Skip to main content

Seminars 2021-22

**Unless otherwise noted, all seminars run from 9:30 am to 3:00 pm.


Printmaking Primer. November 2, 12 & 17, 2021

In this three-day seminar you will be introduced to various kinds of prints and will learn how to use the new, easy to use and clean water-soluble inks (AKUA) in your classrooms. Printmaking is a marvelous introduction to other art forms as it stimulates both creative and analytical problem solving. We will start with trace monotypes, and move on through stencils and viscosity monotype, to exploring various ways to achieve variety and texture by making collographs. I emphasize experimentation and encourage investigation of personal imagery. Please note that even if you don’t have access to a press in your classrooms, you will learn techniques that can be used without equipment. Teachers of all subjects and grade levels are welcomed and encouraged to enroll. The seminar will be conducted in Randy’s Somerville Mix-It studio in Davis Square.

Randy Garber, Artist
Dates: November 2, 12, & 17, 2021

RANDY GARBER’s art practice is divided between her studio in Somerville, MA and the Mixit Print Studio also in Somerville, MA. She teaches printmaking at Massachusetts College of Art and Design and is a recipient of many artist awards and grants including The Traveling Fellowship from the School of the Museum of Fine Arts and awards from the Puffin Foundation, St. Botolph Foundation, and Somerville Artists Grants, Randy’s work can be found in museum, corporate, and private collections including The Boston Museum of Fine Arts, the DeCordova Museum, the Boston Athenaeum, The Boston Public Library, the Children’s Hospital, Karp Cancer Research Building, and the Governor Baxter School for the Deaf in Portland, ME. Recent solo and group exhibitions of her work include the Currier Art Museum, Lesley University, Simmons College, Sage College of Albany, DeCordova Museum, Boston Convention Center, and the Dishman Art Museum in Beaumont, Texas.

An Urban American Musical Literature: Studying, Hearing, and Questioning Rap. December 6 & 13, 2021

In this two-day class we will examine the composition, history, politics, and musical and literary techniques of Rap music and hip-hop culture.  As a global musical and literary genre emerging from – and transcending – urban decay and defiance, rap has provided a continuing, technically complex, and often-virtuoso soundtrack for the story of African-American identity and politics, foregrounding issues of race, gender, power, and community. Like Blues, Jazz, Rhythm and Blues, and Funk – all genres to which it is indebted – Rap is an American musical development of global reach and deep roots, which through its flexible musico-poetic style and powerful oratory, continues to define America’s politics and reshape its literary canon. In this course, teachers will gain experience in employing rap as both a lens and a tool to examine contemporary American history, music, literature, and culture.  We will braid the various strands of Rap’s origins, examine a core repertory of around 30 songs / albums as case analytical studies, and work together to develop methods to teach this repertory. Beginning with its origins in the house-party milieu of the projects in Compton and the Bronx and continuing through the “classic” Rap period of 1995-2010, the class will conclude with discussions of how Rap defined and enabled the Obama Administration and has re-emerged as a protest genre, how it has gained academic validation (for better or worse), its role in redefining the figure of Alexander Hamilton, and the recent Pulitzer Prize-winning work of Kendrick Lamar.   

Victor Coelho, Boston University
Dates: December 6 & 13, 2021

VICTOR COELHO is Professor of Music in the Dept. of Musicology and Ethnomusicology and Director of the Center for Early Music Studies at Boston University. A musicologist and performer on lute and guitar, he works primarily in the areas of Renaissance music and popular culture, with a particular interest in interdisciplinary approaches global perspectives, music and culture, African-American music, rock history, blues, improvisation, and performance issues. His books include Instrumentalists and Renaissance Culture,1420-1600 (with Keith Polk) (Cambridge), Music and Science in the Age of Galileo (Kluwer), Performance on Lute, Guitar, and Vihuela (Cambridge), The Cambridge Companion to the Guitar, and the recently published Cambridge Companion to the Rolling Stones.

Gender, Performance, Politics. Rescheduled to March 2 & 8, 2022

It has become everyday speak to say “gender is a performance.” But what are the origins of this ubiquitous idea, and why is it useful to understand gender as a performance? This course connects critical theory, performance texts, and popular culture to explain connections between gender, performance, and politics. More specifically, it shows how global and national politics craft gender by telling us how, where, and when to perform. From contestations over transgender bathroom bills, to cosmetics marketing campaigns, to the arrangement of department stores, there is messaging everywhere that defines how we are supposed to perform our gender. In addition to following these systems of power, the course explores how theatre artists use performance—plays, drag, burlesque—to respond and speak back to the institutions that govern their gender.

Kareem Khubchandani, Tufts University
Dates: Rescheduled to March 2 & 8, 2022

Kareem Khubchandani is the Mellon Bridge assistant professor in theater, dance, and performance studies, and women’s, gender, and sexuality studies at Tufts University. He is the author of Ishtyle: Accenting Gay Indian Nightlife (University of Michigan Press, 2020), co-editor of Queer Nightlife (University of Michigan Press, 2021), and recipient of the 2019 CLAGS Fellowship. He has published in Scholar and Feminist Online, Transgender Studies Quarterly, SAMAJ, South Asia, Journal of Asian American Studies, and the Velvet Light Trap.

Sketchbook Journaling. February 17 & March 1, 2022 (online)

We know that drawing and writing helps us to remember and process information. It is also a meaningful way to record ideas, feelings, people and places. Using a variety of watercolor techniques, pens, markers, and collage, we’ll use our 2 days together on zoom to discover ways of sketching and journaling that can help bring meaning to our daily lives and discover new parts of our creativity. We will also explore ways of integrating visual learning with your students. Whether you consider yourself artistic or not, this is for everyone to discover ways of mark making and recording that can become a lifelong skill and one that can also help your students learn in new ways. We’ll look at journals in a variety of styles and cover basic drawing, perspective, color mixing, page design, mixed media techniques, and enjoy artmaking this time around from the comfort of our own homes. You will need to purchase some basic supplies in a provided supply list.

Miranda Loud, Artist
Dates: February 17 & March 1, 2022

MIRANDA LOUD is a multimedia artist producing works in a variety of media: video, painting, collage, photography and music. She has held fellowships at the Banff Center for the Arts in Banff, Canada, the St. Botolph Club of Boston and, among a variety of awards, won a Massachusetts Cultural Council Gold Star Award for her multimedia performance Buccaneers of Buzz: Celebrating the Honeybee which was performed as part of the Cambridge Science Festival. Her work is available at

Thinking Through Art at the Isabella Stewart Gardner Museum. April 6 & 13, 2022

What happens when we gather before a work of art? How do we view and understand it? This two-day seminar will introduce participants to the Isabella Stewart Gardner Museum’s learner-centered approach to teaching visual art. Participants will develop and practice concrete strategies for facilitating discussions that make art accessible to all students and allow their ideas and perspectives to take center stage. From team building and mindfulness to critical thinking, we will reflect on the benefits of using the Visual Thinking Strategies approach to talking about art. Much of the seminar will be spent in the galleries of the Museum, learning with and through artworks in the collection. Teachers of all subjects and grade levels are encouraged to enroll. The seminar will be conducted at the Isabella Stewart Gardner Museum in Boston.

