not enrolled for Fall 2011 by 8 p.m. are subject to a $50 late enrollment fee.

8/5/2011
Final date to initiate withdrawal from the University for Full and Second Summer Sessions.

Connect with Us:
Our twitter “twine” is growing exponentially! If you’re on twitter make sure to follow @maet and make sure to use the #maet hashtag on any work you would like to share with the global MAET community!

Great news for the Hybrid PhD program in Educational Psychology and Educational Technology! Dr. Christine Greenhow, Assistant Professor at University of Maryland,  has accepted a tenure-track Assistant Professor position here at Michigan State. She will begin as an EPET faculty member in January, 2012. An expert in the use of social media among adolescents, she brings a rich background in learning in social media contexts such as online social networks, from learning sciences, new literacy studies, and learning technologies perspectives. Her research focuses on the goals of improving theory, practice and policy. Dr. Greenhow is a welcome addition to the CEPSE faculty.

Meanwhile, the first EPET cohort has officially launched their second year of doctoral study. Three hybrid courses began online on May 23^rd. Professors Ralph Putnam and Jack Smith have created a fascinating blend of the subject matter, always with an emphasis on students’ own research interests and settings. CEP 901b – Proseminar in Educational Technology, CEP 953 – Teachers and Technology, and CEP 955 – Research Design in Educational Psychology and Educational Technology are being taught online for the first four weeks. Students will then come to campus for two weeks of intensive face-to-face work. Finally, students will complete work with four more weeks of online instruction and interaction. The goal is to end the summer with very nearly complete practicum proposals!

Plans are currently in full swing to welcome the EPET hybrid cohort back to campus for their second face-to-face summer session. A kick-off party will be held at the Dickson’s home, a BBQ and other social gatherings are events in planning. Meanwhile, most students in the hybrid cohort have formed their guidance committees and are scheduling their first meetings.

If you are thinking you might like to become a part of the EPET Hybrid PhD program, the application deadline is December 1, 2011 for the cohort beginning in the summer, 2012. If the current level of interest is an indication, admission to the next cohort is expected to be competitive. The application deadline may seem like a long way off, but starting now gives you plenty of time to study for the GREs and complete your application with care. Please note, the GRE’s are being revised in August, 2011. Click on the link http://www.ets.org/gre for how these changes affect your application. For more details about the EPET PhD program, please go to http://edtechphd.com.

EPET Student wins Doctoral Fellowship for Research on Online Reading

Michelle Schira Hagerman, a doctoral student in the Educational Psychology and Educational Technology program at MSU, has received a $20,000 award to support her dissertation research on online reading comprehension. The one year fellowship, which runs from September 2011 to September 2012, comes from the Social Sciences and Humanities Research Council of Canada.

Originally from Waterford, Ontario, Hagerman is a former French language and literature teacher who became interested in further exploring how adolescents interact with technology, and how those experiences influence their academic and cognitive development.

Her current research is focused on understanding how teenagers develop online reading comprehension skills. She plans to study a control group of students that receives no instructional support compared to a group that receives different kinds of instructional support while engaging in the same tasks during the same time period. Hagerman notes there is an emerging view that online reading comprehension processes require extra skills and mindsets, but it is less clear (a) how these skills and mindsets develop over time and (b) what pedagogical approaches may support the development of these skills.

“There is a real need for empirical work that establishes a baseline understanding of what online reading comprehension processes look like and how teens, whose cognitive abilities are changing, engage with the complexities of online reading comprehension tasks for academic purposes,” she said.

MSU Students Get Wikipedia Attention – and Honors!

Most students use Wikipedia to help with homework or fact checking. However, some Michigan State University students have turned the tables, helping Wikipedia by editing content and, more importantly, getting published as part of a class project.

The students recently participated in the Wikipedia Public Policy Initiative, which allows students to edit and produce detailed Wikipedia articles on public policy topics within their classrooms.

