Profiles of CCT Teachers and Advisors
Core faculty, Science in a Changing World track faculty, Program Assistants, Part-time faculty, and Associates from other Departments are important members of the CCT Community. Here are their profiles, contact info, office hours, and links to syllabi.
Core faculty
Lawrence Blum (Professor of Philosophy and Distinguished Professor of
Liberal Arts and Education) has written two books in moral philosophy
(Friendship, Altruism, and Morality; and Moral Perception and
Particularity), dealing with issues of compassion, friendship, moral
motivation, moral development, community, and morality during the Holocaust.
Currently he works in race studies and multicultural education, especially the
moral dimension of those areas, and is the author of the prize-winning 2002 book, "I'm Not a Racist, But...": The Moral Quandary of Race.
Larry teaches "Issues and Controversies in Antiracist and Multicultural
Education" (CCT 627) and has given workshops on antiracist education to
K-12 teachers in a variety of settings.
CV
Phone: 617-287-6532
Email: lawrence.blum at umb.edu
Office: W-5-012
Office hours:
CCT courses (with links to syllabi): CCT 627
Nina Greenwald (Senior Lecturer, CCT Program) is an educational
consultant, national teacher trainer and keynote speaker with
specializations in critical and creative thinking, problem-based learning,
multiple intelligences, and gifted education. An elected member of the
Danforth Associates of New England, an organization of selected higher
education faculty distinguished for excellence in teaching, she has taught
courses in creative thinking, critical thinking, and humor for the program
for over a decade. Her publications include articles on teaching thinking and
problem-based learning (PBL), teaching gifted children, and teaching
thinking through multiple intelligences. She is former director of K-8
programs to develop critical and creative thinking for a Massachusetts
educational collaborative, and an advisor to the exhibits department of the
Museum of Science, Boston, on the development of innovative exhibits that
engage visitors in thinking and problem solving. Nina is a founding member
and past president of The Massachusetts Association for Advancement of
Individual Potential (MA/AIP), an advocacy organization in behalf of gifted
education.
Her published articles include instructional models for teaching thinking
and curriculum for gifted students. Curriculum publications include those
which promote thinking and problem solving in science for the Massachusetts
Society for Medical Research, The National Institute of Health, The
American Medical Association,The New England Aquarium, and NOVA. She is
co-author of a chapter on cultural impediments to creative development in
Fostering Creativity in Children, Allyn and Bacon, 2001. Her book, Science
in Progress, containing authentic issues and dilemmas in biomedical
science, and a PBL model for guiding students in the use of this material,
has been adopted by the Pennsylvania State Department of Education as a
basis for promoting instructional reforms in science education. Currently,
she is collaborating on a new book focused on concept-based teaching of
biology with two colleagues from the University of Wisconsin, Madison.
CV
Phone: 617-287-6523
Email: nlgreenwald at Comcast.net
Office: W-2-142-03
Office Hours: Tuesdays 1:30-3:30 (when teaching)
CCT courses (with links to syllabi): CCT602
Arthur Millman (Associate Professor of
Philosophy) teaches in the
Philosophy Department as well as in the CCT Program. For CCT, he
regularly
teaches "Critical Thinking" (CCT 601) as well as "Foundations of
Philosophical
Thought" (Phil 501). He is in the process of developing a new course
that explores recent developments and controversies and relates critical
and
creative thinking to applied and professional ethics. Arthur's
research is in
both the philosophy of science and applied ethics, and he has worked to
help
students with the integration and application of critical and creative
thinking
in a wide range of areas including elementary and secondary education
and
business.
CV
Phone: 617-287-6538
Email: arthur.millman at umb.edu
Office: W-5-020
Office hours
CCT courses (with links to syllabi): Phil 501, | CCT601, | CCT694
Carol Smith (Professor of Psychology)
I joined the Critical and Creative Thinking Program in 1980, when I was
hired as an assistant professor in Psychology who would participate in
the CCT program. Over the years, I have taught several courses in CCT:
Advanced Cognitive Psychology (Psych 550/CCT651) a required course in
the CCT Program; Children and Science course (CCT 652) a specialty
course in the science track of CCT, and the Seminar on Scientific
thinking (another specialty course in the science track of CCT co-taught
in the past with Prof. Arthur Millman in the Philosophy Department.)