Sara Egan, Asst. Director, School and Teaching Programs, ISGM
Dates: April 6 & 13, 2022

SARA EGAN is a museum educator whose work is grounded in constructivism and the use of discussions about works of art to affirm all voices. She connects Boston students and teachers with the Isabella Stewart Gardner Museum as Assistant Director of School and Teaching Programs. Sara holds a BA from Vassar College and an Ed.M. from the Harvard Graduate School of Education, and is an Adjunct Professor of Art at Simmons College.

The Myth of the Family in The Godfather and The Wire. May 4 & 12, 2022

“How Can We Not Talk About Family When Family Is All That We Got?’ (Wiz Khalifa, “See You Again”). 

Our starting point is my conviction that The Wire, one of the most popular serials in U.S. television history, is exceedingly traditional in form and theme. It is not simply the fact that it is a serial, and that most major works of nineteenth century fiction were also introduced to their publics in similar increments designed to create an appetite for their stories and characters. It is also the way it combines graphic violence with verbal invention and eloquence, powerful characters with epic failure and criminality, and, above all, how it represents the myth of family. In The Wire, as in Twain’s Huckleberry Finn, Faulkner’s As I Lay Dying, and Morrison’s The Bluest Eye, or The Godfather films, the family is presented in grimly realistic terms; but no matter how provisional, battered, or broken these families appear, the idea of family prevails–all their characters are devoted to the idea of blood bonds and loyalty to kin.  We will study The Godfather and The Wire’s first season and the differences between film and television in our culture and draw on my biography of Marlon Brando to discuss acting techniques and other aspects of the Coppola film. Other sources will include Frederic Jameson’s “Reification and Utopia in Mass Culture,” David Foster Wallace’s “E Unibus Pluram: Television and U.S. Fiction,” and other theories on film and television.   

Susan Mizruchi, Boston University
Dates: May 4 & 12, 2022 

SUSAN MIZRUCHI is William Arrowsmith Professor in the Humanities and Director of the Humanities Center at Boston University. She is editor, most recently, of “Libraries and Archives in the Digital Age,” 2020, Palgrave Macmillan, and has a “Very Short Introduction to Henry James” forthcoming with Oxford University Press. She is the author of a biography of Marlon Brando, “Brando’s Smile: His Life, Thought, and Work”, 2014, Norton. Her other books include: “The Power of Historical Knowledge”, 1988, Princeton; “The Science of Sacrifice”, 1998, Princeton; “Becoming Multicultural”, 2005, Cambridge; “The Rise of Multicultural America”, 2008 University of North Carolina; and she has edited, Religion and Cultural Studies, 2001, Princeton.  She has published articles on “Risk Theory and the Contemporary American Novel” (2010); “Canons for the Study of Religion and Literature,” (2009); “Lolita’ in History” (2003) and “The School of Martyrdom: Culture and Class in ‘Catcher in the Rye.”  Her teaching has ranged from courses on Henry James and Renaissance Love Poetry to courses on Representing Gender in Literature and Film and 1950’s America.

The History, Ideology and Representation of Work in American Film. May 11 & 20, 2022

To what extent does what we do professionally define who we are?  What is the difference between work as a job, a career or a calling?  How do American ideologies conflate professional achievement with success?  Can our work fulfill us both materially and spiritually?   Across the decades, American movies have examined such questions as these about our collective perspectives on work. In this seminar, we will view films from the silent era onward and will read articles from a variety of scholarly disciplines in order to explore how popular culture narratives have codified — and sometimes challenged — those perspectives. We will  analyze films as cultural artifacts that both participate in public discourses about work as well as address our individual aspirations and anxieties about our working lives.  We will also consider how movies about work have privileged or slighted certain types of characters because of their class, race or gender. 

Julie Levinson, Babson College
Dates: May 11 & 20, 2022

JULIE LEVINSON is Professor of Film and Chair of the Arts and Humanities division at Babson College. She is the author of The American Success Myth on Film, editor of Alexander Payne: Interviews, and co-editor of Acting, part of the ten-volume Behind the Silver Screen book series. Her publications in journals and edited collections focus on a wide range of topics including genre and gender, documentary film, metafiction, and narrative theory.​​​ She has been a film curator for arts institutions including Boston’s Institute of Contemporary Art, the New England Foundation for the Arts, the Boston Film/Video Foundation, the Flaherty Film Seminar and the Celebration of Black Cinema. She has served as an editorial consultant for many documentary films and as a grants panelist for such organizations as the National Endowment for the Arts, the Rockefeller Foundation, and the Radcliffe Institute for Advanced Study at Harvard University.


Exploring the Supreme Court and Civil Rights. December 1 & 10, 2021

This two-day seminar examines the history of the Supreme Court and Civil Rights in the US. Underlying the seminar is an appreciation that the Supreme Court and its most seminal, and often controversial, cases have both shaped and reflected the nation as a whole at vital moments. We will learn about developments in legal theory and of the Constitution as well as the changing definition of citizenry, civil rights, and privacy within the context of US social and political history.  Among the cases to be examined are: Dred Scott v. Sandford; Plessy v. Ferguson; Korematsu v. United States; Brown v. Board of Education; Miranda v. Arizona; Loving v. Virginia; Roe v. Wade; Texas v. Johnson; and Obergefell et al v. Hodges, Director, Ohio Department of Health, et al.     

Maura A. Henry, Holyoke Community College
Dates: December 1 & 10, 2021

MAURA HENRY is an historian who has taught in and co-led Harvard’s History and Women’s Studies programs. Having earned her bachelor’s degree at Smith in History and Philosophy and her master’s and doctoral degrees from Harvard, Maura explores gender, power, and culture in her scholarship and interdisciplinary courses. Her writings include A Duchess’s Grand Tour, The Making of Aristocratic English Culture, The Soul of the People and the WPA’s Writer’s Project, and Rescue (an award-winning screenplay). She has previously led a TAS study tour to Dublin. Currently, she is working on a manuscript on family, dysfunction, and meaning.

Visualizing the World: Maps as Stories. March 3 & 11, 2022

Maps tell stories. Historic maps in particular can tell us much about how our views of our world have evolved and also connect us to historic events both globally and in our own backyards. Helping students of all ages to read and analyze maps is key, not only for the where and what but also to help them evaluate the source critically, asking about the context, author’s purpose and motivations. This two-day seminar will introduce teachers to the collections of the Norman B. Leventhal Map & Education Center at the Boston Public Library, a wealth of over 200,000 maps and atlases dating from 1482 to the present. Participants will explore maps in the collection and connect to a variety of topics and time periods such as immigration, urban renewal and world maps. We will also go onto the streets of Boston to use digital mapping tools to explore how the city has changed over time and learn how georeferenced historic maps open up amazing possibilities for discovery. 