Out of 33 university classes from across the nation participating in the initiative, MSU was one of the top contributors this spring. The 94 undergraduate students in Telecommunications 210 – Media and Communication Policy course – ranked first in total bytes added to Wikipedia articles. The 11 graduate students in Telecommunications 850 – Telecommunications Policy Analysis – ranked third in average number of characters added to Wikipedia per student.

“Writing for Wikipedia and in a collaborative environment was a new experience for the students,” said Johannes Bauer, who taught the graduate level-course. “It provided a strong incentive to produce a high-quality term project. The fact that the information remains available added considerable satisfaction.”

“Both the students and the professors have been phenomenal with what they’re doing,” said Annie Lin, campus team coordinator for the Wikimedia Foundation, which includes Wikipedia. “It’s the largest class by far and we’re really impressed with the participation, and we are excited to work with MSU.”

The initiative started with 14 classes nationwide, but since has expanded to include 33 courses among 22 universities, including Harvard and Georgetown.

Several of the articles achieved the “Did You Know” awards from Wikipedia, including:

http://en.wikipedia.org/wiki/Direct_lobbying
http://en.wikipedia.org/wiki/Unlawful_Internet_Gambling_Enforcement_Act_of_2006
http://en.wikipedia.org/wiki/Policies_promoting_wireless_broadband
http://en.wikipedia.org/wiki/Prometheus_Radio_Project_v._FCC

Check out the following links for job postings in the area of educational technology.

—————————————————————————-

Organization: Michigan State University (Confucius Institute)

Position Type: Instructor for Online Mandarin Program

Website: http://experiencechinese.com/jobs/instructor

—————————————————————————-

Organization: PBS Kids Interactive

Position Type: Director of Content

Website: https://www3.recruitingcenter.net/clients/PBS/publicjobs/controller.cfm?jbaction=JobProfile&Job_Id=11236&esid=az

—————————————————————————-

Organization: Fisk University

Position Type: Director of Information Technology Services

Website: http://www.fisk.edu/Libraries/Human_Resources/Director_of_ITS.sflb.ashx

—————————————————————————-

Organization: Fisk University

Position Type: Director of Distance Learning Technologies

Website: http://www.fisk.edu/Libraries/Human_Resources/Director_of_Distance_Learning_Technologies.sflb.ashx

—————————————————————————-

Organization: Siena Heights University

Position Type: Online Course Designer/Developer

Website: http://www.sienaheights.edu/About/Employment/tabid/209/ctl/Detail/mid/687/itemid/265/Default.aspx

—————————————————————————-

Organization: Windward School

Position Type: Educational Technology Specialist

Website: http://career.iste.org/jobs/#/detail/4257410

MACUL Grant Program

The application window is now open for MACUL members to apply for a MACUL Grant (up to $1500) to support effective use of technology in the classroom.

Purpose: To encourage and support members interested in promoting effective instructional uses of the computer or related-equipment.

Grant Goal: Each project should focus on an instructional use of the computer or related equipment, which has the potential of being replicated in other educational settings.

Deadline: Noon on June 8, 2011 – Applications must be submitted online by midnight.

Details:

Grant Limit per Application: $1,500

Eligible Applicants: MACUL members who are classroom teachers, coordinators, administrators, media specialists, or higher education faculty or staff. MACUL Grant recipients from the last two years are ineligible to apply. Current Board and SIG officers and MACUL Board members from the past year are not eligible.

For more information, check out their website: http://macul.org/grantsawards/201112maculgrantinformation/

Using Jing in the Classroom

Jing captures anything you see on your computer screen, such as an image or short video, and lets you share it … You simply download Jing to your desktop and it will sit at the top of your desktop.

If you want to use Jing for video capture, you simply take your mouse, click and drag the area of the screen you want to capture and click. Then select to “Capture Video.” You can either record with narration or not – that’s up to you! Once you’re done recording, it will automatically upload your video to Screencast – where you can store up to 2 GB of storage, and access direct links and embedding code for your videos.