My research focuses on characterizing student intuitive theories (in
particular, student matter theories and epistemologies of science) and
understanding the dynamics of conceptual change both in children and
adults. My research with children has examined the role of models,
analogies, and metaconceptual understanding in facilitating the process
of conceptual change within schooling contexts as well as the general
impact of schooling on metacognitive development. I have also
collaborated with Arthur Millman in the Philosophy Department in doing a
case study of the reasoning processes used by Darwin in the development
of his theory of natural selection, based on an analysis of his
scientific notebooks.
Most recently, I have worked on several teams (sponsored by the National
Research Council of the National Academy of Science) that are
developing and exploring the idea of organizing K-12 science standards,
instruction and assessments around long-term learning progressions in
particular domains-most specifically a long-term learning progression
for understanding matter and the atomic molecular theory. I view
learning progressions as hypotheses about how knowledge can evolve,
given key instructional experiences, from the initial ideas students
have in preschool (lower anchor) to the ideas of modern science that are
the target of instruction (upper anchor). These hypotheses are
constrained by prior cognitive developmental research on children's
initial conceptions and our understanding of processes of conceptual
change; they are also actively tested through long- term teaching
studies, such as the one I am currently working on with researchers and
developers from TERC who are working with students in grade 3-5. I also
served on the NRC's Committee on Science Learning, K-8, which authored
Taking Science to School-a book synthesizing current developmental,
learning, and instructional research that informs K-8 science education.
A central argument of that book is that enhancing students'
understanding of science involves weaving together four "strands" of
development: developing students' knowledge, use, and interpretation of
scientific explanations, developing students' abilities to generate and
evaluate scientific evidence and explanations, developing students'
understanding of the nature of scientific knowledge and how it develops,
and developing students' ability to participate productively in
scientific practices and discourse. Further, promoting these
developments requires careful attention to critical and creative
thinking, reflection, and student, voice, motivation and identity.
In my work with CCT and M.Ed. students, I have taught them how to devise
and analyze clinical interviews in order to assess student thinking and
conceptual understanding. I have also worked with them in creating
curriculum interventions that would enhance both students' domain
specific knowledge and their metacognitive understandings of how
knowledge is created and justified in science.
CV
Phone: 617-287-6359
Email: carol.smith at umb.edu
Office: McC 4-265
Office Hours:
CCT courses (with links to syllabi): Psych550/CCT 651 | CCT 652 | CCT694
Denise Patmon (Associate Professor of Education, Curriculum and Instruction Dept.)
Denise Patmon is an Associate Professor of Education in the Curriculum & Instruction Department at the University of
Massachusetts/Boston since 1995. Previous to her tenure at UMASS/Boston, she was a full-time faculty member at
Wheelock College and in the CUNY system at Lehman College, Hiroshima Japan campus. Teaching in the Boston and
Brookline Public School systems accented her early teaching career experiences (more...)
Phone: 617-287-7618
Email: Denise.Patmon at umb.edu
Office: W02-143-10
CCT courses (with links to syllabi): CRCRTH 630 Creativity and Criticism in Literature and Art
Peter Taylor (Professor, CCT Program) I
joined the Critical and Creative Thinking (CCT) Program in the Graduate
College of Education (now College of Ed & Human Development) at UMass Boston in the fall of 1998 and continue to enjoy new challenges teaching experienced educators, other
mid-career professionals, and prospective K-12 teachers (see blog). Working in the
CCT Program also provides opportunities to promote reflective practice
in ways that extend my contributions to ecology and environmental
studies (ES) and social studies of science and technology (STS). In
those fields I focus on the complexity of, respectively, ecological or
environmental situations and the social situations in which the
environmental research is undertaken. Both kinds of situation, I argue,
can be characterized in terms of "intersecting processes" that cut
across scales, involve heterogeneous components, and develop over time.
