Summer EAST Institute Faculty [Summer EAST Workshops & Events]

Core Faculty Members

CO-FACILITATOR, COURSE INSTRUCTOR
Joe Brooks—has worked with students at every level, from the elementary grades through graduate level. The founder and director of Community Works Institute (CWI), Joe also serves as publisher for Community Works Journal. He is a veteran professional development leader and facilitator, providing consulting support to a wide spectrum of K-16 schools, public and private, along with regional and national initiatives. He has worked with educators from around the world and is a former middle school teacher. His work with public school students included initiating and nurturing a nationally recognized K-12 service-learning and community partnership program in Vermont. Among his longer term curriculum projects Joe developed and guided a student published community newspaper that introduced middle grade students to state of the art publishing methods. That project subsequently served local residents for more than seventeen years. email

CO-FACILITATOR, COURSE INSTRUCTOR
Pat Haggerty—has been involved in education in various capacities for 33 years—as a classroom teacher K-12, as a curriculum director, as an assistant superintendent, and most recently as an elementary school principal at Bryn Mawr School in Auburn, Massachusetts. At Bryn Mawr Pat infused aspects of service-learning across the grades. Pat has also served as the Auburn Public Schools District Coordinator for Service-Learning. Over the past decade as a core faculty member of Community Works Institute, Pat has worked closely with hundreds of educators from diverse K-16 backgrounds in advancing their service-learning practice. She is also a founding member of the Massachusetts Service-Learning Partnership and a former Christa McAuliffe Fellow who used service-learning as the platform for her fellowship. Pat continues to be passionate about service-learning, sharing the methodology through dynamic workshops, publications, and practice. She is currently working on a service-learning book for elementary teachers Pat has been a core member of CWI's faculty for over a decade, working with K-16 educators through summer institutes and site based trainings.

CONSULTANT FOR EDUCATION FOR SUSTAINABILITY (EFS)
Emily Hoyler—is the Curriculum Specialist at Shelburne Farms. Her work includes supporting Shelburne's Sustainable Schools Project (SSP). She is currently working on developing and expanding SSP’s catalog of curricula, with a focus on applying the Understanding by Design framework using the lens of education for sustainability. Emily specializes in facilitating curriculum design and development using the big ideas, essential questions, with a focus on project and place-based learning. She also facilitates curriculum-centered professional development for K-12 educators, on both education for sustainability, and food, farming and nutrition topics. Emily previously taught middle school literacy at a public charter school in Rhode Island, and worked in various other formal and informal environmental education settings. She holds a BS in Geography from the University of Victoria in British Columbia, and a M.Ed. in from Harvard University


GUEST FACULTY MEMBERS

Mary Whalen—is a veteran high school history teacher who has worked extensively with student voice and participation as democratizing principles in her classroom. She and her students have compiled a diverse array of experiences as participants in service-learning projects both locally and nationally. Mary brings first hand experience and professional passion to the question of how we create and nurture meaningful student voice within the constraints of a typical classroom and school. She is also a recent recipient of a Rowland Fellowship for Declaring Ourselves!  An action research project concerning civic engagement in the 21st Century.  Service-Learning, Participatory Action Research and Live Video Collaboration is her present focus. Mary also has a particular interests in the Eugenics Movement in Vermont, Genealogical Research and Comparative Education within the United States. She currently teaches at Twinfield Union School in Plainfield, Vermont. Mary is CWI consultant and a regular presenter and facilitator at CWI events.


Marc Chabot—spent the past year working on assignment as an interning principal. He is also the science teacher at Thetford Academy in Vermont and has taught high school chemistry and/or physics for twenty years. His curriculum includes several excellent examples of service-learning, among them the Physics Problem-Solving Unit. He was a Christa McAuliffe fellow based on his project “Reaching Mainstreamed Students in Chemistry using Computers.” Marc was awarded the Radioshack National Teacher Award in 2004 and was a state finalist for the Presidential Award for Excellence in Mathematics and Science Teaching in 2002. He has trained as a National Facilitator for the School Reform Initiative. Marc is longtime CWI faculty member and regular presenter and facilitator at CWI events.