If you want to use Jing for image capture, you simply take your mouse, click and drag the area of the screen you want tot capture and click. Now, instead of click “Capture Video,” you’ll click “Capture Image.” Jing allows you to add text, arrows, boxes, and even highlighting areas to your image. You can save it, copy it to the clipboard, or send it to screencast!

So, how can you use Jing (or other capturing alternatives) in your classroom? Here are some quick ideas for you:

• You can create training videos for quick and easy access for students, or even yourself for refreshers, etc…
• Have your students record themselves solving math problems and then post on your classroom blog!
• Have your students record their presentations
• Have your students record themselves researching and presenting their findings
• Don’t stick to the norm! Have your students get creative – create a timeline of an explorer’s life and then present it via Jing!

There are a few things to remember while using Jing:

1. You don’t have to click and drag for the video capture – Jing will also automatically register the size of the browser (if you’re using a browser)
2. Jing does not resize videos like YouTube or Vimeo would do. Keep that in mind when selecting the size of your video.
3. Save time by editing the “hot” keys so you have easy shortcuts for start, stop, etc.
4. Use Jing instead of Print Screen! That way you don’t have to do all that cropping – you can just select what you want. You can also spice up your image capture with the text, arrows, highlighting, etc…
5. Consider changing your screen resolution to 600 x 800 when doing your screen capture – that is standard for most computers and will present the best quality for your videos.
6. Remember that on the free version of Jing, each video can be a maximum of 5 minutes.

Do you have any classroom ideas you could add to this? Or how you’ve used Jing in the past? Please share!

One form of cloud computing that we have started using a lot at my school is Dropbox. Dropbox basically works like an online flash drive. You can save files to private folders, public folders, or shared folders. You manually enter the usernames of whoever you want to share with.

I’d known about Dropbox for a little while, but only started using it when I had to. We had a 20 minute movie that we needed to get from my school to an elementary school in my district. They needed it that day, and nobody had a blank CD. It was simple to setup my Dropbox account, put the file in a folder, help a teacher at the other school setup their account, and share the folder. The whole process took about a half hour.

When you create your free account you will get 2GB of storage for free. If you are interested in Dropbox, and want 2.25 GB instead of 2GB, click on this link: http://db.tt/qCAkj8h (You and I both get .25GB for free) Enjoy!

(Submitted by Jimmy Dunn on the MACUL Space Edutech Group)

