Summer Literacy Institutes

Summer Institute participant

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 nhliteracy.institute@unh.edu.

Summer Schedule
Keynote Speakers

Secure your spot in credit courses by filling out our reservation form. Registration through the UNH registrar’s office will begin March 23. Contact nhliteracy.institute@unh.edu for additional information.

Reserve your spot

Non-credit workshop registration links are included in each course description.

Courses Offered for Graduate Credit

ENGL 922.04  variable credit (1 to 6) for MST students
June 29–July 31, Time Varies, By Appointment

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 nhliteracy.director@unh.edu to discuss your options.  After you have discussed your options with the Director, you must contact Carolyn Prien at nhliteracy.institute@unh.edu to register.  Spaces are limited.

 ENGL 922.01 (4.0 credits)
June 29–July 10, Monday–Friday, 8:15 a. m.–2:30 p.m.
*No class Friday, July 3 in observance of the July 4th holiday

Description: In this course for secondary and college-level teachers, we will consider the interplay between storytelling, literature, and social studies amid the expansion of digital archival collections and the canon. A few key questions shape this course: What are the stories of freedom that we ought to share? How can we work with our students and help them develop digital competencies in research, reading, and analysis? How might such teaching methods enrich our reading and interpretation of diverse perspectives in American literature, history, and culture? To answer these questions, we will take the exciting and powerful historical fiction novel, Yaa Gyasi’s Homegoing (2016), as our case study. During our time together, we will explore, read, and discuss. We will work with guest speakers and develop curricula for incorporating African American literature and digital archives into our classrooms. We will also reflect on the role that archives may play in how our students understand personal, local, and national stories. By the end of this course, participants will be equipped with a suite of activities for incorporating archival materials in teaching literature as well as knowledge of new, diverse, and understudied works in American literature and history.

Kabria Baumgartner

Instructor: Kabria Baumgartner teaches early African American culture and literature at the University of New Hampshire Durham. Her book, In Pursuit of Knowledge: Black Women and Educational Activism in Antebellum America (New York University Press, 2019), tells the story of African American girls and women who fought to desegregate schools in the nineteenth-century Northeast. She has earned awards to support her work, including fellowships from the National Academy of Education. Her writing has appeared in the Journal of Social History, the New England Quarterly, and, most recently, the History of Education Quarterly. .

ENGL 920.01 (2.0 credits)
June 29–July 2 (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.

Participants will:

  • 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.
Jaclyn Karabinas

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 920.02 (2.0 credits)
July 6–10 (1 week) Monday–Friday, 8:15 a. m.–2:30 p.m.

Description: In my teaching I have discovered that digging deeply into short pieces of writing, especially poetry, for its intentional word choice, strategic organization, extraordinary imagery, and layers of feelings, helps students look for and notice similar techniques and connections in their own expansive interactions with all kinds of reading. Using the idea of Heart Maps from Georgia Heard, I created a way (Heart Books) for students to use these personal maps to guide their reading, as well as their writing. The reading, collecting, illustrating and talking about an unusually large number of poems helped them deepen their understanding of so many other texts. In this course, we will read classic and contemporary poets, discover what we notice about the writing, write out what these poems mean to us, illustrate (through a variety of art techniques) the visuals that come to mind as we read, and research each poet’s thinking about writing, reading, and poetry. Each participant will craft his or her own Heart Book to inspire and deepen his or her own (and your students’) reading (and writing).

Linda Rief

Instructor: Linda Rief (See Keynote Speakers). Linda left the classroom (reluctantly) last June after 40 years with eighth graders. She misses their energy, their curiosity, and their desire to read and write. She has file folders filled with the thinking of these adolescents and will continue to share all she has learned from them through writing and speaking. Her latest books are The Quickwrite Handbook and Read Write Teach, both published through Heinemann.

 

 ENGL 911.01 (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)

 

Tomasen Carey

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 920.03 (4.0 credits)
July 20–31 (2 weeks), Monday–Friday, 8:15 a. m.–2:15 p.m.

Description: Barack Obama believed that the most important things he’d learned in life came from reading. “It has to do with empathy,” he said. “It has to do with being comfortable with the notion that the world is complicated and full of grays. . . and that it’s possible to connect with someone else even though they’re very different than you.” In this two-week course we’ll explore how to teach reading in ways that allow students to reap the same kind of benefits and insights Obama spoke of, while simultaneously nurturing our own lives as readers.