Michelle LeBlanc
Dates: March 3 & 11, 2022 

MICHELLE LeBLANC has over 20 years of experience in museum and classroom settings, teaching history and designing programming for varied audiences. Since 2013, she has been Director of Education for the Norman B. Leventhal Map & Education Center at the Boston Public Library where she directs teacher training, school programming and curriculum development around teaching with maps, both historical and digital. She has served as Project Director for two Teaching American History grants, a federal program that provided professional development for K-12 teachers. She holds an M.A. in American History and Public History from Northeastern University and is a licensed teacher for grades 5-8 social studies in Massachusetts

The 1970s in the Global South. March 4 & 11, 2022

This two-day seminar focuses on the “long 1970s,” from 1968-1979, in the Global South and primarily the Middle East, and asks how does our understanding of the 1970s change if we shift our perspective to this part of the global? While the 1970s in American popular culture is often portrayed as “the Me decade” (a term popularized by Tom Wolfe in 1976), historically this period was a time of active revolutionary fervor, fueled primarily by student activists across the Global South. In this seminar we will examine both the ideas and the transnational networks that fueled these demands for change, focusing on a broad transnational context that linked Omani revolutionaties to Cuba, Iranian student activists to the Black Panther movement in the US, and turned Vietnam and the Palestinian Liberation Organization into global causes and revolutionary nodes. 

Nagmeh Sohrabi, Brandeis University
Dates: March 4 & 11, 2022

NAGHMEH SOHRABI is the Charles (Corky) Goodman Professor of Middle East History and the Director for Research at the Crown Center for Middle East Studies at Brandeis University. She is the author of the book Taken for Wonder: Nineteenth Century Travel Accounts from Iran to Europe (Oxford University Press, 2012) and numerous articles on Iranian history, politics, and culture. She is currently writing a book about the lives of Iran’s revolutionary generation titled The Intimate Lives of a Revolution: Iran 1979 for which she has received fellowships from the Andrew W. Mellon Foundation, the American Council of Learned Societies and the American Academy in Berlin. In 2019, she received the Michael L. Walzer award for teaching excellence at Brandeis University. 

Harriet Jacobs and the Foundation of Resistance. March 7 & 21, 2022

This class will leave you with a greater and more informed understanding of our currently charged and divisive moment around race, gender and identity. We will read critical primary and secondary texts by and about Black women in order to have more nuanced discussions about U.S. history and the modern day and to determine how 19th century enslaved Black girls and women laid the foundations for some of our most memorable and groundbreaking civil rights movements in the 20th and 21st centuries.  We will examine Harriet Jacobs’s Incidents in the Life of a Slave Girl as a foundational text that introduces intersectionality before the notion even existed. The class examines how Jacobs used her enslavement to resist sexual oppression and how she used her gender to resist the enslavement her children were sure to encounter. Other readings include the story of Ona Judge, a runaway slave that George Washington pursued for years, and the biographies of Sojourner Truth and ask ourselves how history is shaped and reshaped and who gets to tell it. Complementing these readings will be select articles by Danielle L. McGuire on Rosa Parks and the fight for justice for Black rape victims in the 1940s and ‘50s, and by Stephanie E. Jones-Rogers on white women slave owners.

Linda Chavers, Harvard University
Dates: March 7 & 21, 2022

LINDA CHAVERS specializes in Black literature and Black feminisms with an interdisciplinary approach to the study of popular and visual cultures. In her lectures she builds a pedagogy that explores the roots of contemporary sexual violence, and of resistance to it, in American slavery and the life and work of Harriet Jacobs. She is the Allston Burr Resident Dean of Winthrop House, an Assistant Dean of Harvard College, and a Lecturer in the Department of African and African American Studies at Harvard. She has a chapter on her pedagogy in the forthcoming anthology #MeToo and Literary Studies: Reading, Writing, and Teaching about Sexual Violence and Rape Culture with Bloomsbury Academic (2021) as well as a forthcoming textbook on teaching Harriet Jacobs with Women’s Press (2023). She has published essays in The Boston Globe, The LA Times, Sporklet and The Rumpus.

Race, Citizenship, and the “Making” of American History. March 16 & 25, 2022

This two-day seminar examines how race has informed a particular narrative of American history. Due to the deliberate racialization of American citizenship, this historical narrative amplified certain voices, while muting others, particularly those of African descent. Hands-on analyses of primary artifacts (e.g. letters and newspapers), specifically drawn from archives located in Boston, will be used to identify and discuss concrete examples of historical privileging and repression—two devices employed in the “making” of a monolithic depiction of American history. The seminar concludes with the creation of a digital timeline of a specified period in American history that captures a more inclusive historical narrative

Margarita Simon Guillory, Boston University
Dates: March 16 & 25, 2022

MARGARITA SIMON GUILLORY is an Associate Professor of Religion and African American Studies at Boston University. She is the author of Social and Spiritual Transformation in African American Spiritual Churches (Routledge 2018) and co-editor of Esotericism in African American Religious Experience (Brill 2014). Her current project, Africana Religion in the Digital Age (under contract with Routledge), considers how African Americans utilize the Internet, social media, mobile applications, and gaming to forge new ways to express their religious identities.

Legacies of 1620 and the Mayflower: Native Americans in New England. March 30 & April 6, 2022

The story of the Mayflower and the creation of Plymouth Colony in 1620 maintains

 a strong hold on the American imagination and popular culture. America’s founding myth depicts the establishment of the Puritan settlement, celebrated at Thanksgiving, as the point of origin of the country. The history of the indigenous peoples on whose lands the English moved are too often a marginal or a neglected part of the founding myth of New England and America. Our workshop will not attempt to provide a comprehensive history. We will focus on a few select case studies, historic sketches, and biographies from throughout New England, we will explore the complex story of Native Americans in the region. We will pay close attention how the experience of indigenous peoples is representative of other regions in the United States, but also how New England had divergent developments. While this workshop will not turn a blind eye to the impact that colonization, disease, dispossession, and racism had on the lives of indigenous peoples in New England, it will also emphasize Native American resistance, adaptation, and survival under often harsh and unfavorable circumstances.

Christoph Strobel, University of Massachusetts  (Lowell)
Dates: March 30 & April 6, 2022

CHRISTOPH STROBEL is Professor of History at the University of Massachusetts Lowell. He is the author of Native Americans of New England, The Global Atlantic: 1400-1900, The Testing Grounds of Modern Empire, co-author with Alice Nash of Daily Life of Native Americans from Post-Columbian through Nineteenth-Century America, and he has published three books on immigration. Christoph’s scholarly essays appear in many academic journals and in various edited collections.

The History of Baseball: The History of America. April 26 & May 9, 2022

Baseball has been dubbed “America’s National Pastime.” During this two-day seminar we will trace the history of the sport from its murky origins to the present day. But if baseball is “America’s Pastime,” then studying the game should also tell us a great deal about American history. We will use baseball as a lens through which to understand various social, cultural, and economic changes in American society over the past 150 years. Among the themes we will be discussing are: the struggles between labor and capital; the effects of urbanization and industrialization; demographic changes such as immigration and geographic shifts in population; the legacy of racial segregation and race relations; the effects of scandals, gambling, and corruption; the internationalization of the game, especially related to Japan and Latin America, and the role of statistics to measure and interpret the game.