Web Sites Worth Visiting

Website	Description and Educational Applications
http://www.cosmolearning.com/	My favorite new site is www.cosmolearning.com.  It’s a great website for teachers of any subject.  They have lots of videos to offer.  I use the Algebra 1 videos in my class – they hold my students’ attention and have a little bit of music playing in the background that keeps the kids’ attention.  I plan to start reviewing for our final exam soon in my Algebra 1 and Algebra 2 classes and will use these videos as mini-lessons at the beginning of each day just to refresh the concept.  Hope you enjoy and find something helpful for you to use!  (Submitted by Lisa Kurtz on MACUL Space EduTech Group)
http://fotoflexer.com/	I have always had difficulties with photos and images on my computer. Either they are too big, too small, I want to change and edit something in the picture, or I don’t have it in the correct format. I used to copy and paste the images into Microsoft Word and try to go from there.I recently learned of a  useful applications called Fotoflexer. Fotoflexer is a completely online application that allows users to upload and edit pictures online. It also is user friendly and incredibly simple.  (Submitted by Robert Prudhomme on MACUL Space EduTech Group)
http://voicethread.com/	VoiceThread allows users to post voice, text, or drawing “comments” on any image, video or text that is uploaded to the site. There are countless uses for this FREE resource in the classroom. Teachers have used it to create digital stories, to encourage students to comment on each others work, and even to have students make inferences and observations about historic documents or images.Recently, the use of VoiceThread that I am most interested in is using it to create electronic portfolios. Students can select the work they feel best reflects their learning and upload it to a VoiceThread project. Then, using the comment tool, they can create a recording that explains their learning to viewers. The teacher, peers, parents, grandparents, and any other VoiceThread users can then add their own comments. This process allows students to reflect on their learning in an authentic way and gives parents concrete evidence of their child’s progress, strengths, and needs. (Submitted by Anna Cajiga on MACUL Space EduTech Group)
http://www.zamzar.com	Does your district block youtube?  If so, try www.zamzar.com to convert youtube videos into MP4s or any other video or audio files.  The site is easy to use, and free!   Zamzar allows you to convert files without downloading any software.  After you pick the file and which format you’d like it to be converted to, you just enter your email address and Zamzar emails you when the conversion is done.  You can download the new file and save it to your computer.  I use it all the time and love it!  (Submitted by Mary Wever on MACUL Space EduTech Group)
http://prezi.com/	Prezi is a online presentation tool. It is almost an updated/modernized version of powerpoint that is extremely user friendly.  With this program, students are able to add text, pictures, and video to their presentation. They can change the size, rotate, and manipulate their text and images in numerous ways. They have the ability to free draw, add shapes, and highlight. There is also an opportunity to change the template or create an original template with the wizard tool. Once the information is added to the project, students create a path by clicking on the information they want presented in the desired order. Upon completion, students are able to present their information with the ease of a click or through autoplay.  One other great feature of this site is that it can be accessed from any computer by logging into their account. Links to the presentations can easily be shared via e-mail and presentations can be set as private, public, or public with the option to copy if students want to share.  (Submitted by Robert J. LaRocque on MACUL Space EduTech Group)

Times and Locations

Visit our website for more information and to learn how to apply to
any of the courses.

Summer 2011
Face-to-Face Sections
	CEP 812
		Birmingham	Jul 22, 23, Internet Sessions, Aug 5, 6
Cohort Sections
	CEP 810, 811, 812
		East Lansing (Mon – Fri)	June 20 – July 29
Online Sections
	CEP 810
		Online @ MSU	May 2 – June 24 [Full]
		Online @ MSU	June 27 – August 19
	CEP 811
		Online @ MSU	May 2 – June 24
		Online @ MSU	June 27 – August 19
	CEP 812
		Online @ MSU	May 2 – June 24
		Online @ MSU	June 27 – August 19
Fall 2011
Face-to-Face Sections
	CEP 810
		Birmingham	Oct 14, 15, Nov 4, 5, Dec 2, 3
		Wayne RESA	Oct 21, 22, Nov 11, 12, Dec 2, 3
Online Sections
	CEP 810
		Online @ MSU	September 19 – November 11
		Online @ MSU	October 24 – December 16
	CEP 811
		Online @ MSU	September 19 – November 11
		Online @ MSU	October 24 – December 16
	CEP 812
		Online @ MSU	September 19 – November 11
		Online @ MSU	October 24 – December 16

Dear Friends,

What exactly is 21st Century Learning? Different people and groups seem to mean different things when they use that phrase. Some see 21st Century Learning as equivalent to integrating new Web 2.0 technologies into the curriculum, while others argue for an increased curricular emphasis on specific skills like creativity and innovation. A google search of the term leads to almost 23 million hits – and a range of options and possibilities for how this term is used and what sub-categories it includes. Regardless of meaning however the focus on 21st Century learning is driven by a belief that the educational demands of this new century require new ways of thinking, teaching and learning.

Recently I (along with graduate student Kristen Kereluik) decided to spend sometime figuring out just what it is that people were saying when they said “21st Century Learning.” [Incidentally some of our MAET students will recognize Kristen as one of their instructors for CEP817 and CEP818 and she will be teaching on-campus this summer.] We selected 10 books and reports and reviewed them with the goal of offering a coherent integrative framework that would help us understand this phrase, 21st Century Learning.

