Teacher seminars - Oxbridge Academic Programs
Teacher seminars - Oxbridge Academic Programs
CAMBRIDGE TEACHER SEMINAR PETERHOUSE, CAMBRIDGE JUNE 28 - JULY 5 OXFORD TEACHER SEMINAR WORCESTER COLLEGE, OXFORD JULY 21 - JULY 28 TEACHER SEMINARS SUMMER 2019 ENRICHMENT AND PROFESSIONAL DEVELOPMENT FOR TEACHERS, LIBRARIANS, AND SCHOOL LEADERS
Dear Teachers, Librarians, and School Leaders, I founded the Teacher Seminar program more than 20 years ago in response to the many teachers who, when I visited schools to talk about our academic programs for students, used to say — only partly in jest — “That’s great for the students, but what about us?” They were right, of course.
Having long believed that there is no group more deserving, harder working, or more responsive to this kind of learning opportunity, I worked to design a seminar that would meet their needs — intellectual, professional, and personal.
From the beginning, the vision has been to bring teachers into direct contact with leading scholars, writers, and public figures, in an historic and stimulating environment, surroundedbyculturalandacademicresources.AtfirstinOxford,andtheninCambridge , theseTeacher Seminars offer a mixture of intellectual refreshment, cultural enrichment, and professional development, all in the most inspiring of settings. Ultimately, the aim is to support and invigorate classroom teaching with new ideas and energy, new texts and techniques, new content and connections.
Participants in the Seminars come from every kind of background and school imaginable.
They have included new teachers, seasoned veterans, department heads, counselors, librarians, and principals. Invariably, the experience and enthusiasm of the participants themselves have enriched the program beyond measure. We would be delighted to put you in touch with former participants as you consider applying. Teacherscometoourseminarsforvariousreasons:topursueprofessionaldevelopment, to indulge intellectual interests, or to fulfill lifelong personal dreams. Whatever your priority, I hope to see you in Cambridge and/or Oxford, this summer! Sincerely, James G. Basker, Founder, Oxbridge Academic Programs A Welcome From The Founder The Teacher Seminars are sponsored and organized by The Foundation for International Education in cooperation with Oxbridge Academic Programs.
About the Founder Educated at Harvard (AB), Cambridge (MA), and Oxford (DPhil), where he was a Rhodes Scholar, Professor Basker taught at Harvard for seven years before coming to Barnard College, Columbia University. Formerly the Ann Whitney Olin Professor of English, he was appointed the Richard Gilder Professor of Literary History in 2006. Professor Basker has designed and directed student programs in Oxford, Cambridge, St Andrews, Paris, Montpellier, Barcelona, Salamanca, New York, Boston,andLosAngeles.Hehaswrittenseveral booksonhistoryandliterature(including,most recently, American Anti-Slavery Writings, 2012) and has been an invited guest lecturer at the Sorbonne, Cambridge, and Oxford, a Visiting Fellow at Sidney Sussex College, Cambridge, and a James Osborn Fellow at Yale.
Professor Basker is also President of the Gilder Lehrman Institute of American History in New York City, where he advises on educational projects in the public school system and on seminars for educators atYale, Harvard, Oxford, Cambridge, and a dozen other universities.
Prof. James G. Basker Professor Basker leads a discussion on Literature and Slavery.
Table of Contents O X F O R D July 21 - July 28, 2019 The Oxford Teacher Seminar The College . 10 The Seminar . 11-17 Study Groups: · Literature and the Fantastic · The Library and the Academy · Shakespeare in History · The Boundaries of Scientific Knowledge · Leadership Challenges in Contemporary Education The Cambridge Teacher Seminar The College . 3 The Seminar . 4-9 Study Groups: · Why History Matters · English Literature · Applying to College: A Global Perspective · Thinking Mathematically · Astronomy and Astrophysics CAMBRIDGE June 28 - July 5, 2019
O V E R V I E W O F T H E S E M I N A R S Our seminars are designed to give participants access to current scholarship and university resources in a variety of fields. Led by distinguished scholars, they are introduced to innovative approaches to traditional ideas and subjects, to new pedagogical and curricular possibilities, and to a variety of cultural, social, and imaginative experiences, all in two of the intellectual and cultural capitals of the world. The seminars involve plenary sessions given by outstanding academics and intellectuals, regular small-group discussions on more focused educational themes, a comprehensive schedule of cultural events and outings, historical tours, museum and gallery visits, and free time for individual research, exploration, and relaxation.
At the heart of the Teacher Seminars are elective Study Groups, each designed to provide an academic focus for the participant.
The Cambridge Teacher Seminar (June 28 - July 5) is held in Peterhouse – the oldest college in the University of Cambridge. Here, teachers find an inspiring setting for intellectual reflection and cultural enrichment. The diverse program of plenary speakers and events makes accessible much of the scholarly wealth and history of the University. The Oxford Teacher Seminar (July 21 - July 28) is held in Worcester College, Oxford University. Participants have the unique opportunity to share in the academic and cultural traditions of one of the world's great centers of learning. Teachers meet Rhodes Scholars, visit colleges, libraries, and historic sites, and gain an insider’s feeling for the deeper resources behind the beauty and tradition of “the city of dreaming spires.” 2 2 Dr.
David Rundle talks to participants about his work in paleography in Christ Church Library.