These cannot be understood from an outside view; instead positions of
engagement must be taken within the complexity. Knowledge production
needs to be linked with planning for action and action itself in an
ongoing process so that knowledge, plans, and action can be continually
reassessed in response to developments -- predicted and surprising
alike. In this spirit, ES, STS, and critical pedagogy/reflective
practice have come together for me in a project of stimulating
researchers to self-consciously examine the complexity of their social
situatedness so as to change the ways they address the complexity of
ecological and socio-environmental situations. (See my book Unruly Complexity: Ecology, Interpretation, Engagement, U. Chicago Press, 2005, and Intersecting Processes blog.)
Recently, I have begun to take these interests in a new direction
through historical and sociological analysis of social epidemiological
approaches that address the intersections of environment, health, and
development. Through collaborations in and beyond the College of Ed.* I also seek
to promote a vision of critical science and environmental education that
extends from improving the teaching of scientific concepts and methods
to involving citizens in community-based research. (* See Program in Science, Technology & Values, Intercollege faculty Seminar in Science and Humanities, New England Workshop on Science and Social Change, Science Changes twitter, Intersecting Processes blog)
This project had its beginnings in environmental and social activism in
Australia which led to studies and research in ecology and agriculture. I
moved to the United States to undertake doctoral studies in ecology
(Harvard 1985), with a minor focus in STS. Subsequently I combined
scientific investigations with interpretive inquiries from the different
disciplines that make up STS (working, among other
places, at U. C. Berkeley and Cornell), my goal being to make STS
perspectives relevant to life and environmental students and scientists.
(This is evident in my contributions to a book I co-edited, Changing Life: Genomes, Ecologies, Bodies, Commodities,
U. Minnesota Press, 1997.) Critical thinking and critical pedagogy
became central to my intellectual and professional project as I
encouraged students and researchers to contrast the paths taken in
science, society, education with other paths that might be taken, and to
foster their acting upon the insights gained. (In 2009, I received the Chancellor's Award for Distinguished teaching.) Bringing critical
analysis of science to bear on the practice and applications of science
has not been well developed or supported institutionally, and so I
continue to contribute actively, to new collaborations, programs, and
other activities, new directions for existing programs, and collegial
interactions across disciplines (see review).
CV
Phone: 617-287-7636
Email: peter.taylor at umb.edu
Office: W-2-157
Office hours: by signup, or by arrangement
CCT courses (with links to syllabi): CCT649 (PPol 749) CCT692 | CCT694 | CCT693 | CCT640 | CCT645
Website: www.faculty.umb.edu/peter_taylor/
Science in a Changing World faculty
CCT core faculty:
plus:
Arthur Eisenkraft, PhD, New York University (Center for Math & Science in Context; science education, especially active physics)
Dr. Eisenkraft’s research interests include development and evaluation of curriculum, assessing technological literacy, new models of distance learning, transfer of learning, problem based learning models, pedagogical content knowledge, integrating science and sports, and how to bring quality science instruction to all students including those from traditionally under-represented minorities. He is Director of the Center of Science and Mathematics in Context (COSMIC). (www.cosmic.umb.edu)
Website
Email: Arthur.Eisenkraft at umb.edu
Fadia Harik (Teacher Ed. program /Math Department; mathematics education; instructor of CCT650)
She has spent years teaching mathematics to a wide variety of students from engineering students, to prospective elementary teachers. She has also spent a lifetime teaching and developing teacher education programs for prospective and in-service teachers. Among the projects/grants she has led and/or participated in are: Seeing Mathematics project at the Concord Consortium; Telementoring Teachers in Math and Science project at Boston College; Mathematical Inquiry Through Video Cases at Bolt Beranek & Newmann. Harik has authored articles and book chapters on constructivist practice, fostering inquiry in mathematics classrooms, and dynamic explorations of geometry and algebra. Her interests have continually been on ways to unravel the processes of inquiry as well as the obstacles to inquiry in the mathematics classroom at the middle, secondary and collegePhone: 617-287-7355
Email: fadia.harik at umb.edu
Office: W-2-092
CCT courses: CRCRTH 650
Rachel Skvirsky (Biology Department; biology in a social context, especially genetics and molecular biology). At the undergraduate level, she teaches Genetics, a course that covers classical, bacterial, and molecular genetics and Biology of Human Disease for non-science majors. At the graduate level, she teaches Molecular Genetics of Bacteria and direct graduate research. In the summer, she teaches Cell Biology and Genetics—A Human Approach to middle and high school teachers through the NSF-sponsored Boston Science Partnership. This course emphasizes science content, while modeling hands-on, inquiry-based teaching strategies. In addition to teaching genetics and cell biology at various levels, she is interested in providing research experiences for undergraduates, maximizing student diversity in the sciences, and pursuing aspects of science education and pedagogy.
