2020 Courses & Workshops
The NH Summer Literacy Institutes consist of graduate-level courses offered for one (2.0 credits) or two weeks (4.0 credits), as well as non-credit workshops. Classes are scheduled Monday through Friday, 8:15 a.m.-2:15 p.m., except where noted.
Undergraduates who receive their bachelor’s degree in May 2020 are eligible to attend in July. Permission is required. You can register for a course or a workshop or both, but auditing privileges will not be allowed.
Contact us at (603) 862-1168 or firstname.lastname@example.org.
Secure your spot in credit courses by filling out our reservation form. Contact email@example.com for additional information.
CoVID 19 Update: All Summer 2020 courses will be held online only.
Online Courses Offered for Graduate Credit
ENGL 922 (1ON) (2.0 credits)
July 20–July 24, Monday - Friday, 8:15 a.m. - 2:30 p.m.
Description: This course includes a series of directed readings, developed by the individual participant with the Director of the NH Literacy Institutes; it is tailored to meet the individual participants' needs for their own goals, school, classrooms, and students. Assignments include regular writing, independently developed projects, and meetings. Please contact Christina Ortmeier-Hooper at firstname.lastname@example.org to discuss your options. After you have discussed your options with the Director, you must contact Carolyn Prien at email@example.com to register. Spaces are limited.
ENGL 920 (1ON) (2.0 credits)
June 29–July 6 (1 week) Monday–Friday, 8:15 a. m.–3:30 p.m.
*No class Friday, July 3 in observance of the July 4th holiday
Description: Teachers make thousands of decisions a day. But what guides those decisions? What is our process as decision-makers? As teachers of reading, it is critical that we examine our processes so we can teach responsively and inclusively, responding to what students show us they need and who they show us they are. How might we strengthen our ability to see clearly when making decisions about structures, schedules, groupings, texts, materials, language, and modalities? In this course, we will have the opportunity to stop time—to magnify the moments between observation and action, between planning and teaching. We will metacognitively explore the factors that influence our decision-making as teachers of reading, for better or for worse, such as our own educational experience, personal belief systems, biases, mandated curriculum materials, institutional systems, initiatives, and more.
- use reading, writing, and conversation to think through a number of decision-making areas in our teaching
- build a deeper understanding of both the strengths and struggles in our decision-making processes
- draft a reading autobiography that includes a set of belief statements for teaching reading
- choose an area of teaching reading to closely examine, creating a plan to reach more students and make change.
Instructor: Jaclyn Karabinas is an energetic, creative educator who was a classroom teacher until 2014. Now an independent consultant and instructional coach, she is passionate about mixing and matching skill sets from the worlds of educational technology integration, arts integration, and progressive literacy instruction. She holds a Master’s Degree in Arts Integration in Curriculum & Instruction, is a Google for Education Certified Trainer, Heinemann Professional Development Online PD consultant, and UNH Learning through Teaching adjunct.
ENGL 911 (1ON) (4.0 credits)
July 6–17 (2 weeks), Monday–Friday, 8:15 a. m.–2:30 p.m.
"Today the red pencil does more than beg for my hand. It makes me a promise. It tells me to try."
~The Red Pencil by Andrea Davis Pinkney
What happens when space is provided in the simple concrete vehicle of The Notebook; a sacred, low-stakes space for students and teachers to discover, tinker, wonder, play, create and revise: with time devoted to metacognitive thinking, ideas, and mind moves?
Notebooks provide a space where the learner comes first;. Blank notebooks, no lines, no step by step, no how to instructions asks learners to forget everything they know about school in an effort to dig more deeply to generate and express a personal confluence of thoughts, ideas, inspirations, questions and place in this world. In this course we will explore the role of notebooks in a workshop and how they are a catalyst for engagement, autonomy and identity work. We will:
- Write daily and share in small groups. (The New Hampshire Writing Program is founded on the belief that this kind of engagement with writing provides insights that can be gained in no other way.)