3 T H E C O L L E G E The Cambridge Teacher Seminar is held in Peterhouse – the oldest college in the University of Cambridge. It was founded by Hugo de Balsham, Bishop of Ely, in 1284. In terms of the number of students admitted each year, Peterhouse is also one of the smallest, most intimate, and most traditional colleges. The dining hall has been in continuous use since the thirteenth century, and it remains one of the only Cambridge halls in which two Latin graces are said during dinner. Despite its antiquity, Peterhouse has a long-held reputation as a center of innovation. Generations of graduates – known as “Petreans” – have contributed to the social and political upheavals that have shaped Britain and the world.
Among them are the nineteenth-century polymath Charles Babbage, who is widely- credited with developing the concept of the modern computer. And in 1884, to mark Peterhouse’s 600th anniversary, the Petrean and mathematical physicist Lord Kelvin made the college one of the first British establishments to have electric light. Sir Frank Whittle, who invented the jet engine, studied at Peterhouse in the 1930s; as did the creator of the hovercraft, Sir Christopher Cockerell. Later in the twentieth century, five Petreans were awarded Nobel Prizes for their work in Chemistry – Sir John Kendrew, Sir Aaron Klug, Archer Martin, Max Perutz, and Michael Levitt.
Participants on our Cambridge Teacher Seminar join a continuum of great thinkers stretching back through the centuries in a unique environment of living history. Accommodation is modern and comfortable. A number of bedrooms are equipped with an en-suite bathroom, and participants have access to the recently-refurbished college bar. Peterhouse is within easy walking distance of all the major attractions in Cambridge, including King’s College Chapel and the Fitzwilliam Museum.
TEACHER SEMINAR June 28 - July 5, 2019 Cambridge Philosophy sets a suitably studious example in the main court of King’s College.
4 Preliminary Program St Andrews T H E S E M I N A R Cambridge Teacher Seminar participants enjoy life in a traditional Cambridge college and a meeting of minds with leading academics and educators from the University. At the heart of the Seminar are Study Groups, each with a different focus, offering detailed discussion and exploration of a special subject. Each morning, these Study Groups meet individually to discuss a series of topics that are complemented in the afternoons by a plenary program of speakers, workshops, outings, and events.
Teachers select one Study Group for the duration of the week and participate in every plenary session.
Teacher Seminar participants select the Study Group that they would like to join using the Application Form at the back of this brochure. In advance of the summer, Study Group leaders recommend optional preparatory reading for all participants. We also ask participants to bring their own proposed topics for discussion, specific to their Study Group. The Study Groups available in summer 2019 are as follows (descriptions are provisional but indicative): On the following pages, the Cambridge Teacher Seminar’s provisional schedule provides an idea of how Study Groups blend with the plenary program.
It is representative but not exact, and is subject to change. I. WHY HISTORY MATTERS Using Cambridge’s extraordinary historical resources, this Study Group explores a selection of themes lying at the interstices of history as it is taught in secondary schools, and history as it is researched in universities. Drawing on examples from all periods, sessions address pedagogical questions such as how to incorporate literature, art, and cinema,aswellasthesocialsciencessuchasanthropology and archaeology, into the syllabus; and how best to convey the value, uses, and abuses of history to the next generation of students.
The Study Group also addresses research topics, privileging areas that are all too often excluded from syllabi, such as the long-term historical influence of environment, geography, and disease, as well as how the changing nature of war affected the human experience and transformed political institutions. Study Group Leader: Dr. Ewan Jones. A University Lecturer in the Nineteenth Century at the Faculty of English, and a fellow and Director of Studies at Downing, Dr. Jones studied at King's College, Cambridge, and was previously a Research Fellow at Trinity Hall. He is working on a number of projects including tracing the historical development of the notion of rhythm across the nineteenth century, developing new computational resources to uncover and account for the structure and change of concepts over long historical periods, and a project to digitize manuscripts relating to Alfred Lord Tennyson.
His publications include Coleridge and the Philosophy of Poetic Form (2014). Study Group Leader and Seminar Director: Dr. Sophie Lunn-Rockliffe. Sophie Lunn-Rockliffe is a LecturerinPatristicsintheFacultyofDivinityatCambridge. She is also a Fellow and College Lecturer in Theology and Religious Studies at Peterhouse, Cambridge, where she completed her doctorate on the political theology of Ambrosiaster, a late Christian writer of the fourth century. From 2006 to 2016 she taught Roman History at King’s College London as a Lecturer and Senior Lecturer, before returning to Cambridge and Peterhouse in 2016.
She has also held visiting fellowships at the Italian Academy for Advanced Studies at Columbia University, and at the Davis Center for Historical Studies at Princeton University. Her research interests lie in the history of late antiquity, with a specialization in early Christianity and the history of ideas.
II. ENGLISH LITERATURE How do we excite today’s students about English Literature? With this question in mind, the Study Group reads and discusses selected texts by major writers, exploring key ideas in literary criticism and how these may be presented in classrooms around the world. While considering texts that can stand on their own or be integrated into thematic courses, the group examines canonical writers from Shakespeare to Virginia Woolf, along with others who have a particular connection to Cambridge such as William Wordsworth, Samuel Taylor Coleridge, Lord Byron, Lord Tennyson, Rupert Brooke, Sylvia Plath, and Zadie Smith.