Website
E-mail: rachel.skvirsky at umb.edu
Rob Stevenson (Biology Department; citizen science; technological change, values & institutions)
Research in his laboratory focuses on physiological ecology applied to conservation biology and on biodiversity informatics for citizen science. The physiological work is centered on biomechanics and energetics in butterflies and hawkmoths. Studies currently underway range from behavioral observations on feeding and time budgets to developing instrumentation to record flight patterns in the field. This conservation physiology framework is specifically being applied to migratory butterflies. The informatics work, in conjuction with Robert Morris in Computer Science, focuses on the construction of Electronic Field Guides (see http://efg.cs.umb.edu/). They are producing prototype guides, constructing and testing keys, and making field observations using new GPS and PDA tools.
Website
E-mail: robert.stevenson at umb.edu
Bala Sundaram (Physics Department) has research interests that include Quantum and Classical Chaos, the Quantum-to-Classical Transition and Applications of Nonlinear Dynamics in Biology and Cognitive Science.
Website
Email: bala.sundaram at umb.edu
Phone: 617 287 6055
Brian White (Biology Department)
has interests in Biology Education, and
in Educational Software and Multimedia.
Phone: 617-287-6630
Email: brian.white at umb.edu
Website: www.faculty.umb.edu/brian_white/
Program Assistants
Jeremy Szteiter (CCT Assistant Coordinator and instructor CCT 601 (summer), CCT688, online CCT670, CCT692, and CCT693)
is a 2009 graduate of the CCT program. His work has centered around community-based and adult education and has involved managing, developing, and teaching programs to lifelong learners, with an emphasis on a learning process that involves the teaching of others what has been learned and supporting the growth of individuals to become teachers of what they know. He currently serves as the Assistant Coordinator in the Critical and Creative Thinking graduate program at UMass Boston, where he is the instructor for multiple online courses and helps to organize the CCT Network events. These events support the lifelong learning of the Critical and Creative Thinking community by joining alumni with current students and faculty for shared experiences that push learning beyond the formal studies.
Other recent projects include developing, teaching, and managing technology education programs for community-based organizations, and consulting on instructional design and curricula for continuing education programs in healthcare and university leadership. Stemming from an undergraduate study in Cognitive Science (Carnegie Mellon University) and his graduate CCT work at UMass Boston, Jeremy has further developed a strong focus on issues connecting learning to the contemporary digital age, through experiences ranging from Internet entrepreneurship and culture to applications of artificial intelligence. Other interests include applied theater, philosophy of film, hiking, and music.
Email: Jeremy.Szteiter at umb.edu
CCT courses (with links to syllabi): CCT670 (online) | CCT688 | CCT692 (online) | CCT693 (online)
Felicia M. Sullivan (SICW Assistant Coordinator)
is a community media and technology advocate, educator and researcher. With an MA in Media Studies, a MS in Public Policy, and over 20 years of community-based practice, she works with community media & technology centers as well as social justice and arts organizations to bring the power of communication, media and information technologies to communities. She is currently working towards her PhD in Public Policy at the John W. McCormack Graduate School at the University of Massachusetts Boston and teaches regularly in the University's College of Public and Community Service's Community Studies program. She is currently working methods to integrate inquiry-based learning into the online learning environment.
