Core faculty, Science in a Changing World track faculty, part-time faculty, and associates from other Departments are
important members of the CCT Community. Here are their profiles, contact info, office hours, and 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 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 gives 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 Syllabi: CCT 627 Nina Greenwald (Professor, 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
CCT 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 Syllabi: Phil 501 Carol Smith (Associate 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 650) 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.
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: on leave 2008
CCT Syllabi: CCT 652 Peter Taylor (Professor, CCT Program) I joined the Critical and Creative Thinking (CCT) Program in the Graduate College of Education (GCOE) at UMass Boston in the fall of 1998 and have been enjoying new challenges teaching experienced educators, other mid-career professionals, and prospective K-12 teachers. 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.) 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 GCE* 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 Seminiar in Science and Humanities, New England Workshop on Science and Social Change
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. 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. CV
Phone: 617-287-7636
Email: peter.taylor at umb.edu
Office: W-2-143-09 (opposite Dept. School Counseling & Psychology
Office hours: Mondays by signup, or by arrangement
CCT Syllabi: CCT649 (PPol 749)CCT692 | CCT694 | CCT693 | CCT640 | CCT645
Website: www.faculty.umb.edu/peter_taylor
Science in a Changing World faculty
Nina Greenwald Arthur Millman Carol Smith Peter Taylor (track coordinator) Brian White information to be added for the faculty below
Arthur Eisenkraft (Teacher Ed. program; science education, especially active physics)
Fadia Harik (Teacher Ed. program /Math Department; mathematics education)
Rachel Skvirsky (Biology Department; biology in a social context, especially genetics and molecular biology)
Rob Stevenson(Biology Department; citizen science; technological change, values & institutions)
Bala Sundaram (Physics Department; non-linear dynamics; mathematical biology)
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. CV
Email: allynb at aol.com
CCT Syllabi: CCT616 Suzanne ClarkWally Clausen (part-time online instructor of CCT618)
has been an Independent Facilitative Consultant, Clausen Associates, Weston, Massachusetts, since 1967
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 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 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. Olen Gunnlaugson
(part-time online instructor of CCT616)
worked as program coordinator, lecturer and integral coach at Holma College of Integral Studies (Sweden), playing a central role in helping the college make the transition from holistic to integral studies. His graduate research, which focused on applying and building upon Scharmer's four fields of conversation within transformative, contemplative and integral education contexts, has been fully funded by both Masters and Doctorate Canadian Graduate Scholarships from the Social Sciences and Humanities Research Council of Canada. Olen recently completed his PhD in Educational Studies at the University of British Columbia (Vancouver) and is beginning a two year post-doctoral position at Simon Fraser University where he will be researching presencing as a conversational practice for fostering contemplative and transformative forms of inquiry in classrooms. Olen teaches courses in Dialogue Processes as part time faculty at Langara College (Vancouver) as well as Philosophy of Education at UBC. His scholarship in integral theory, presencing and dialogue education have been presented at numerous international conferences and appeared in peer-reviewed journals such as the Journal of Transformative Education, the Journal of Adult and Continuing Education (Scotland), the Journal of Further and Higher Education (UK) and Integral Review. As co-editor, he recently completed a book on Integral Education (Suny Press) with Dr. Jonathan Reams and Dr. Sean-Esbjorn Hargens, which will be released in the summer of 2010. Olen is delighted to teach in the Critical and Creative Thinking Program at U. Mass. and looks forward to hearing from students who are interested in taking the CRCRTH 616 course.
Email: gunnlaugson at hotmail.com 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 Bob Schoenberg (part-time online instructor of CCT601)
is a graduate of the Critical &
Creative Thinking Program at UMASS, Boston ('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 Syllabi: CCT601 (online) (follow links) Ben Schwendener is a pianist, composer, and educator who has been a part of the vital Boston music scene since the early 1980's. A former student of jazz legends George Russell, Ran Blake, Jimmy Guiffre, Miroslav Vitous and Joe Maneri, Schwendener is currently on the jazz faculties of both New England Conservatory and Longy School of Music. In addition to his jazz teaching and work as a leading lecturer on Russell's Lydian Chromatic Concept of Tonal Organization, Schwendener teaches courses on Creative and Critical Thinking at the University of Massachusetts-Boston and directs the arts education non-profit, Gravity Arts, which he founded in 1997. Gravity Arts provides customized music and dance education opportunities for individuals and various groups, and oversees the independent label, Gravity Records.
A critically acclaimed performer, Schwendener has appeared throughout the United States, Europe and Japan with his group, as a sideman and solo pianist, produced commissioned works for dance companies, independent film, and television commercials and released three recordings as a leader. He is currently supporting his two newest releases, 'Road Trips', with his quintet, Falling Objects, and a recording of piano duets with fellow Boston pianist Marc Rossi, 'Living Geometry', while working on forthcoming recordings, volume II of George Russell's Lydian Chromatic Concept, and the publication of original children's music.
Ben has taught Creativity courses as an adjunct since Spring 2000. His website is http://gravityarts.org.
Email: ben at gravityarts.org
CCT Syllabi: CCT 630 Jeremy Szteiter (part-time instructor CCT670)
is a 2009 graduate of the CCT program and instructor of Reflective Practice and Thinking, Learning, and Computers. His interests include adult and community education, implications of technology on learning and living, and lifelong learning through teaching. Jeremy has worked in a number of non-profit and other organizational settings as a trainer, instructor, and program manager, mostly related to technology education and workplace development.
Email: szteiter at gmail.com 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. 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. 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
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 Syllabi: CCT620 Brian White (Biology Department)
has interests in Biology Education, and
in Educational Software and Multimedia. CV
Phone: 617-287-6630
Email: brian.white at umb.edu
Website: www.faculty.umb.edu/brian_white