Vincent Cannato, UMass Boston
Dates: April 26 & May 9, 2022

VINCENT J. CANNATO is an Associate Professor of History at the University of Massachusetts Boston. He received his BA with honors in Political Science from Williams College and his PhD in History from Columbia University. At UMASS Boston, Prof. Cannato teaches courses on New York City history, Boston history, immigration history, and twentieth-century American history. He is the author of American Passage: The History of Ellis Island (HarperCollins, 2009); The Ungovernable City: John Lindsay and his Struggle to Save New York (Basic Books, 2001); and co-editor of Living in the Eighties (Oxford University Press, 2009). He is currently working on a political biography of Francis Cardinal Spellman, former archbishop of New York. Professor Cannato has written for numerous publications, including The New York Times, The Wall Street Journal, The Washington Post, Politico, Humanities Magazine, and The New Republic.


Teachers as Writers: Poetry. Oct 25, Nov 1, 8 & 15, 2021 (online evening sessions)

One of the best ways of understanding poetry is writing poems yourself. Whether you are looking for a way to jump-start your own writing, for new ways to teach poetry to students, or just for a way to learn more about poetry yourself, this workshop will serve as inspiration and support. In a model different from the usual TAS offering, we will meet online on four consecutive Monday evenings from 7-8:30pm. Each week participants will prepare for class by responding to a writing prompt focused on a particular aspect of poetic technique (line breaks, sound, image, revision) with options to play with narrative poems, prose poems, tangent poems, and poems that bend reality. In each session there will be time to share and respond to participants’ poems while we deepen our appreciation of poetry from a poet’s perspective. We will find inspiration in the work of published poets as well as in each other’s work. Teachers of all grade levels and disciplines, with or without experience in poetry, are encouraged to enroll.

Mary Burchenal, Teachers as Scholars
Dates: Oct 25, Nov 1, 8 & 15, 2022 (online evening sessions)

MARY BURCHENAL began her teaching career in independent schools: St. Mark’s School in Southborough, The Lovett School in Atlanta, and Noble and Greenough School in Dedham. In 1990 she joined the English department at Brookline High School and stayed for twenty-nine years — the last fifteen as department chair. Her favorite course to teach was a year-long creative writing course for seniors. After retiring from teaching in 2019, Mary joined Teachers as Scholars, a program that fed her teaching life for 25 years. Mary writes poetry and lives in Jamaica Plain. Mary holds a B.A. in Comparative Literature from Princeton University and an M.A. in Curriculum and Teacher Education from Stanford University.

Afrofuturism. November 3 & 9, 2021

The term “Afrofuturism” was coined in the 1990s to describe the dynamic multimedia genre now known for authors such as Octavia Butler, N. K. Jemisin, and Nnedi Okorafor and films such as Black Panther. Writer Jamie Broadnax describes Afrofuturism as “the reimagining of a future filled with arts, science and technology seen through a black lens.” Scholar Ytasha Womack adds that “In some cases, it’s a total reenvisioning of the past and speculation about the future rife with cultural critiques.” In this two-day seminar we will examine this genre from historical, literary, artistic, and philosophical perspectives and share recommended texts and activities that can be used to engage students in the classroom. Together we will explore the questions central to the genre: “How does Afrofuturism dismantle oppression and create a future world where everyone is free?” and “What is the potential of science fiction to create this world in our own future?” We will model ways of structuring discussions, debates, and writing assignments about this topic. We will provide examples of how students can create their own Afrofuturist-inspired pieces. Finally, we will discuss how this genre can be taught in conjunction with traditional histories and literature.

Laura Honeywood and Talmadge Nardi, Brookline High School
Dates:  November 3 & 9, 2021

LAURA HONEYWOOD is currently the 10-12 grade history teacher in the Alternative Choices in Education program at Brookline High School. She has spent 10 years teaching history in 8-12th grade classrooms in Washington DC and Boston. She is a graduate of Brown University and American University. Laura has previously presented workshops for teachers through The International Institute of Rhode Island, American University, the Center for Civic Education, the Pioneer Institute and Primary Source.

TALMADGE NARDI is an English teacher at Brookline High School where she currently teaches a course in Future World Literature to high school sophomores. She began teaching Afrofuturism after her history colleague Laura Honeywood started introducing her to Afrofuturism book recommendations. Talmadge has previously presented workshops for teachers through UMass Boston/Teach Plus and Primary Source. She is a graduate of Lesley University and The Evergreen State College. She has been teaching high school English in the Boston area for 15 years.

The Graphic Novel. December 2 & 9, 2021

In the past several decades the graphic novel has emerged as a significant medium of narrative art. Today comics works have won Pulitzer Prizes, are required reading in colleges and universities, have been adapted for Broadway and Hollywood, occupy special issues of the New York Times Book Review, inspire dedicated imprints from major book publishers, and are reviewed everywhere, and with as much fervor, as novels are. Out of what histories does contemporary comics spring, and what can the form accomplish? How do we describe its differences from other kinds of narratives? In this two-day seminar will explore the history of the form throughout the twentieth century, and will seek to understand the grammar of the form: what is the relationship between style and narrative? How do graphic novels document subjectivity, for both fictional and nonfictional characters? How do they build storyworlds for their characters to inhabit? The seminar will also have a pragmatic bent, as we’ll discuss modes of reading and analyzing unique to comics, assignments that allow students better engage with the form, and particular texts that would work well in the classroom.

Jon Najarian, Boston University
Dates: December 2 & 9, 2021 

JON NAJARIAN is Lecturer of Rhetoric in the College of General Studies at Boston University. He is the editor of Comics and/as Modernism: History, Form, Culture, currently under contract with the University Press of Mississippi. His essays on comics, literature, and visual art have appeared or are forthcoming in journals such as Modernism/modernityAmerican Periodical Studies, and Contemporary Literature. He has been teaching in TAS since 2019.

Satire. January 5 & 12, 2022

All they that see Him, laugh Him to scorn. 

 —Handel’s Messiah


Satire originated in the Greek theater in 5th century Athens. Its objective was to ridicule folly, ugliness and vice, to make them so shameful that no Athenian would practice them for fear of being laughed out of the public sphere. The point was to purge the community of its current foibles and offenses against the true, the beautiful, and the good. In the current American scene, the objects of satire are still the foolish, the ugly and the vicious. Presenting particular instances of these offenses still aims at cleansing the community with a strong dose of ridicule–laughter that derides the offenses and offenders.  In this seminar, we will discuss two satires: Ishmael Reed’s play The Haunting of Lin-Manuel Miranda, a comic account of current illusions about the virtues of America’s founders, and the short story collection Tenth of December, by George Saunders, an acute send-up of contemporary America’s infatuation with prestige, consumerism, technology, and its accelerating preference for conventional fantasies of happiness over authentic well-being.