Participants visit special collections, the colleges of famous authors, and other sites of special literary interest around Cambridge. Cambridge
St Andrews 5 Preliminary Program IV. THINKING MATHEMATICALLY How can we encourage students to invest time and effort in solving challenging problems in mathematics, and in relatedsubjectslikecomputing,engineering,andscience? Taking advantage of Cambridge's incredible mathematics and science resources, Study Group participants explore the process of solving problems by engaging with key historic issues in mathematics. The works of seminal thinkers such as Polya and Lakatos on the nature of problem-solving are studied in detail. Participants get to grips with essential questions: What does it mean to solve a problem?What makes a mathematical proof watertight? How does mathematical proof contrast with evidence in science or an “engineering solution”? How can crowded contemporary curricula accommodate problem-solving as a core theme? How can teachers nurture confident problem-solving skills in their students? Study Group Leader: Dr.
Malak Olamaie. Dr. Olamaie gained her PhD in Astrophysics from the University of Cambridge in 2012. Today she is a Research Associate at the Battcock Centre for Experimental Astrophysics in Cambridge's famous CavendishLaboratory.ShealsoholdsapositionatImperial College, London, in the Centre for Inference Cosmology. Her principal research interests and expertise are the analysis of large data sets, mathematical modelling, the analysis of X-ray observations of galaxy clusters, and Bayesian inference - a method of statistical inference in which Bayes' theorem is used to update the probability for an hypothesis as more evidence becomes available.
Dr. Olamaie is widely-published, and has contributed to over fifty articles in academic journals. Study Group Leader: Prof. Christopher Sangwin. Christopher Sangwin is ProfessorofTechnologyEnhancedScienceEducationatthe University of Edinburgh. A leading figure in mathematics education in the UK, he held Senior Lectureships at Birmingham and Loughborough Universities before joining the faculty at Edinburgh. For over a decade he worked with the UK Higher Education Academy to promote the learning and teaching of university mathematics. His research and teaching interests include the automatic assessment of mathematicsusingcomputeralgebra,andthedevelopment of the STACK system, as well as problem solving using the Moore Method and similar student-centered approaches.
He is the author of several books, including How Round is Your Circle?, which illustrates and investigates the links between mathematics and engineering using physical models.
V. ASTRONOMY AND ASTROPHYSICS Intended for scientists and, in particular, physics teachers, but open to all interested participants, the Astronomy and Astrophysics Study Group will address a selection of key and hot-button topics in both fields. Working in the university that produced Isaac Newton, Ernest Rutherford, and, more recently, Stephen Hawking, and using a mixture of seminars and visits, educators will be able to reconnect with these evolving disciplines at the research level. Together with the Study Group leaders, they will brainstorm new ways of conveying these most fundamental but also occasionally overwhelming subjects to their students.
Study Group Leader: Heather Thompson Cavalli. Ms Thompson Cavalli graduated from Columbia University, Barnard College, in 1990, and earned her Master's in Comparative History at Brandeis University in 1994. She has been a college counselor and teacher of History, IB History, and IB Theory of Knowledge at the Lyceum Alpinum Zuoz for seven years. Before that she was Director of College Counseling at a boardingschoolinConnecticutfor sixyears,and hasbeena teacher of history since 1994. She has profound experience of different university systems and has traveled to over 200 American, Dutch, German, Spanish and British universities to expand her first-hand knowledge, and to be able best to advise students.
Cambridge III. APPLYINGTO COLLEGE -THE GLOBAL PERSPECTIVE This study group surveys the increasingly global reach of college counseling. Participants discuss college selection processes in different countries; the respective merits of SATs, A-Levels, and the IB; the schisms and similarities between UCAS and the Common Application; the early decision and early action debates; different types of personal statements and essays; and everything in between. Led by an American counselor based in Europe, this course will be augmented by local experts and guest lecturers.
St Andrews Preliminary Program • Applying to College AC1: Challenges: In this opening session we discuss the many challenges facing students who aspire to study overseas.
How can we guide them through a global market? How can they be prepared for so big a transition? And how do we help parents brace themselves for the move? • Thinking Mathematically TM1: Teacher as Student: How do we go about solving math problems ourselves? What are the purposes of struggling with mathematical problems, and what pedagogical and scholarly strategies are there for tackling them?
• Astronomy and Astrophysics AA1: The Astronomer’s Tool-kit: Participants learn about the equipment and instrumentation astronomers and astrophysicists rely on and discover how it is evolving. 11.30am ·AtthecloseofeachStudyGroupmeeting,teachers visit specific locations around Cambridge connected with the morning’s subject. 12.30pm · Lunch 2.00pm · Plenary Session: Cambridge Past and Present Mr. Anthony Bowen A Fellow of Jesus College, where he teaches Classics, Mr. Bowen served as the University Orator for 15 years. He is an expert in the history of Cambridge.
4.00pm · Tea 4.30pm · Plenary Session: From Big Bangs to Big Rips - A History of Modern Cosmology Dr.
Matthew Bothwell From Isaac Newton to Stephen Hawking, Cambridge has been at the forefront of scientific discovery for centuries. Dr. Bothwell shares the history of modern cosmology, guiding participants from major breakthroughs to the latest research in the field. Matthew Bothwell is an astrophysicist based at the Kavli Institute for Cosmology at the University of Cambridge. His current work in observational astronomy uses the cutting-edge facilities at Cambridge to study the evolution of galaxies across cosmic time. 6.30pm · Dinner 7.30pm·Evensong at King’s College Chapel Participants experience a traditional evensong service with world-class choral music amidst the architectual splendor of the King’s College Chapel D A Y 1 4.00pm · Welcome to Peterhouse Dr.