Felicia is the first graduate of the SICW graduate certificate program where she was able to combine her interests in information and communication technologies with methods for community engagement in scientific education and policy development. She hopes to bring her emerging interests in self-organizing systems and networked systems to the SICW program.
Other Current Research Interests:
* The social impact of science and technology development
* Institutional design and the links to political participation
* Human development and organizational learning
* Organizational development in nonprofit settings
Website
Email: felicia.sullivan at umb.edu
Part-time faculty
Allyn Bradford (part-time instructor of
CCT616 and 618 online, CCT Program) regularly teaches CCT616, Dialogue
Processes, through Continuing Education and the Teamwork part of CCT618,
Creative Thinking, Collaboration, and Organizational Change (plus the
whole course on-line).
Allyn has a strong background in organizational
and human resource development. A Congregational Minister for 12 years, he
worked at Synectics Inc. for 6, and then became an Independent Consultant and
Trainer. In addition, he is currently teaching at both the college and
graduate levels, using a highly innovative approach which makes extensive use
of group process and action learning.
Among the education centers where he has designed and conducted training are
the American Management Association, the American Society of Training
Directors, the Association of Field Service Managers, the Mecuri Institute in
Sweden and the Accelerated Management Institute in England.
In the private sector he has designed and conducted training for such
companies as Block Drug, General Foods, Avon Products, Honeywell, Digital,
Stop & Shop, Johnson & Johnson, Warner Lambert, Monsanto, New England
Electric, Telex, Fidelity Trust, Kodak, New England Nuclear, Burger King, FW
Faxon, Becton Dickenson, Semicon, The First Years and Matritech.
In the public sector he has designed and conducted training for the Personnel
Commission of the State of Idaho, the Massachusetts Rehabilitation Commission,
the Office of Personnel Services of the United Nations, the Boston
Neighborhood Development and Employment Agency, and Massachusetts Half-Way
Houses, Inc.
Publications: He is the author of "Freedom of Information Changes the Rules"
published in the Journal of Management Consulting,"Team Communications" in the
Honeywell USMG Mgr. "Suspending Judgement: How to Build Teams Through Critical
and Creative Thinking" in The New England Non-Profit Quarterly Journal,
"Modern Art and Modern Organizations" in Context, an on-line publication and
co-author of Transactional Awareness, a book published by Addison-Wesley.
Allyn teaches Leadership and Management and Effective Team Building at
Wentworth Institute of Technology and Dialogue at U-Mass, Boston and the
Cambridge Center for Adult Education.
Email: allynb at aol.com
CCT courses (with links to syllabi): CCT616 | CCT618 (online)
Suzanne Clark
Associate Professor, Berklee College of Music
* B.M., Berklee College of Music
* M.A., University of Massachusetts
* Acoustic bass player
* Coleader of the jazz duo Trillium with guitarist Pat Drain
* Member, Stambandet
* Performances with Corey Eisenberg, Mickey Julian, Suzanna Sifter, Klaus Suonsaari, and Frank Texiera
* Recordings include "All the Nights Magic" with Pat Drain, and "Nordic Voices" and "Red Wine and Strawberries" with Stambandet, conducted by Allen LeVines
From her Berklee faculty bio:"I'm teaching a course called the Creative Flame. I developed it because I felt a class like this would have been helpful for me as an undergraduate-to learn what it means to be a creative artist and how to work at a creative process. These issues go hand in hand with technical skill. There are external components to your craft and there are internal components. You need a mixture of both, in my opinion, not just to be successful, but to sustain that success."
Email: Suzanne.clark at umb.edu
CCT courses (with links to syllabi): CCT612 (online)
Wally Clausen (part-time online instructor of CCT618)
has been an Independent Facilitative Consultant, Clausen Associates, Weston, Massachusetts, since 196.7
Practices include assessment, research and planning (including surveys,
culture studies, needs analyses, and interim reviews or evaluations of
change projects); strategic planning and team building, including
process design and the facilitation of planning meetings; programs for
self-assessment, feedback and training; and systems work in
organizational and community planning, management and related areas.