Theo Theoharis, Harvard University
Dates: January 5 & 12, 2022

THEO THEOHARIS teaches at Harvard University.  He is the author of James Joyce’s Ulysses: An Anatomy of the Soul and Ibsen’s Drama: Right Action and Tragic Joy.  His latest book is Complete Poems of Constantine P. Cavafy.  He has lectured throughout Europe and the U.S. and has led many professional development activities for teachers

Using Young Adult Literature for Teaching Social Justice. January 19 and 26, 2022

Historically, young people have been leading activists and advocates for many key movements for social justice and change, despite schools and curricula often failing to share these stories or teach these skills. This two-day seminar will explore how teachers might disrupt their current curricula by incorporating rich and engaging texts for young adults into a more equitable and social justice-driven curriculum. We will explore a wide range of texts for young adults that might explore issues of equity and help students explore their own activism and identity development. Participants will choose and read 2 entire works from a selected list of possibilities (fiction and nonfiction) and work with segments of others. We will use frameworks such as the Learning for Justice Social Justice Standards and the HILL equity framework to consider how incorporating these texts might create spaces to disrupt inequality based in racism, cis-heteronormative patriarchy, ableism, and dominant English monolingualism in classrooms and schools.

Christina Dobbs, Boston University
Dates: January 19 and 26, 2022

CHRISTINA DOBBS is an Assistant Professor in English Education. Her research interests include language diversity and development, the argumentative writing of students, and professional development for secondary content teachers. She has authored a variety of publications on these topics, following the completion of her doctorate from the Harvard Graduate School of Education. She is the author of Investigating Disciplinary Literacy and Disciplinary Literacy Inquiry and Instruction, as well as the editor of Humanizing Education: Critical Alternatives to Reform. She is a former high school teacher in Houston, Texas, as well as a literacy coach and reading specialist.

Athenian Tragedy and Comedy. January 24 & 31, 2022

We will look at the Greek origins of both the tragic and the comic theater by examining two plays written at nearly the same time, both of which star the god Dionysus, Euripides’ “Bacchae” and Aristophanes’ “Frogs”. Although the “Bacchae” takes over many motifs from comedy, such as cross-dressing, an imaginative play with time and space and even elements of slapstick, it is one of the most chilling tragedies ever written.  In contrast the “Frogs” takes one of the most basic of tragic motifs, the descent into the Underworld to rescue the dead, and makes a contemporary political and literary comedy out of it. Our discussion will attempt, as these plays do, to explore the distinctions between comedy and tragedy and see if there is really, in the end, any clear and fast difference between the two.

Stephanie Nelson, Boston University
Dates: January 24 & 31, 2022

STEPHANIE NELSON has her BA from St. John’s College in Annapolis, MD, and her MA and PhD from the University of Chicago. She is an Associate Professor in the Department of Classical Studies at Boston University and teaches widely in Greek and Latin literature. She is the author of God and the Land: the Metaphysics of Farming in Hesiod and Vergil and of a work on Greek comedy and tragedy entitled Aristophanes’ Tragic Muse: comedy, tragedy and the polis in Classical Athens. Her latest book “Or am I now I?”: Time and Identity in Ulysses and the Odyssey will be published by the University of Florida Press. 

Fitzgerald’s Magic. February 2 & 10, 2022

The main goal of this two-day seminar is to together examine F. Scott Fitzgerald’s interest in magic. Our primary texts will be The Great Gatsby and Fitzgerald’s essays. Characters that we encounter in Fitzgerald’s fiction are always under a spell. They are enchanted dreamers, in pursuit of objects, persons, and places that promise a sublime euphoria. Gods, aristocracy, all the ancient idols from whose pomp and privilege the masses had derived vicarious satisfaction were long dead in Fitzgerald’s secular and irreverent America. And yet, he recognized that modern Americans still yearned for objects of worship as much as did pious pilgrims in the Middle Ages. Through guided discussion, participants will learn how this insight into the role of magical thinking in modernity shaped Fitzgerald’s approach to fiction writing.

Ichiro Takayoshi, Tufts University
Dates: February 2 & 10, 2022

ICHIRO TAKAYOSHI is Associate Professor of English at Tufts University. A specialist in modern American literature, he regularly teaches courses on a wide range of themes such as modernism, Jazz, the Harlem Renaissance, women writer, and war literature. He is the author or editor of three books, American Writers and the Approach of World War II, American Literature in Transition, 1920-1930, and American Literature in Transition, 1930-1940.

Shakespeare’s Sonnets. February 7 & 14, 2022

In the 1590s, in Elizabethan England, there was an explosion of sonnet sequences. The form had not been that popular before that time (although a handful of fine poems had been written in that form), but the fad made the sonnet the lyric form to aspiring writers to use to crack into the literary world.  Shakespeare’s collection was probably written during the sonnet-crazed 1590s, but it was not published until 1609, when fad had largely died out.  Nonetheless, it is those poems that give us our enduring sense that the sonnet is the genre par excellence for romantic and erotic themes (the limerick aside, of course). In this seminar, we will use what I believe is a somewhat unusual approach to understand the central place Shakespeare’s Sonnetsholds in the lyrical canon. Participants will choose a sonnet that they’d like to discuss in class.  They will be asked not to prepare anything, just choose a poem they find intriguing and would like to discuss (avoiding, if possible, the old chestnuts like “Shall I compare thee to a summer day”). At the first meeting, we will do “cold” readings of these poems, working together as a class to understand each rich and puzzling poem. At the second meeting, we will attempt to draw connections between the chosen poems and any others that seem 

relevant, working collaboratively toward a holistic vision of Shakespeare’s collection that accounts for his place in literary history not just a dramatist but simply as the greatest poet of the language. 

Kevin Dunn, Tufts University
Dates: February 7 & 14, 2022

KEVIN DUNN is Vice Provost and Associate Professor of English at Tufts University. He has served in the past as Dean of Academic Affairs for Arts and Sciences and as Chairman of the Religion Department, as well as the On-Site Director of the Bread Loaf School of English, Juneau, Alaska. He holds a Ph.D. from Yale University and an MA from Oxford University. He writes on early modern literature and on the Bible as literature.

Teachers as Writers: Flash Fiction. Feb 28, March 7, 14, 21 (online evening sessions)

One of the best ways of understanding the craft of writing is writing short fiction pieces yourself. Whether you are looking for a way to jump-start your own writing, or for new ideas about teaching creative writing to students, or just for a way to learn more about fiction, this workshop will serve as inspiration and support. In a model different from the usual TAS offering, we will meet online on four consecutive Monday evenings from 7-8:30pm. Each week participants will prepare for class by responding to a writing prompt focused on a specific aspect of craft (detail, character, dialogue, scene v. story) working toward complete works of flash fiction. In each session there will be time to share and to respond to participants’ work, as well as to deepen our appreciation of short fiction from a writer’s perspective. We will find inspiration in the work of published writers in Micro Fiction: An Anthology of Really Short Stories, as well as in each other’s work. Teachers of all grade levels and disciplines, with or without experience in poetry, are encouraged to enroll. 