Sophie Lunn-Rockliffe Dr. Lunn-Rockliffe greets participants in Peterhouse and outlines the program.
5.00pm · Plenary Session: Introducing Cambridge Dr. Nicholas James Dr. James introduces Cambridge on foot. On a leisurely stroll the group takes in some of the town and University’s main landmarks – King’s College Chapel, Great St. Mary’s Church, and Senate House. Dr. James explains the unique college system that Cambridge and Oxford share, creating some the richest learning environments in the world. A consultant in the management and interpretation of historical resources at Cambridge, where he is also an Affiliated Scholar in Archeology, Dr. James is an archeologist and historian with varied interests, including the post-Medieval landscape history of the Fens and the architecture of the Aztecs.
6.30pm · Dinner at Peterhouse Dinner is served in the college dining hall. Before dinner, teachers gather in Peterhouse’s bar and common room for drinks and conversation. 8.00pm · Social Outing Optional trip to a local pub with fellow participants and the Study Group leaders. D A Y 2 9.00am · Study Groups Under the guidance of the Study Group leader, each group meets every day to cover a number of specific topics: • Why History Matters WHM1: The Subjects of History: The week begins by looking at what historical periods and topics are covered in different national school and university curricula, and how these have changed over time.
What social and political forces influence how and what kind of history is taught, and how can we use these debates to teach history and civics to our students? • English Literature EL1: Why Literature?: Why do we teach literature, and how do we do so? What is the purpose of studying books, plays, and poems? Is it to learn about society, about others, or about ourselves? Or is it not about learning anything, but rather about experiencing and appreciating literary craft and beauty? Visit to King’s College, nursery to many great Cambridge novelists. Cambridge 6
St Andrews 7 Preliminary Program D A Y 4 9.00am · Study Groups meet • Why History Matters WHM3: Art in History: An exploration of how art has shocked and shaped the world, examining examples from ancient, medieval, and modern societies in which works of art have had an influence on social, cultural, and religious life. Visit to the Fitzwilliam Museum. • English Literature EL3: Themes and Contexts: How do we teach students difficult texts, and why? Can “difficulty” generate anything constructive, or only frustration? And how best to address difficulty in the classroom? Visit to the Pepys Library at Magdalene College.
• Applying to College AC3: British Universities: Many British universities require students to apply for one subject. How to prepare them for this level of specialization? What are the advantages and disadvantages of engaging with one field so early? We also examine universities that interview, such as Oxford and Cambridge; UCAS, and particularly the personal statement; and what British professors are looking for in letters of recommendation.
• Thinking Mathematically TM3: Experimental Learning: How can we use experimental evidence to form conjectures of our own? How can we move beyond conjectures to a hypothesis, and how are hypotheses challenged, developed, and refined? Visit of the laboratories at the Cambridge Department of Engineering. • Astronomy and Astrophysics AA3: Dark Matter: The hypotheses that lie behind dark matter’s notional existence, dark matter’s critics, and how scientists are attempting to observe it. 12.30pm · Lunch 4.00pm · Tea 4.30pm ·Plenary Session: Literature Makes History: How Poets Helped End Slavery Prof.
James Basker Prof. Basker addresses participants on how literature and history intersect and overlap, focusing on the antislavery movement.
JamesBaskeristheRichardGilderProfessorofLiteraryHistory at Barnard College, Columbia University, the President of the Gilder Lehrman Institute of American History, and the Founder of Oxbridge Academic Programs. He is the author of several books on history and literature, including, most recently, American Anti-Slavery Writings (2012). 6.30pm · Dinner 7.30pm· Social Mixer with The Cambridge Tradition and The Cambridge Prep Experience Faculty and Staff in Jesus College D A Y 3 9.00am · Study Groups meet • Why History Matters WHM2: History and Anthropology: A session on comparative history using anthropological and ethnographic approaches.
How far can we extrapolate information about past societies from our knowledge and understanding of contemporary ones? Visit to the Cambridge Museum of Archaeology and Anthropology.
• English Literature EL2: A Cambridge Tradition: The Study Group takes a deep dive into Practical Criticism, founded in the early 20th century in Cambridge and still a central and compulsory part of the Cambridge undergraduate curriculum. • Applying to College AC2: School Examinations: Schools across the world have divergent ways of examining their students at the end of their tenure. In this session, participants discuss the requirements and relative merits of A-levels, SATs, and the International Baccalaureate. How do these systems differ, and what is each of them trying to achieve?
• Thinking Mathematically TM2: Mathematical Reasoning: What are the different forms of reasoning available to us? How does exploration and inductive reasoning contrast with deduction and logic? How do external authority and personal experience interplay to form mathematical knowledge? Visit of the Cambridge Department of Pure Mathematics.
• Astronomy and Astrophysics AA2: Cosmic Microwave: Participants learn about Cosmic Microwave Background (CMB) and how it is transforming knowledge of the universe and its origins. 12.30pm · Lunch 4.00pm · Tea 4.30pm ·Plenary Session: Forms of Literary Criticism Dr. Ross Wilson Dr. Wilson opens up the world of literary study at Cambridge and shares key insights from his latest work, Critical Forms, a history of the genres of critical writing. Ross Wilson is a Lecturer in Criticism in the Faculty of English and a Fellow of Trinity College, Cambridge, where he teaches undergraduates and graduates.