The 10 different documents we reviewed include reports from educational organizations such as the American Association of Colleges and Universities, the Center for Public Education, the International Society for Technology in Education and The Partnership for 21st Century Skills; international bodies such as the European Union; business interests such as the Organization for Economic Cooperation and Development & the Metiri Group; individual scholars such as Howard Gardner, and Yong Zhao, popular writers such as Daniel Pink.

We are now ready to provide a “first glimpse” into what has emerged from this line of work. Figure 1 represents the three key areas or categories that emerged. They are Foundational Knowledge, Meta Knowledge, & Humanistic Knowledge.

Foundational knowledge: This category is the answer to the “what” question i.e. “What do students need to know?” The frameworks we reviewed saw this in terms of three key sub-categories: Core Content Knowledge; Information Literacy; and Cross-disciplinary knowledge/ synthetic knowledge.

Meta knowledge: This category is about knowledge of how to work with the foundational knowledge, the process as it were. The three sub-categories under this are: Problem solving / Critical Thinking; Communication / Collaboration; and Creativity / Innovation.

Humanistic Knowledge: This category is about knowledge of the learner’s self and its location in a broader social and global context. The sub-categories include: Life / Job skills; Cultural competence; and Ethical / Emotional Awareness.

So what does all this mean. We think there are two key conclusions that we can draw from our review of this work.

First, nothing has changed.
It is clear that not all of the knowledge and skills are unique and novel to this century. For instance if you look at figure 2, you realize that there is nothing there that would not be regarded as being accurate a hundred or even two hundred years ago! Critical thinking, problem solving, job and life skills, and synthesis have a long history of being closely connected with academic achievement. These skills rather than being novel to the 21st century and necessary for success in the 21st century, are skills that are required for successful learning and achievement in any time, including but not limited to the 21st century. Additionally, interpersonal skills such as communication, collaboration, and ethical awareness/emotional regulation have been integral to successful interpersonal relationships for centuries. So in that sense there is nothing new in these frameworks – in terms of the goals of education.

Second, everything has changed.
Though the overall goals of education haven’t changed – the advent of new technologies and new possibilities of representation, communication and collaboration brought about by new technologies have fundamentally changed what we do as educators and learners. And we do not see this rapid rate of advance of technology changing anytime soon. All three realms of knowledge (foundational, meta, humanistic) are fundamentally different in the 21st century and it is imperative for educators to start thinking of these to develop knowledge and skills to successfully meet the enduring challenges of education.

The work with the TPACK framework (developed right here at Michigan State University) and the changes we are bringing to the MAET program reflect our attempt to provide our students with the most educative experiences for this evolving future.

Thanks for being a part of this.

~ punya (& Kristen)

We are excited to announce our Summer 2011 Educational Technology Certificate Program options!

This summer we are offering an accelerated summer program on the beautiful campus of Michigan State University. This option allows students to have the opportunity to earn 9 credits (and complete all three certificate courses: CEP 810, 811 and 812) in just a few short weeks. The program will meet face-to-face (on campus) from June 20th – July 1st (Monday – Friday; 8:30 – 4:30), and then come together for one final time on July 29th. (Those that cannot meet on campus on July 29th may attend virtually). The remainder of the coursework will be completed online. For this focused study on campus, students may choose to live on the beautiful MSU campus, taking advantage of the numerous cultural and recreational opportunities available here during the summer. Arrangements have been made for students to stay in Owen Hall. Meals are available to purchase at the newly renovated Riverwalk Market at Owen Hall. If this sounds like something you’d be interested in, please be sure to let us know. We’d love to have you join us!

Classes will also be offered this summer at Seaholm High School in Birmingham and – as always – online. Please see our Times and Location page for a full listing of our course locations and dates.

Looking for some adventure and excitement this summer? We also offer our Certificate and Master Program overseas as a summer cohort.  This year the program will once again be offered in Rouen, France.  To learn more about this overseas opportunity be sure to visit our Overseas Program Page.