Mary Burchenal, TAS
Dates: Feb 28, March 7, 14, 21 (online evening sessions)

MARY BURCHENAL began her teaching career in independent schools: St. Mark’s School in Southborough, The Lovett School in Atlanta, and Noble and Greenough School in Dedham. In 1990 she joined the English department at Brookline High School and stayed for twenty-nine years — the last fifteen as department chair. Her favorite course to teach was a year-long creative writing course for seniors. After retiring from teaching in 2019, Mary joined Teachers as Scholars, a program that fed her teaching life for 25 years. Mary writes poetry and lives in Jamaica Plain with her husband Tim Carey, also an English teacher. Mary holds a B.A. in Comparative Literature from Princeton University and an M.A. in Curriculum and Teacher Education from Stanford University.

Fifty Years of African-American Writing: James Baldwin to Lynn Nottage. March 18 & 23, 2022

James Baldwin’s collection of short stories, Going to Meet the Man, appeared in 1965. Lynn Nottage’s Pulitzer Prize play Sweat premiered in 2015. The works mark off a period in American history of rapidly escalating social, economic, political, and cultural change. In this class we will explore how different moments in this upheaval were felt and assessed in Black America by Baldwin in his stories and Nottage in her play. Baldwin presents humane accounts of black religion, music, encounters with white lawmen, familial and romantic life, and political activism in a year when white America was steadfastly practicing discrimination in housing, education and employment, and when a democratic President and Congress passed the Voting Rights Act. Lynn Nottage writes during America’s right-wing backlash to having elected a liberal, Black President who established a government health insurance plan. Her play centers on that backlash, humanely portraying the disintegration of friendships, work-place relations, economic solidarity, and simple fellow-feeling among blue-collar workers gathering in a working-class bar in Reading, Pennsylvania. Critique and compassion together create the political urgency in Baldwin’s and Nottage’s work, and the moral challenge.

Theo Theoharis, Harvard University
Dates: March 18 & 23, 2022

THEO THEOHARIS teaches at Harvard University. He is the author of James Joyce’s Ulysses: An Anatomy of the Soul and Ibsen’s Drama: Right Action and Tragic Joy. His latest book is Complete Poems of Constantine P. Cavafy. He has lectured throughout Europe and the U.S. and has led many professional development activities for teachers.

Social Poetics. April 1 & 8, 2022

We owe each other everything. 

Fred Moten and Stefano Harney 


The central concern of this class is the historical relationship between the social lives of everyday people and U.S. American poetics, with a special emphasis on what June Jordan once termed the “difficult miracle of Black poetry in America.” How does poetry help us to know one another? And how might we better understand the particular role of poetry, of poiesis, for those historically barred from the very practice of reading or writing, from ownership (even of one’s own body), and various generally recognized forms of belonging? For the purposes of this course, these will be some of our animating questions.

As a group, we will study the works of Audre Lorde, Toni Morrison, Tongo Eisen-Martin, Jericho Brown, and Claudia Rankine, among others. We will also write a few poems together.  Largely toward the end of elaborating, in concert, a working theory of social poetics, a poetics of sociality, a new way for us to be together in a cultural moment marked by distance, as well as the disintegration of the public commons. In the midst of this ongoing catastrophe, this state of emergency and emergence, this course will seek to chart a way forward using the instruments left to us by luminaries both dead and living, a cloud of witnesses beckoning us toward a future with room enough for all of us to flourish. 

Joshua Bennett, Dartmouth College
Dates: April 1 & 8

JOSHUA BENNETT is a Professor of English and Creative Writing at Dartmouth. He is the author of four books of poetry and criticism: The Sobbing School (Penguin, 2016)—winner of the National Poetry Series and a finalist for an NAACP Image Award—as well as Being Property Once Myself (Harvard University Press, 2020), Owed(Penguin, 2020), and The Study of Human Life (Penguin, 2022). In 2021, he won a Whiting Award for Poetry and Nonfiction. Joshua has received fellowships from the Guggenheim Foundation, the National Endowment for the Arts, MIT, and the Society of Fellows at Harvard University. He lives in Boston, Massachusetts.

The Big Novel in TAS: All the King's Men. May 3 & 10, 2022

Robert Penn Warren’s All The King’s Men was published in 1946.  It won the Pulitzer Prize in 1947, and has never been out of print since. Widely regarded as the best American novel about American politics, its central conflicts aren’t policy disputes,  or party machinations, but moral struggles, hard choices that have psychological and spiritual costs.  It is also a love story, one of the more adult ones in our canon.  In all these domains of the novel-moral, political, erotic–one action dominates, the fall from innocence, the move from not knowing harm exists, from not having harmed or been harmed, to experience of, practice in and knowledge of harm.  One kind of harm dominates in the novel, in all its domains: betrayal.  Around that act, Penn Warren builds the two-track plot of  the book, a plot in which the novel’s cynical one-time idealists–Willie Stark, the Southern Populist Governor, and Jack Burden, his younger journalist aide de camp–find out what irreparable danger lies in purity and what possibilities of redemption lie in having caused and lived through harm.

Theo Theoharis, Harvard University
Dates: May 3 & 10, 2022

THEO THEOHARIS teaches at Harvard University. He is the author of James Joyce’s Ulysses: An Anatomy of the Soul and Ibsen’s Drama: Right Action and Tragic Joy. His latest book is Complete Poems of Constantine P. Cavafy. He has lectured throughout Europe and the U.S. and has led many professional development activities for teachers.


The Big Ideas of Algebra: What is Algebraic Structure and Why is It Important?. November 5 & 12, 2021

The Big Ideas of Algebra: What is Algebraic Structure and Why is It Important?

Mathematics is essential for success in college. Current algebra teaching often emphasizes the idea of a function from multiple viewpoints. In this seminar we will focus on the symbolic aspect, discussing what it means for students to understand algebraic structure.  Common misconceptions about functions, expressions, equations, and equivalence will give us a window into student thinking. The seminar will give participants the opportunity to construct questions that probe student understanding and to develop examples that demonstrate why algebra has earned such a central role in the school curriculum.

Deborah Hughes Hallett
Dates: November 5 & 12, 2021 

DEBORAH HUGHES HALLETT is Professor of Mathematics at the University of Arizona and Adjunct Professor of Public Policy at the Harvard Kennedy School. With Andrew M. Gleason at Harvard, she organized the Calculus Consortium based at Harvard and she is an author of several college level mathematics texts. Her work has been recognized by prizes from Harvard, the University of Arizona, the Association for Women in Mathematics, the Mathematical Association of America, and was elected a fellow of the American Association for the Advancement of Science for contributions to mathematics education.

Combinatorics: The Art of Counting without Counting. January 6 & 13, 2022

Combinatorics is a subject that is ideal for developing skills in logical reasoning and finding patterns.   The problems we explore in this seminar are concrete and easy to understand, although their solutions can be challenging.  For example:  how many slices of pizza can you make using n straight cuts?  How many ways are there for you to walk to work if you live on the corner of 1st Avenue and 1st Street and work on the corner of 7th Avenue and 7th street?  In addition to developing counting techniques, we will also discover relationships between seemingly different problems.  We will relate combinatorial problems to the Fibonacci numbers and to Pascal’s Triangle. This seminar is most appropriate for  middle school and high school math teachers, but anyone who enjoys numbers and problem solving is welcome!