As readers first, we’ll authentically engage with texts to consider how they might inform our understanding of ourselves, others and the world we live in. Then as teachers of reading, we’ll explore the implications of those meaningful experiences for the classroom by looking at:

  • how to create and facilitate opportunities for students to read closely and think deeply with a minimum of scaffolding;
  • how to use questions, talk, and responsive feedback to support students’ creative and critical thinking and feelings in whole class, small group and individual conference settings
  • how to invite students to write about their reading in meaningful, insightful and non-formulaic ways.

Instructor: Vicki Vinton (See Keynote Speakers)

ENGL 920.04 (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: What does it mean to “write”? How might we define the act of composing? 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. 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.

Shawna Coppola

Instructor: 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.

ENGL 919.01 (2.0 credits)
July 27–31 (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

Mike Anderson

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).

Non-Credit Workshops

July 13–15, Monday–Wednesday, 8:15 a.m.–2:15 p.m.
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)

Register

Kate Gardoqui

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.

July 14–16, Tuesday–Thursday, 8:15 a.m.–2:15 p.m.
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.

Jessica Payeur

Pricing:  Early Bird Rate: $620 ends March 30th  |  Regular Rate: $650
Group Rate: $600  (three or more registered together)

Register

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.

July 22–24, Wednesday–Friday, 8:15 a.m.–2:15 p.m.

Description:  This workshop is for: building administrators, central office administrators, literacy coaches, department chairs, curriculum and instruction supervisors, as well as teachers interested in leadership roles.

How can leaders most effectively initiate, implement, and integrate new directions in a building or a school system? We have answers. In this three-day institute, you will practice the moves which breakthrough traditional leadership structures to improve teaching and learning in K-12 schools. We will demonstrate how schools are disrupting patterns of disengagement in both teachers and students to develop healthy systems of site-based, differentiated professional development. You will learn to shift your focus from curriculum to instruction, where the work to engage and empower students happens. You will understand practices that impact inclusion, equity, and integrated instruction. You will practice what you must model for teachers in order to encourage risk-taking, effective unit design, and informative assessments of learning. You will learn the conferring moves, the regular feedback, and the communication that binds teachers together as a force for change. You will leave this institute with practical plans for the new school year as well as deep connections to a network of leaders you can draw on for support.

Pricing:  Early Bird Rate: $620 ends March 30th  |  Regular Rate: $650
Group Rate: $600  (three or more registered together)

Register

Penny Kittle
Elaine Millen

Co-Instructors:  Penny Kittle and Elaine Millen have been thinking partners in the work of transforming schools for the last 10 years. They are relentlessly passionate about teaching and learning. They have worked with leaders both locally and across the globe on the moves that will be shared in this workshop. Penny Kittle teaches freshman composition at Plymouth State University in New Hampshire. She has taught at UNH’s Summer Literacy Institutes for a decade. She is the co-author of 180 Days with Kelly Gallagher, and is the author of Book Love, and Write Beside Them, which won the James Britton award. She received NCTE’s Exemplary Leader Award from the Conference on English Leadership. Elaine Millen has been a teacher for more years than she would like to admit. As an educational leader, she has experience both at the school and central office levels and has written on topics about breakthrough leadership, engaging teachers as lifelong learners, and instructional coaching. She was part of the Northeast Regional Laboratory at Brown University, the Coalition of the Essential Schools and was a consultant to the National Secondary Reform Project. She is passionate about her present work which focuses on working with school and district leaders.

Two-day workshop, July 20–21, Monday–Tuesday, 8:15 a.m.–2:30 p.m.
Can be taken for graduate credit

Description: In this workshop, we will consider how teachers can employ the skills of researchers to learn more about their students and their curricular outcomes. Teachers will learn how to develop research questions, research methods, collect data, begin analysis, and write report based on their findings. Teachers interested in taking this workshop, along with the Leader’s Playbook (above), for graduate credit hours should contact nhliteracy.director@unh.edu. Instructor: Christina Ortmeier-Hooper is a facilitator for the School-University Dialogues research initiative and the Director of the NH Literacy Institutes. She regularly teaches research methods courses for teachers and graduate students at the University of New Hampshire.

Christina Ortmeier-Hooper

Instructor: Christina Ortmeier-Hooper is a facilitator for the School-University Dialogues research initiative and the Director of the NH Literacy Institutes. She regularly teaches research methods courses for teachers and graduate students at the University of New Hampshire.

Housing, Dining and Parking

Housing and Dining reservation form 
Registration and payment must be submitted by June 5, 2020

UNH Conference Office  (603) 862-1900
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.  

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.
 

NH Literacy Faculty participant in the classroom

 

NH Literacy Summer Institute participants in the classroom

 

NH Literacy Institutes faculty participant in the classroom