- Read from a variety of experts and scholars and respond.
- Explore multi-modes of expression including: collage, paint, sketch and photography to inspire, influence and intensify our writing explorations.
- Develop a piece of writing to be shared on the last day of class.
“Standing on the shoulders of giants”, Newkirk, Graves, Murray etc. we will further develop our teaching pedagogies, moving from the notebook to the development of a writing piece. In finding our stories and shoring up our guiding principles we will discover our own songs, working in harmony or disharmony: a beautiful cacophony of empowered voices ready to be heard. (Open to all: notebooks 1 and 2 NOT a prerequisite)
Instructor: Tomasen M. Carey is a Senior Lecturer in the English Department at the University of New Hampshire where she is the Field Coordinator of the Learning Through Teaching Program and Director of UNH Writers Academy for youth. She is the voice behind the blog, Conversation Education (conversationeducation.com) where she shares resources, questions the current state of education, and reflects on her work and her own literary life.
ENGL 919 (1ON) (2.0 credits)
July 6–10 (1 week), Monday–Friday, 8:15 a. m.–2:30 p.m.
Description: If a writing workshop is going to truly thrive, students need to be part of a trusting community of writers. They need to be able to share personal writing, knowing they’ll be respected. They need to ask for, and receive, help from others. They need to feel safe enough to be vulnerable and take risks. As teachers, our primary job at the beginning of the school year is to help pull together a new group of students into a cohesive and supportive group. That’s what this active and interactive weeklong course is all about!
In this course, you will…
- Explore key routines to set up so that students can function independently during writing time
- Examine key social and emotional skills to teach to students so they can confer effectively, embrace a growth mindset, manage anxiety about writing, persist through challenges, and more
- Learn how to promote emotional safety through developing collaborative norms, using kind and supportive language, and implementing other key discipline strategies
- Learn about and share practical strategies for helping students get to know each other and learn to trust each other early in the year • Consider how this work in the first few weeks is just the beginning of a year-long endeavor to create a vibrant community of writers
Instructor: Mike Anderson has been an educator for more than 20 years. An elementary public school teacher for 15 years, he has also taught preschool and university graduate level classes. In 2004, Mike was awarded a national Milken Educator Award, and in 2005 he was a finalist for NH Teacher of the Year. He also spent many years as a presenter, consultant, author, and developer for Northeast Foundation for Children, a nonprofit organization dedicated to creating safe, joyful, and challenging classrooms through the Responsive Classroom approach to teaching. Mike is the author of many books about great teaching and learning including "The First Six Weeks of School," 2nd Edition (CRS, 2015) and "The Well-Balanced Teacher" (ASCD, 2010).
ENGL 920 (2ON) (2.0 credits)
July 27–31 (1 week), Monday–Friday, 8:15 a. m.–2:30 p.m.
This course can be used toward the Digital Literacy Strand in the MST program.
Description: Throughout this course, we will reflect on our assumptions about what writing “is” and will explore a variety of ways that we might broaden our ideas about writing in order to honor the wide range of compositional choices that students in grades K-8 might make, including those who are linguistically diverse. We will also dive into some new compositional waters ourselves and will use these experiences to reflect on how we might revise our practice to make writing more meaningful, authentic, engaging, and culturally responsive for our students. Come ready to play, reflect, and renew your vision of what writing workshop can offer both you and your students!
Instructors: Shawna Coppola with Tracey Flores, Guest Keynote
Shawna Coppola has been a public school educator for over twenty years and is grateful for the lessons she learns from her students and her colleagues. She teaches seminars through the University of New Hampshire’s Professional Development & Training program and is a sought-after speaker and consultant with The Educator Collaborative, a K-12 literacy think tank & professional development organization. She has written two books about writing for teachers, Renew! Become a Better--and More Authentic--Writing Teacher (2017) and Writing, Redefined: Broadening Our Ideas of What It Means to Compose (2019), both from Stenhouse Publishers.