Public and nonprofit clients have included Federal agencies (US Fish and
Wildlife Service, Customs Service, Departments of Education and
Commerce, military agencies, and others), state and local agencies
(Massachusetts State Departments of Education, Public Welfare and Public
Health; Quincy Public Schools; and others), and associations such as
American Baptist Churches and the Massachusetts Municipal Wholesale
Electric Company. Corporate work has included pharmaceutical, high
technology, utility, financial services and franchise organizations.
Illustrative projects:
* Design, promotion and leadership of an arts-based event that gathered
citizens and representatives of civil society to deliberate on global
challenges and explore responses, including new forms of collaboration.
* Evaluation of a Massachusetts Department of Public Health
Federally-funded project to support development of a strategic plan for
improving integration of HIV/AIDS and substance abuse services aimed at
vulnerable populations in the African American and Latino communities.
* Evaluation of an electrical utility cooperative that provides power
and services to 25 - 30 towns. Initiated as a traditional utility
"management audit" under circumstances of dissension and bad feeling
among the towns and the 200 staff members, the project was transformed
into a future-oriented planning project. "Evaluation" was reframed as a
step on the path toward positive change.
Email: wclausen at comcast.net
CCT courses (with links to syllabi): CCT618 (online)
Delores Gallo (Professor Emerita, CCT Program and co-instructor of CCT602 online)
one of the three
original founders of the CCT graduate program, was a central member of the
Program since its inception. Her interests include Creativity and Learning,
Professional Development, Curriculum Design, Elementary and English Education,
and Invention. She led a six year staff and curriculum development process and
an Invention Convention involving over 1000 students at the Quincy Public
Schools. She has been widely sought after as a speaker or as a consultant on
Professional Development workshops in educational and corporate settings.
Email: delores.gallo at umb.edu
CCT courses (with links to syllabi): CCT602 (online)
Renae Gray
is executive director of the Boston Women's Fund. A founding member, she
has been involved with the fund for more than 20 years. She has more
than 30 years of nonprofit experience, having worked with the Haymarket
Peoples Fund, the Women's Theological Center, and the Cambridge Algebra
Project; for the past several years she has been a consultant with
Visions Inc., a nonprofit consulting organization that deals with issues
of race and multiculturalism. Renae has served on the boards of many
groups in the Boston area. She was also involved in creation of the
Funding Exchange, a national funding organization in New York.
CCT courses (with links to syllabi): CCT618
Olen Gunnlaugson, Ph.D. (part-time online instructor of CCT616)
is an Assistant Professor in leadership and organizational development within the Department of Management at Université Laval, in Quebec City, Canada. Among other projects, he is co-developing an MBA micro program in Complexity Studies, Consciousness and Leadership with colleagues. Olen brings a multidisciplinary background to leadership studies. His work has been published across peer-reviewed academic publications and presented at numerous internationalconferences. His main research interests focus on dialogue and collective intelligence approaches to collective leadership, integral theory, transformative learning processes in groups and teams and contemplative approaches to inquiry.
Email: gunnlaugson at hotmail.com
CCT courses (with links to syllabi): CCT616 (online)
David Martin (part-time instructor of CCT601 & CCT655)
has served as a teacher, school administrator, director of curriculum
and instruction, professor of education, and dean of education (at
Gallaudet University in Washington, D.C.) before joining the
UMass/Boston faculty in 2001. He holds the title of Professor/Dean
Emeritus from Gallaudet University. He has carried out teacher
education in critical thinking since 1978, and is a proponent of the
Mediated Learning model used by the followers of psychologist Reuven
Feuerstein. He has published articles, books, and chapters in the areas
of social studies education, educational leadership, teacher education,
deaf education, and critical thinking. His published research in the
field of critical thinking (which includes three chapters in the most
recent edition of DEVELOPING MINDS, ed. by Costa) has focused on the
effects of critical thinking strategies on the learner, and he has
investigated those effects with special populations in the USA and
several other countries.