Ann Trenk, Wellesley College
Dates: January 6 & 13, 2022

ANN TRENK is a Professor of Mathematics at Wellesley College where she has taught since 1992 and was awarded the Pinanski Prize for Excellence in Teaching.  She has published a book and more than 30 research articles in the field of Graph Theory and Partially Ordered Sets. Before teaching at Wellesley College, Ann taught high school students both as a full-time teacher and in summer programs.  She believes in active learning and enjoys leading math enrichment activities for K-12 students.

The Power of the Matrix (The Math, not the Movie). March 2 & 9, 2022

A matrix is a rectangular array of numbers.  Matrices have been a tool of mathematicians for centuries, but are now more important than over with applications in big data analytics, sports, science, social choice and other fields. We examine a variety of these applications that could be introduced to students from the elementary grades through upper level high school courses.  We will do some simple examples by hand, and we will examine how more complex problems give shape to modern ideas in computing. 

Richard Cleary, Babson College
Dates: March 2 & 9, 2022

RICK CLEARY teaches at Babson College where he is Professor of Mathematics and Statistics. He has previously taught at Bentley University, Harvard University, Cornell University and St. Michael’s College.  He works as an applied statistician in various fields, with recent publications related to sports, fraud detection in accounting, measuring creativity in business students, and biomechanics.  Rick is active in the leadership of the Mathematical Association of America, having served six years on the Executive committee and working on several initiatives including an Instructional Practices Guide.  He enjoys participating in sports, particularly running and golf, and coaching youth baseball and basketball.

Pre-Pre-Algebra: Fun Math Moments for K-6. April 4 & 11, 2022

The goal of this course is to highlight short, fun mathematical moments that can be worked into the classroom at all levels, but in particular require only material from K-6. These are based on personal experience in visiting local elementary schools, and range from a tiling game (where kindergarteners discovered the Fibonacci numbers) to cryptography for 6th graders. No math background required, open to teachers at all levels; the class will be a mix of discussing the mathematics and how to add it to the classroom.

Steven Miller, Williams College
Dates: April 4 & 11, 2022

STEVEN J. MILLER is a Professor of Mathematics at Williams College. He has written over 100 papers in accounting, computer science, economics, geology, marketing, number theory, probability/statistics, and sabermetrics, and 5 books on Benford’s law, cryptography, number theory, operations research and probability. He is active in high school mathematics, lecturing and mentoring at programs for talented students, participating in education conferences and writing problems for the American Mathematics Competitions, and serving as an elected member of the Lanesborough-Williamstown Regional School District. His math riddles webpage is in the top 10 in Google searches.

Data Visualization: Conveying Information through Visual Representations. May 13 & 20, 2022

The amount and complexity of information produced in science, engineering, business, and everyday human activity is increasing at staggering rates. The goal of this seminar is to expose you to visual representation methods and techniques that increase the understanding of complex data. Good visualizations not only present a visual interpretation of data, but also do so by improving comprehension, communication, and decision-making. In this seminar you will learn how the human visual system processes and perceives images, good design practices for visualization, and tools for visualization of data from a variety of fields.    

Hanspeter Pfister, Harvard University
Dates: May 13 & 20, 2022

HANSPETER PFISTER is the An Wang Professor of Computer Science at the Harvard John A. Paulson School of Engineering and Applied Sciences and an affiliate faculty member of the Center for Brain Science. His research in visual computing lies at the intersection of visualization, computer graphics, and computer vision and spans a wide range of topics, including biomedical image analysis and visualization, image and video analysis, interpretable machine learning, and visual analytics in data science. Pfister has a PhD in computer science from the State University of New York at Stony Brook and an MS in electrical engineering from ETH Zurich, Switzerland. From 2013 to 2017 he was Director of the Institute for Applied Computational Science. Before joining Harvard, he worked for over a decade at Mitsubishi Electric Research Laboratories, where he was associate director and senior research scientist. He was the chief architect of VolumePro, Mitsubishi Electric’s award-winning real-time volume rendering graphics card, for which he received the Mitsubishi Electric President’s Award in 2000. Pfister was elected as an ACM Fellow in 2019. He is the recipient of the 2010 IEEE Visualization Technical Achievement Award, the 2009 IEEE Meritorious Service Award, and the 2009 Petra T. Shattuck Excellence in Teaching Award. Pfister is a member of the ACM SIGGRAPH Academy, the IEEE Visualization Academy, and a director of the IEEE Visualization and Graphics Technical Committee.


Celestial Worlds Discovered: The Earth from a Cosmic Perspective. January 7 & 21, 2022

What is the Earth’s place in the Universe? We will begin locally with the Goldilocks problem: Venus is too hot, Mars is too cold, and the Earth is just right. How did this come about, and how special is the Earth? We will explore global warming, runaway greenhouses, and cosmic threats to life, such as giant asteroid impacts that may have killed off the dinosaurs. At Jupiter and Saturn, we will visit worlds with swirling storms, beautiful rings, and a hoard of exotic moons–some with active volcanoes, rivers of methane, and underground oceans. Next, we will explore the bizarre and provocative planetary worlds orbiting other stars in our galaxy, and consider the prospects for life elsewhere in the universe. We’ll conclude with a whirlwind tour of the origin and fate of the universe itself, from the Big Bang to the unimaginably distant future. 

Richard G. French, Wellesley College
Dates: January 7 & 21, 2022

RICHARD G. FRENCH is the McDowell/Whiting Professor of Astrophysics at Wellesley College, where he was awarded the Pinanski Prize for Teaching Excellence. Professor French enjoys sharing the wonders of the universe with introductory students, showing advanced students how to use an astrophysicist’s toolkit to unlock the mysteries of stars, galaxies, and the cosmos itself, and exploring the interconnections between philosophy and science in first-year seminars. He was a science team member of NASA’s Cassini mission to Saturn from 1990 until the spacecraft was intentionally crashed into Saturn in 2017, and he enjoys collaborating with colleagues from around the world, a reminder that we are common inhabitants of spaceship Earth with a deeply shared wonderment about the world we inhabit.

The Culture of Science and Science as Culture. February 3 & 9, 2022

What is science? In the classroom, science is often presented as a body of knowledge filled with facts, laws, and theories. In this model, students are assessed by how well they have memorized, learned, and are able to apply this scientific content. Yet missing from this understanding of science is the culture of science: how it operates internally, interacts with society, and ends up creating knowledge. In this two-day seminar we will read from case studies in the history and sociology of science such as nuclear physics, immunizations, and ecology, to explore how politics, social movements, and power have shaped and continue to shape science as much, if not more, than “nature itself.” Through these examples, we will explore relationships between science and society and begin to develop a cultural model of science that views scientific knowledge as slippery, contested, and informed by power structures.This seminar is designed for any teacher in any discipline who is curious about the relationship of science to human culture.