Tracey T. Flores is an assistant professor of language and literacy in the Department of Curriculum and Instruction at the University of Texas at Austin. She is a former English Language Arts (ELA) teacher, working for eight years alongside culturally and lingustically diverse students and families in schools throughout Glendale and Phoenix, Arizona. Her research interests include Latina girls' language and literacy practices, family and community literacies and the writing instruction and development of Latina youth.
Over the past 20 years, an increasing body of research has shown that connection to nature is essential for children, delivering academic, emotional and physical benefits. Yet most of school happens inside. This 3-day workshop is designed to explore how nature connection can enrich students’ reading, writing, problem-solving, collaboration, and self-direction. The world will become our classroom as we head outside to observe, question, draw, research, and write. As we practice the art of awareness and increase our nature literacy, we will also conduct a conversation about the best ways to use nature-based learning methods in classrooms from kindergarten to college. Along the way, we will consider questions like these:
- How can I ensure that outdoor activities are organized and safe for my students and manageable for me?
- How can I design outdoor activities that inspire deep inquiry, real-world research and powerful writing?
- How can I connect nature-based learning to challenging texts?
- How can I get my students away from their phones long enough to connect with the world?
Our goals will be to use nature-based learning as an avenue to powerful writing, critical thinking, effective teaching, joyful exploration, lively curiosity, playfulness, and connection with others.
Pricing: Early Bird Rate: $620 ends March 30th | Regular Rate: $650
Group Rate: $600 (three or more registered together)
Instructor: Kate Gardoqui has worked in public middle and high schools in New Mexico, Philadelphia, New Hampshire and most recently at Noble High School in North Berwick, Maine. She was awarded the 2007 Bob Costas Grant for the Teaching of Writing, was a state finalist for the 2011 Maine Teacher of the Year Award, and was named the University of New Hampshire Teacher Mentor of the Year in 2014. She is a co-founder of White Pine Programs, a southern Maine organization that offers nature-based learning to children and adults, and at Noble High School she taught an experiential, nature-based English class designed to appeal to struggling or at-risk students. She works as a school and instructional coach for Great Schools Partnership.
Description: The students in the classrooms of today are digital natives. They have never have experienced life without computers, cell phones, and hand-held game devices. Given that reality, we need to start teaching students that digital citizenship is part of our everyday citizenship.
In this 3-day workshop, we will discuss how technology is used in the classroom and in the daily lives of our students. Through hands-on activities and lesson plans, we will develop new strategies for helping students become more mindful and see themselves as active, responsible citizens in their use of technology.
Pricing: Early Bird Rate: $620 ends March 30th | Regular Rate: $650
Group Rate: $600 (three or more registered together)
Instructor: Jessica Payeur is an experienced middle school science teacher with a passion for technology integration and collaboration. After twenty years in the classroom, she went back to school to become a Librarian. Jessica holds a Master’s Degree in Education with Certification in Library Media Studies and Technology Integration. She has also taught workshops at many conferences including the Christa McAuliffe Technology Conference, New England League of Middle Schools, and National Science Teachers Association to name a few. Jessica is also published with “Knowledge Quest” the journal of the American Association of School Librarians. She has been employed with the Londonderry School District for the last thirteen years.
*Due to CoVID 19, housing and dining is not available for Summer 2020
Housing, Dining and Parking
UNH Transportation Office (603) 862-1010
A valid permit must be displayed in your vehicle to park on campus. Resident permits (those
staying in a campus residence hall) and commuter permits can be purchased online usually in
May. Pay & Park kiosks are available at the following visitor lots: Sage Way, Edgewood Road,
and Campus Crossing at Mill Road.
Summer housing on campus and dining services are available to all participants. The air
conditioned rooms will include linen. Facilities offer the following amenities: secure Wi-
Fi, laundry, vending, and elevators. Each area features multiple lounges and a shared kitchen
on the first level.