David Sobel—is a preeminent voice and writer for integrating place-based education in American schools. He is a core faculty member and director of Teacher Certification programs at Antioch University New England and he was identified as one of the 2007 Daring Dozen educators in the United States by Edutopia Magazine. He has served as a staff development and curriculum consultant for public and independent schools and has been a keynote speaker for many colleges, national conferences, state agencies and environmental organizations. He serves on the editorial board of the journal, Encounter: Education for Meaning and Social Justice and is the author of Children's Special Places, Beyond Ecophobia, Mapmaking with Children, Childhood and Nature and most recently Place- and Community-based Education in Schools. He has written many articles on children and nature including regular essays in Community Works Journal on Place and Education. He is just finishing up a book on parenting children into nature which will be published by Sierra books in winter 2011.


Jen Cirillo—Professional Development Director at Shelburne Farms, Jen is the past Coordinator of Shelburne Farms' Sustainable Schools Project (SSP) Jen provides hands-on support and professional development to classroom teachers at SSP's pilot schools. During her graduate studies she focused on community sustainability and education and experienced the power of service-learning first hand. As a former coordinator for a city wide sustainability project in Burlington, VT Jen brings a strong background in organizing community improvement projects to her work with schools. She has worked with many local schools and non-profit education programs in Vermont to enhance school-community partnerships and service-learning opportunities. Jen is a contributing editor for Community Works Journal. 


Steve Colangel—veteran science and agriculture teacher in the Alternative Education Program at Middlebury Union High School in Middlebury, Vermont. Steve has a strong passion for sustainable agriculture and environmental science. For the past five years he has been involved in building school based greenhouses and gardens as outdoor classrooms. Steve, his students, and colleagues use the gardens and greenhouse as a base for a variety of service-learning projects that connect the curriculum to the community. Over the years Steve has been involved in a multitude of service-learning projects and is always inspired by the learning that students gain through this type of education. Steve lives in Charlotte with his wife Cory, and his son Aiden where they are working to create renewable energy sources within their home.


Jennifer Kramer—is the middle school social studies teacher at the K-8 Guilford Central School in Guilford, VT. She previously taught 6th grade as well as a 5/6 combination. She is a graduate of Middlebury College and Antioch University New England. She was recently awarded the Vermont VFW Teacher of the Year Award for middle school civics education. She specializes in creating real world, place-based education projects that engage students in learning about and contributing to the history, economics, politics and cultural traditions of the community.



Peter McConville—is an English teacher at Burlington High School in Burlington, VT. Peter has a longstanding interest in the depiction of place in literature which he has recently spun into an interdisciplinary program at his school focusing on a sense of place and sustainability. Students in his program are responsible for creating meaningful change within their communities through project based service-learning. Peter is also involved in a study circle with Burlington area educators through the Sustainable Schools Project, sponsored by Shelburne Farms. Peter was recently awarded a Rowland Fellowship to continue building and expanding the reach of his program within the school.

Carrie Williams Howe—is the Director of the Office of Community-University Partnerships and Service-Learning (CUPS) at the University of Vermont.  Since 2004, she has helped this office to expand from a focus on service-learning instruction to a broader focus on engaged scholarship, which also includes support for community-based research activities. She is a lead facilitator of UVM’s Faculty Fellows for Service-Learning Program and created the Service-Learning Teaching Assistant Program at UVM.  In addition to her role in support and training for engaged scholarship, Carrie also teaches service-learning courses on topics such as civic leadership and nonprofit management.  A member of the Vermont and National Campus Compact Consultant Corps, she regularly leads workshops in academic service-learning and engagement on her home campus and at other campuses and organizations across New England on topics ranging from curriculum development to student learning, and facilitating reflection.  Carrie received her master’s degree in Higher Education and Student Affairs from UVM and is currently pursuing a doctorate in Educational Leadership and Policy Studies.

Alan Tinkler—teaches in the Department of Education at the University of Vermont. He is involved with the department’s efforts to systematically incorporate service-learning into the teacher preparation curriculum. The initiative, Making a Difference through Service-Learning, was initially supported by a Learn and Serve America grant. In his literacy course, his students work with a number of school and community partners in the greater Burlington area. While in graduate school, he was a Big Brother mentor, and for six years he served on the board of directors, including a term as president. He is also a graduate of UVM’s Faculty Fellows for Service-Learning Program.