He writes on a wide range of topics including the history, theory, and practice of literary criticism, British and European Romanticism, and English poetry from 1750 to the present.
6.30pm · Dinner 7.30pm · Cambridge Shakespeare Festival Performance The group enjoys a Shakespeare play in the picturesque surroundings of a Cambridge college. Cambridge
St Andrews Preliminary Program 8 D A Y 5 9.00am · Study Groups meet • Why History Matters WHM4: History through Literature: This session explores how literary fiction might be used to deepen our understanding of a particular period or issue, looking at contemporary imaginative reconstructions of the past, and at poetry and drama from the past, focusing on the theme of war. • English Literature EL4: Shakespeare in Performance: Teachers attend a Shakespeare play that is part of the annual Cambridge Shakespeare Festival and discuss historicist readings, gender, and Shakespeare as a cultural icon.
• Applying to College AC4: European universities: Methods of application vary across Europe. Today we look at nations such as France and Switzerland, in which students apply to universities directly. How can they be prepared for unique entrance examinations and various levels of language requirements? • Thinking Mathematically TM4:Argumentation:Whatistheinterplaybetweendefinitions, experimental evidence, deductive proofs, and the statements of a formal theorem? How do arguments get challenged, refuted, and proved? What are the differences between problem solving as professional research, and problem solving by students? Visit to the Cambridge Mullard Radio Astronomy Observatory.
• Astronomy and Astrophysics AA4: Exoplanets: The science and techniques behind the search for, and detection of, planets around other stars. 12.30pm · Lunch 2.00pm · Plenary Session: War in the Nazi Imagination Professor Richard Evans Since acting as principal expert witness in the David Irving libel trial,ProfessorEvans’sworkhasdealtwithHolocaustdenialandthe clash of epistemologies when history enters the courtroom. He has published a large-scale history of the Third Reich in three volumes. He has been Editor of the Journal of Contemporary History since 1998 and a judge of the Wolfson Literary Award for History since 1993.
Over the years, his work has won the Wolfson Literary Award forHistory,theWilliamH.WelchMedaloftheAmericanAssociation for the History of Medicine, the Fraenkel Prize in Contemporary History, and the Hamburg Medaille für Kunst und Wissenschaft. His mostrecentbookison1815-1914forthePenguinHistoryofEurope. 4.00pm · Tea 6.30pm · Dinner with Gates Scholars at Peterhouse 7.30pm · Cambridge Music Festival Performance D A Y 6 9.00am · Study Groups meet • Why History Matters WHM5: Forces of Historical Change: An examination of the different ways historians from antiquity to modernity have explained historical change as influenced by humans, and as shaped by environment, climate, and disease.
Visit of the Cambridge Museum of Classical Archaeology. • English Literature EL5: Whose Opinion Matters?: Is the author’s word the last word, and if not what other points of reference do we have as readers? The group considers authority, opinion, and taste. Visit of the G. David Antiquarian Bookshop and The Haunted Bookshop for treasures and hidden Cambridge history. • Applying to College AC5: American Universties: In this session, we discuss the American Common Application system. Is there such a thing as too many applications? How can students’ personal essays be persuasive and compact enough to fit within the word limit? What are the benefits and the disadvantages of the early decision and early action?
• Thinking Mathematically TM5: Rethinking Problem Solving: How can teachers use problems and problem-solving to make math and its sister subjects come alive and seem relevant to students? What resources are available to us? How might technology in the classroom be used to enhance the students’ experience of solving problems in traditional ways? Visit of the Centre for Computing History. • Astronomy and Astrophysics AA5: Galaxies: How are they formed and how do researchers assess and analyze the processes?
12.30pm · Lunch 4.00pm · Tea 4.30pm · Plenary Session: How do Scientists Develop New Medicines Sarah Madden Sarah is a member of a research team that focuses on a class of proteins with very distinctive architectures, known as tandem- repeat proteins.
6.30pm · Dinner 8.00pm · The Cambridge Challenge Alight-heartedtestofintellect,wit,andgeneralknowledge at a local pub Cambridge
9 Preliminary Program D A Y 7 9.00am · Study Groups meet • Why History Matters WHM6: Why History? Reflecting on the week, the group discusses defenses of history both as an enriching intellectual exercise and as a means of helping this latest generation of students to understand their pasts and their presents. • English Literature EL6: Making Literature Come Alive!: The final session explores how we can use our students' personal stories and experiences, our school and local settings, and even props to bring works to life.
• Applying to College AC6: In Conversation: The Study Group considers what skills new undergraduates need most in order successfully to make the leap to university life.
• Thinking Mathematically TM6: Planning Session: With new ideas to consider, as well as new tactics and strategies in mind, participants conclude the Study Group with a planning session to prepare for the new academic year. • Astronomy and Astrophysics AA6: Black Holes and Super Massive Black Holes: Modeling their formation, observing mergers.
2.00pm · Participants’Forum Participants meet to reflect on the week and to discuss ways in which their experiences might influence their classroom teaching and other projects. This is followed by an optional walk to the Grantchester tea rooms. 8.00pm · Reception and Formal Dinner at Peterhouse The group celebrates the conclusion of the seminar with a formal evening. First, a drinks reception in the Peterhouse Fellows' Garden, followed by a final dinner in the atmospheric Combination Room.
D A Y 8 9.00am · Farewell Breakfast and Departure "A well-organized and interesting program to make for an enriching week in an inspiring location.