David Meshoulam, Executive Director, Speak for the Trees, Boston
Dates: February 3 & 9, 2022

DAVID MESHOULAM is a life-long environmentalist and science teacher. In his earlier teaching, he focused on having his students better understand the connections between science, culture, and history. Over the past decade he has created innovative interdisciplinary courses in science: in Watertown he developed and led Trees for Watertown’s Teens for Trees program, at Newton North he co-developed Science in Society, and at Boston University he redeveloped and taught a course on Science, History, and Philosophy.  He holds a PhD in Curriculum & Instruction and an MA in History of Science, both from the University of Wisconsin-Madison, a BA in Philosophy of Science from Columbia University, and is a Senior Fellow at the Environmental Leadership Program. When he’s not tending to trees or his 3 backyard chickens, he’s undertaking building projects with his two children.

Weather and Climate. February 16 & March 1, 2022

In this course, teachers will learn about how and why the atmosphere works the way it does.  We will focus on how a changing climate affects weather and when climate and weather   We will spend time investing a series of over 20 public climate and meteorological websites and why they are useful for educators to bring to the classroom.  We will explore how teachers can use these sites in their own teaching and share best practices.  Teachers will have a chance before class to submit questions to ensure any gaps in knowledge they wish to learn about are covered.

David Epstein, Meteorologist
Dates: February 16 & March 1, 2022

DAVID EPSTEIN has been a meteorologist and horticulturist for over 30 years. Dave writes for Boston Globe and freelances weather for various stations including WBZ and WBUR. Dave has two podcasts one Weather Wisdom takes a look at the weather each day. Growing Wisdom gives tips on gardening and other aspects of the natural world. Dave has a large following on Twitter @growingwisdom and a successful YouTube channel with hundreds of how-to videos and 65 thousand subscribers.

Science, Art and Miracle. April 5 & 12, 2022

This two-day seminar will explore some of the mysteries at the boundaries of science to regain an appreciation of nature as more than just a collection of facts or concepts. The first day we will look at unusual, beautiful, or unexplained patterns that arise in nature, and we will examine the ways in which both artists and scientists have made use of these patterns in their creations. The second day we will draw upon the latest findings in cosmology and biology to ask, “Why are we here?:”Why is the universe the way it is, and not different?” In the process, we will uncover a number of amazing coincidences, and will explore the unanswered questions that make these frontiers so exciting.

Roy Gould, Independent Scholar
Dates: April 5 & 12, 2022

ROY GOULD is a biophysicist, author and researcher. For the past 25 years, he led a research group at the Harvard-Smithsonian Center for Astrophysics, exploring new technologies and visual approaches to teaching and learning about nature. He also served there as director of the NASA-Smithsonian Universe Education Forum. Roy was associate producer at the NOVA Science Series on PBS, as well as exhibition producer for the Museum of Science, Boston. His media productions have been seen by millions of people nationally. He is the author, most recently, of Universe in Creation, published by Harvard University Press.

Bringing Horticulture to the Classroom. May 3 & May 10, 2022

An offsite course with visits to both public and private gardens, farms, and outdoor space. We will use the outdoors as our classroom. During this course, we will learn from landscape architects, designers, and educators. These professionals all combine to bring a holistic view of the outdoors. Teachers will complete the course with a newfound or renewed appreciation of the outdoors and be able to incorporate new information into their curriculum. 

David Epstein, Meteorologist
Dates: May 3 & May 10, 2022

DAVID EPSTEIN has been a meteorologist and horticulturist for over 30 years. Dave writes for Boston Globe and freelances weather for various stations including WBZ and WBUR. Dave has two podcasts one Weather Wisdom takes a look at the weather each day. Growing Wisdom gives tips on gardening and other aspects of the natural world. Dave has a large following on Twitter @growingwisdom and a successful YouTube channel with hundreds of how-to videos and 65 thousand subscribers.

Science Diving into our Climate: Exploring the Causes and Consequences of Climate Change. May 6 & 13, 2022

This two-day seminar will cover fundamentals of climate change, with a focus on the causes and consequences of climatic warming. We will examine climatic change over the past 800,000 years, and address how the current climate change situation differs from the geologic past. We will focus on consequences of warming in both terrestrial and aquatic systems and use existing datasets to explore how climatic warming has altered rates of soil respiration (the natural flux of CO2 out of soils), rates of sea level rise, and Arctic sea ice.  The seminar will also address other critical changes associated with climate change including ocean acidification, permafrost thaw, and projections of global temperatures depending on various emission scenarios. Throughout the course, we will address current science laboratory activities that relate to climate change and examine a variety of potential solutions to tackle climate change.

Joanna Carey, Babson College
Dates: May 6  & 13, 2022 

JOANNA CAREY is an Associate Professor of Environmental Science at Babson College. She teaches courses related to oceanography, climate change, and river ecology to non-science majors. Her research examines how human activities (e.g., land cover change, climate change) are altering fundamental ecological processes in rivers, tundra, forest, wetland, and estuarine ecosystems. Dr. Carey holds a Ph.D. in Earth Science from Boston University, and M.Sci in Environmental Science from Yale University, and B.S. in Environmental Policy from Virginia Tech.


Anxiety and Depression in Adolescent Girls: Identifying and Responding to Mood Disorders in the School. Nov 1 & 8, 2021

In this two-day class we will look at the common manifestation of clinical anxiety and depression in adolescent girls in the school setting including drug abuse, self-mutilation, sexual acting out, panic attacks, truancy, sadness, social isolation, suicidal ideation and how the COVID pandemic has accelerated these symptoms . We will address how to differentiate mood disorders from “normal” adolescent moodiness and oppositional behavior. We will also look at treatment techniques and learn how motivational skills, bibliotherapy, cognitive, behavioral and interpersonal models of therapy are useful in effecting therapeutic change. An opportunity for both observation and hands on practice will be available.     

Christine Miller, LCMC
Dates: Nov 1 & 8, 2021

CHRISTINE MILLER, Ed.M., LCMHC, is a psychotherapist in Bedford, NH. She is a clinician with over 35 years of experience in treating women and adolescents in varied settings. She specializes in integrating therapeutic tools, tailoring them to the individual  and providing short term, focused and brief psychotherapy. She teaches workshops to therapists and school personnel throughout New England.

From Policy to Curriculum: Supporting Transgender, Non-binary, Genderqueer and Gender Non-conforming Students. March 24, 2022

In this one-day seminar specifically for administrators (department heads, program directors, teacher-leaders, deans, principals, superintendents, etc.) we will discuss how we can effectively, thoughtfully and holistically create a whole-school community that welcomes, celebrates and understands LGBTQIAAP+ students and issues.   We will explore ways to promote gender and sexuality equity in the classroom and school space and your role as school leaders in leading this work. We will start with a brief introduction to key terms and concepts surrounding gender and sexuality and then take a closer look at the way our schools are currently handling these issues. We will explore the importance of including these issues in our  policies, at the department level, in the curriculum and classroom and more in an intersectional and organic way.  Each participant will be expected to read a small number of core texts that we will discuss in the class and will be given resources and annotated booklists for their own professional use. 

Talya Sokoll, Librarian, Noble and Greenough School
Date: March 24, 2022 

TALYA SOKOLL is a middle and high school librarian at the Noble and Greenough School in Dedham. Talya has written various articles on the representations of transgender youth in young adult literature. Talya holds a B.S. and an M.A. from N.Y.U. in English Education and an M.L.S. from Simmons College in Library Science.