Email: davidmartindr at aol.com
CCT courses (with links to syllabi): CCT601 (summer) | CCT655
Mark D. Robinson (part-time instructor of CCT619) is a visiting scholar at the Science Technology and
Society Center at University of California, Berkeley and is completing
doctoral research in anthropology at Princeton University. His general
interests include medical anthropology, bioethics, the social study of
science (STS). His research explores issues in
pychopharmaceuticalization, contemporary biomedicine and neuroethics.
His specific research questions focus on emerging innovations in
neuroscience and biomedicine (especially relating to pharmaceuticals
and technologies) and the attendant, emerging ethical implications.
His additional research interests pertain to theories of human
morality generally, the role of the social sciences in ethics, and the
problem of language in the biosciences. Under a fellowship from
Princeton''s Center for the Study of Religion, Mark conducted research
regarding metaphor-use in neuroscience research. Mark is active with
Princeton's Program in American Studies and is a member of the
Technology and Ethics Working Group at Yale University's
Interdisciplinary Center on Ethics. His work has received
acknowledgments from the Institute for Humane Studies, The Committee
on Institutional Cooperation, the National Science Foundation, the
National Academies of Science and Princeton's Institute for
International and Regional Studies.
Mark also brings clinical and professional experience including work
with the Black Coalition on AIDS, the Centers for Disease Control and
Prevention, the Public Health Foundation Enterprise, the San Francisco
Department of Public Health, The Heartland Alliance for Health and
Human Rights, the HIV Center for Clinical Behavioral Studies at
Columbia University, the Department of Behavioral and Social Science
at the University of California, San Francisco, Northwestern
University's Weinberg School of Medicine. Mark's publications address
topics spanning neuroscience, the history of antipsychotics and new
developments in stem-cell research, genetics and prosthetics. Mark is
a member of the Society for Medical Anthropology, the New York Academy
of Science and the American Society for Bioethics and Humanities.
CCT courses (with links to syllabi): CCT619 (online)
Bob Schoenberg (part-time online instructor of CCT601)
is a graduate of the Critical &
Creative Thinking Program at UMASS, Boston (MA, '92). He
created and has taught the online course in Critical
Thinking since 2003. Prior to teaching at UMASS, Boston, he
taught Critical Thinking at MassBay Community College
in Newton, MA. He has also served as a consultant and
trainer to the Massachusetts Teachers Association
(MTA), where he has given workshops in Critical
Thinking and has taught at Regis College.
Prior to teaching Critical Thinking, Mr. Schoenberg
served as a software trainer and stress management
consultant. He incorporates stress management into
his course in Critical Thinking based on the premise
that one can't think critically if one is stressed.
Bob has an extensive background in training and
curriculum development. Combining his background as a
software trainer, educator and curriculum developer,
he provides a comprehensive and highly effective
online experience for his students. He brings
practical business experience to the online classroom
as well.
Believing that all professions can benefit from
critical thinking skills he is especially interested
in promoting those skills in the business world. An
entrepreneur and trainer, himself, Mr. Schoenberg has written a book entitled, Critical Thinking in
Business (Science Humanities Press, 2007).
Email: bobsch3 at gmail.com
CCT courses (with links to syllabi): CCT601 (online) (follow links)
Pianist Ben Schwendener sustains a unique voice in contemporary creative music and natural pedagogy, and is a leading authority on George Russell’s Lydian Chromatic Concept of Tonal Organization. As a critically acclaimed pianist/composer, he has created music for dance companies, film, commercials and art installations. He has also written many volumes of children’s piano music, and toured extensively throughout the U.S., Europe and Japan with his ensembles and on solo piano. His music can be heard on Label Bleu, Gravity Records and Alabaster.
Ben was an Editorial Assistant to the late George Russell. Schwendener is a certified teacher (and while George was alive, of teachers) of the Lydian Chromatic Concept. He is often invited to speak at national and international seminars. A lifelong student of jazz, Ben has learned and played with jazz legends George Russell, Ran Blake, Jimmy Guiffre, Miroslav Vitous, Andrew Hill and Joe Maneri.