The organisers and group leaders were enthusiastic and passionate, incredibly generous with their time and expertise, warm and welcoming and genuinely showed an interest in the teachers. I am very keen to attend another one of these programs in the near future." "I would recommend the Oxbridge Teacher Seminars to all educators. The educational opportunities go beyond the classroom, extending into the cultural and social experiences provided by the host city and country." CTS Participants, 2017 Cambridge
T H E C O L L E G E Oxford has hosted a scholarly community for over 900 years, and continues to be one of the world's most important intellectual and cultural centers. Our Teacher Seminar is housed in the beautiful, peaceful setting of Worcester College, near the Ashmolean, Pitt Rivers, and Natural Science Museums, Oxford University Press, and several historic pubs and cafes. The Bodleian Library is within easy walking distance, as is the commercial bustle of Broad and High Streets. Worcester College lies on a site that has been used for academic purposes since the thirteenth century. Originally known as Gloucester College, it was founded in 1283, for the education of Benedictine monks.
Gloucester College was closed- down during the dissolution, in the 1530s, only to re-emerge for a brief period - following Benjamin Woodroffe's effort to transform it into a home for Greek Orthodox students - as Greek College. In 1714 it was re-endowed by SirThomas Cookes asWorcester College. In addition to twenty-six acres of land that include a lake and a park,Worcester is known for buildings designed by renowned 18th - and 19th -century architects, including Henry Keene, Nicholas Hawksmoor, and James Wyatt. These stand alongside substantial medieval remnants of Gloucester College that are still in use today.
Worcester boasts many notable alumni, among them Rupert Murdoch, Emma Watson, and U.S. Supreme Court Justice Elena Kagan. Teacher Seminar participants live in comfortable rooms in the College. The rooms are all en-suite and there is wifi. Meals are taken in the College dining hall. Breakfast is primarily continental, while a variety of entrée options are available at dinner, including vegetarian dishes.
All Souls College, Oxford, and the Hawkesmoor towers that are said to have given rise to the expression "ivory tower." TEACHER SEMINAR July 21 - July 28, 2019 Oxford 10 Oxford Preliminary Program
11 Oxford Study Group Leader: Clive Hurst. Mr. Hurst was Head of Rare Books and Printed Ephemera at the Bodleian Library, University of Oxford, until he retired in 2014. For over 20 years he was in charge of the second largest collection of rare books and the largest collection of ephemera in the United Kingdom. His special expertise is in early printing, Italian books, book-bindings, and children’s literature.
He is a member of the university’s English Faculty, and regularly teaches a paleography course to graduate students. His main literary interests are the novels of Henry James, Joseph Conrad, and especially Charles Dickens. The last was the subject of Mr. Hurst’s final major exhibition at the Bodleian, celebrating the writer’s 200th anniversary in 2012, which made extensive use of the library’s ephemera. He is the co-author of The Curious World of Dickens (2013). Oxford Teacher Seminar participants enjoy life in a traditional Oxford college and a meeting of minds with leading academics and educators from the University.
At the heart of the Seminar are Study Groups, each with a different focus, offering detailed discussion and exploration of a special subject. Each morning these groups meet individually to discuss a series of topics. These sessions are complemented in the afternoons by a plenary program of speakers, workshops, outings, and events. Teachers select one Study Group for the duration of the week and participate in every plenary session.
Teacher Seminar participants select the Study Group that they would like to join on the Application Form at the back of this brochure. In advance of the summer, Study Group leaders recommend optional preparatory reading for all participants. We also ask participants to bring their own proposed topics for discussion, specific to their Study Group. The Study Groups available in summer 2019 are as follows (descriptions are provisional but indicative): II. THE LIBRARY AND THE ACADEMY Librariesareattheveryheartofeveryeducationalinstitution, from the smallest school to Oxford University. Designed for librarians and others with an interest in how libraries contributetotheintellectualandculturallifeoftheacademy, this Study Group draws on the resources of the more than 60 libraries that constitute the Oxford University library system.
Because of the great wealth and antiquity of library resources in Oxford, participants have the opportunity to visit medieval libraries that have chained books, see exhibits drawn from rare collections, and visit the Bodleian Library, looking at it not only historically but in relation to a wide range of current issues. Participants meet experts from several fields of library science and archive management. I. LITERATURE AND THE FANTASTIC This course focuses on the works of six of the most prominent children’s fantasy authors of the past 150 years. Four of these (Lewis Carroll, C. S. Lewis, J.
R. R. Tolkien, and Philip Pullman) were or are Oxford-based; particular attention will be paid to their biographies and their interactions with the University and Oxford town life. Each seminar will cover both a special author whose work will be featured, and an investigative topic designed to focus the discussion around issues relevant to both readers and teachers of fantasy literature. In addition to learning about the history and background of these canonical texts, seminar participants will be encouraged to develop new and imaginative ways of teaching them. T H E S E M I N A R Study Group Leader and Seminar Director: Dr.
Matthew Kerr. Formerly a departmental Lecturer in English at the University of Oxford, Dr. Kerr is currently working as a Lecturer in Southampton while completing a book about the sea in 19th-century literature. His research interests include the Victorian novel – especially the novels of Dickens, Conrad, and Frederick Marryat – and the history of emotions. He has taught and lectured on a wide range of subjects, including film adaptation and Victorian children’s literature. Dr. Kerr’s latest project focuses on John Stuart Mill’s private library. He completed his doctorate in English Literature at Trinity College, Oxford, where he was a Clarendon Scholar.