Schwendener lives and creates in Boston, and teaches at the New England Conservatory, the Longy School of Music and the Rivers School Conservatory in Weston, MA. He has also taught classes in Creative and Critical Thinking through the Graduate College of Education at UMass Boston. Ben is founder and director of Gravity Arts, Inc., a nonprofit organization providing customized educational services and products for individuals, groups and corporations.
Ben has taught Creativity courses as an adjunct since Spring 2000. His website is www.benschwendener.com.
Email: ben at gravityarts.org
CCT courses (with links to syllabi): CCT 630
Gregg Turpin (part-time instructor CCT618)
has taught at Boston Latin since 1985, where he is a Mentor Teacher, and
an Instructor of Foreign Policy and World History. He also teaches
Communications technology at Framingham State and has served as a Lead
Teacher for the Center for Leadership Development in the Boston Schools
Department.
CCT courses (with links to syllabi): CCT618 (summer)
Luanne Witkowski (part-time instructor CCT602 online)
Studio artist in Boston & Wellfleet with works in collections
throughout the United States. She represented by: Kingston Gallery,
Creiger-Dane Gallery, & J.P. Art Market Gallery, Boston, MA; Hutson
Gallery, & Provincetown Art Association & Museum, Provincetown,
MA. Luanne is Communication Design Studio Manager and instructor at
Massachusetts College of Art and Design, Faculty at UMass/Boston, and an
independent curator/art consultant (www.lewstudio.com).
Other credits include:
´ Founder/Director, Efka Project: artists pursuing further experience, exposure & education.
´ Basic Training: courses & workshops in the (w)holistic approach to the studio experience.
´ Studio Management Development: Fine Art and Communication & Environmental Design Studios,
Massachusetts College of Art
´ Creativity 602 Online: Co-Faculty with Delores Gallo
Memberships include:
Kingston Gallery, United South End Artists, Provincetown Art Association, Mission Hill
Artists Collective, Boston Open Studios Coalition, Community Alliance of Mission Hill
M.A. Critical & Creative Thinking, University of Massachusetts/Boston(UMB)
B.F.A. Art History & Fine Arts/Printmaking, Massachusetts College of Art (MassArt)/Boston
Special & Art Education, Lesley College/Cambridge
Workshops: Provincetown Art Association; Fine Arts Work Center,
Provincetown; Art New England, Bennington,VT; Haystack Mountain School,
Deer Isle, ME; Harvard University Museums.
Luanne's work will be shown in a solo exhibition at Kingston Gallery, Boston in October 2009.
A summer 2009 exhibition at Hutson Gallery in Provincetown is also planned.
She shows regularly with the Provincetown Art Association, United South End Artists,
Mission Hill Artists Collective, and other groups.
CCT courses (with links to syllabi): CCT602 (online)
Abby Yanow Facilitator, Trainer, Consultant
Boston Facilitators Roundtable (BFR), President, 2001-Present
Trainer - Design and deliver paid workshops: Current
Jewish Vocational Service (JVS), Trainer 1999-Present
Dept. of Public Health / AIDS Bureau 1995-2001
Facilitator, Skillful Facilitation
Email: abbyyanow at hotmail.com
CCT618 (summer)
Associates from other Departments
Janet Farrell Smith (Philosophy Department, deceased)
Ted Klein
a Professor of Theology and Philosophy at the Swedenborg School of
Religion, teaches Moral Education (CCT620) for CCT as well as courses in
ethics and philosophy of education for the UMass Boston Philosophy
Department. Among his accomplishments, Ted has: taught a variety of
adult learners, including prison inmates, adults returning to school,
and adults involved in career changes; developed ways to relate abstract
concepts to life decisions, career concerns, and social issues; and
authored a wide variety of accessible publications relating abstract
concepts to practical concerns.
Email: TKlein3388 at aol.com
CCT courses (with links to syllabi): CCT620