Prior to taking up his Lectureship he taught at a number of Oxford colleges, including Magdalen, Keble, and Christ Church, and at the University of Lincoln. Preliminary Program
12 V. LEADERSHIP CHALLENGES IN CONTEMPORARY EDUCATION This Study Group is intended for emerging leaders within schools. Led by an experienced school head, the Group will focus on a selection of key issues that every school leader must face today, such as curriculum reform, the uses and abuses of technology, the pros and cons of parental engagement, faculty retention and development, socioeconomic inequality, academic versus extracurricular balance, and relations with the broader community. Alongside, the Study Group will tackle daily case studies and crisis management scenarios that arise over the course of a school year and collaborate to work out possible responses.
III. SHAKESPEARE IN HISTORY Focused on the most influential poet and playwright in western civilization, this Study Group examines Shakespeare’s works, popularity, and literary legacy. Looking beyond his life, contemporary depictions, and immediate reception, participants go on to study his sources, his collaborators, and his influence. They explore how plays have been revised and re-written over the centuries, according to popular taste and political will, as well as how selected plays have been adapted for television and film, as specialist performances and Hollywood blockbusters. The Study Group also looks at how Shakespeare can be taught in the classroom through performance.
IV. THE BOUNDARIES OF SCIENTIFIC KNOWLEDGE This group explores how cutting-edge areas of scientific research can be innovatively integrated into classroom teaching at the secondary level, in the arts and humanities as well as the sciences. Teachers engage with key topics, including astrophysics and cosmology, chaos theory, deep sea exploration, nature and the environment, the human brain, and medicine. In their intellectual, cultural, historical, literary, and imaginative contexts, teachers explore the “hard science” of human progress. The Boundaries of Scientific Knowledge provides a wealth of engaging and illuminating ideas for classroom teaching.
On the following pages, the Oxford Teacher Seminar’s provisional schedule provides an idea of how Study Groups blend with the plenary program. It is representative but not exact, and is subject to change. Study Group Leader: John Allman. The Head of School atTrinity School in New York, a K-12 coeducational day school serving almost 1000 students on the Upper West Side of Manhattan, Mr. Allman began his career teaching English at his alma mater, the Lovett School, in Atlanta, Georgia. Following graduate studies, he taught at St. Mark’s School of Texas, in Dallas, becoming chair of its English Department in 1990.
In 1994 he returned to the Lovett School as principal of the Upper School. He was appointed headmaster at St. John’s School in Houston in 1998, where he served for eleven years, before his appointment to Trinity in 2009. Study Group Leader: Dr.TimSmith-Laing.AwriterandcriticbasedinLondon, Dr. Smith-Laing completed his doctorate at Merton College, Oxford, with a thesis on the interpretation of Greek mythology in European literature, paying special attention to the mythographical backgrounds of Boccaccio, Chaucer, and Shakespeare. He was a lecturer in English literature at Jesus College, Oxford, and taught at Sciences Po, in Paris, before deciding to concentrate on writing and journalism.
Examining subjects as diverse as early modern philosophy, internet addiction, and Hieronymus Bosch, he is a book critic for The Telegraph, a contributor to Frieze, Apollo: The International Art Magazine, and The Literary Review. He is currently working on a cultural history of chance, Fortuna: The Lives of Lady Luck from Ancient Athens to Quantum Physics.
Study Group Leader: Dr. Joanna Bagniewska. A zoologist with a doctorate from Oxford, Dr. Bagniewska specializes in the overlap between zoology and technology. Her research at Oxford University’s Wildlife Conservation Research Unit focused on using biotelemetric methods to examine the behavior of semi-aquatic animals. Her academic interests include behavioral ecology and conservation biology. Currently a Teaching Fellow at the University of Reading, Dr. Bagniewska has also held appointments at Nottingham Trent University and Oxford. She has worked on a number of species, ranging from wombats and wallabies to mole-rats and jackals.
Oxford Preliminary Program
• The Boundaries of Scientific Knowledge SK1: Muss es Sein, Epigraph to a String Quartet: Guided by an Oxford physicist, participants refresh their theoretical physics with a quick review of the fundamental questions. What is string theory and how does it fit into this scheme? What is stringy mathematics? • Leadership Challenges in Contemporary Education CE1: Setting a Vision: Building a successful school and making leadership work at every level, a personal view. 11.30am · At the close of each Study Group meeting, teachers visit specific locations around Oxford connected with the morning’s subject.
12.30pm · Lunch 2.00pm · Plenary Session: Why Literature Matters: How Poets Helped to End Slavery Prof.JamesBasker A former Rhodes Scholar, Professor Basker discusses therelationshipofliteraturetohistoryintheabolition campaign, drawing upon his own Amazing Grace (2002) and American Antislavery Writings (2012). "Please continue the Oxbridge mission to stimulate and nurture educators' intellects rather than require them to focus on educational trends and produce lesson plans. The content of the instruction and the rich setting will naturally and organically be shared and communicated with students." 2017 OTS Attendee.
D A Y 1 4.00pm · Welcome to Worcester College Dr. Matthew Kerr Dr. Kerr greets participants in Worcester College and outlines the program.
5.00pm · Plenary Session: An Introductory Walking Tour of Oxford Mr. Konrad Chatterjee Mr. Chatterjee explains some of the history of Worcester College and the University of Oxford, as well as of the College system that gives the University its character. A short tour orients new arrivals as they explore the grounds of the college and their immediate surroundings, which include the Ashmolean, the Playhouse, St Giles, and Cornmarket. 6.30pm · Dinner at Worcester College Dinner is served in the Worcester College dining hall. Before dinner, teachers gather for drinks. 8.00pm · Social Outing Optional local walking tour to see Oxford at dusk, with choice of a concert or conversation in a local pub.
D A Y 2 9.00am · Study Groups meet Under the guidance of the Study Group leader, each group meets every day to cover a number of specific topics: • Literature and the Fantastic LF1: Defining Fantasy: Participants examine Lewis Carroll’s Alice’s Adventures in Wonderland and Through the Looking- Glass in an effort to reach a preliminary definition of the genre. The session includes a field trip to Christ Church College to explore the surroundings that inspired Carroll’s tales.
• The Library and the Academy LA1: The Role of the Library: In this opening session, participants discuss the role of the library in universities and schools across the world, and its place in 21st -century society in general. The discussion will be followed by a tour of the world-famous Bodleian Library. • Shakespeare in History SH1: Shakespearean Biography: Issues surrounding Shakespeare’s life; religious beliefs; sexuality; images of Shakespeare, from the First Folio onwards; competing depictions of the playwright.
One of Oxford's many ghoulish gargoyles looks down on proceedings.
Oxford 13 Preliminary Program
14 4.00pm · Tea 4.30pm · Plenary Session: Edward Lear's Feelings Dr. Jasmine Jagger Jasmine Jagger is a Lecturer at St Edmund Hall and Postdoctoral Research Assistant at the Faculty of English, working on a project entitled 'Knowing Edward Lear', in cooperation with Harvard, The Tennyson Society, Tennyson Research Centre, Oxford, and the BBC. She specialises in Victorian manuscript study, the poetry and poetics of the 19th and 20th centuries, children's literature, nonsense, the medical humanities, and literature and visual culture.
6.30pm · Dinner in Hall 7.30pm · Optional outing: Concert, recital, or play Participants pick a performance from the vast array on offer every night in Oxford.
D A Y 3 9.00am · Study Groups meet • Literature and the Fantastic LF2: Of This And Other Worlds: A close analysis of Tolkien’s world-building in The Lord of the Rings. How does he use geography to create an immersive fantasy landscape? How does he populate an entire society? And how can we contextualize his epic against the background of the Great War? The session concludes with a trip to Merton College, Tolkien’s alma mater.
• The Library and the Academy LA2: The Classic Oxford College Library: Oxford has many great libraries besides the Bodleian, particularly those of the colleges which make up the University. Participants visit Trinity College, and learn how its library has been an integral part of its teaching since its foundation. What lessons can be learned from its management, and how universal are they? • Shakespeare in History SH2: Shakespeare in Context: How much does historical context matter to critical readings of Shakespeare? How can a detailed understanding of the circumstances in which his plays were written improve our knowledge of them, and vice versa?
• The Boundaries of Scientific Knowledge SK2: Exploring and Teaching Interdisciplinarity: Participants examine the importance of interdisciplinarity in modern scientific experimentation, teaching, and research. To what extent can all areas of scientific inquiry be said to stand together? • Leadership Challenges in Contemporary Education CE2: Deploying Technology: From the blackboard to the iPad, technology old and new. A history of tools used by pedagogues; the challenges and opportunities offered by new and emerging technologies; and the prospect of ever more Web-based learning.
Oxford 12.30pm · Lunch 2.00pm · Plenary Session: A Tour of Christ Church Library Dr.
David Rundle An authority on Oxford Libraries and on Medieval and Early Modern book collecting, Dr. Rundle gives an insider’s tour of this magnificent library, looking at its historic, institutional, and architectural setting. 4.00pm · Tea 4.30pm · Plenary Session: Round-table discussion with Rhodes Scholars at Oxford Each year, Oxbridge Academic Programs employs a large number of Rhodes Scholars - more than any other organization in the world - as teachers on our student programs. They study and teach at Oxford University as members of individual colleges and in a wide variety of departments.
They talk to participants about intellectual life at Oxford.
6.30pm · Dinner D A Y 4 9.00am · Study Groups meet • Literature and the Fantastic LF3: C. S. Lewis and Politics: With particular attention paid to The Chronicles of Narnia, how does Lewis make use of medievalism, Christianity, and Oxford itself as generic markers? How has contemporary scholarship tackled issues of gender and race in his writing? • The Library and the Academy LA3: Children’s Literature and the Next Generation of Readers: What place do books have in children’s lives in the 21st century? To help answer this question, participants explore some of the earliest printed books in the Bodleian’s collection, and the world famous Opie Collection of Children’s Literature.
• Shakespeare in History SH3:TheBard’sPrecursors:HowwasShakespeareinfluenced by other writers, such as Chaucer, Gower, and Lydgate? What impact did traditions of popular and courtly entertainments have on his writing? And how accurate a depiction of the Middle Ages do his plays provide? • The Boundaries of Scientific Knowledge SK3: Can stem cells mend a broken heart? What happens in a heart attack? What types of stem cells are there? • Leadership Challenges in Contemporary Education CE3:ComparativeandInternationalEducation;Curriculum reform: Do they really do things better abroad? Can we learn from comparative educational studies? Balancing learning: are our schools too academic or do we care too much about extra-curriculars?