B.A. California State University – Los Angeles M.A. Middlebury College
Kelly M. Flynn
Instructor in English
Education
A.B. Harvard College M.F.A. University of Iowa
“We have to fight for authentic human connection in the world we live in, so I hope for the classroom to be a place of trust and vulnerability, through shared personal stories, the building of empathy, and inspired silliness. I am a believer in spontaneous dance parties, puppy videos, and word games. Laughter is probably my favorite single thing about teaching, followed closely by seeing students get excited about etymology and syntax–how words and linguistic constructions contain histories and nuance. Having students memorize poetry is the one of the best ways I know to help them grok the deep, almost unutterable meanings embedded in language rhythms.”
Panama C. Geer
Chair of the Department of Mathematics
Education
M.S. Rensselaer Polytechnic Institute Ph.D. Rensselaer Polytechnic Institute B.A. Wesleyan University
Stephanie K. Girard
Instructor in Mathematics, John E. and Mary E. Smith Memorial Distinguished Professorship in Mathematics
Education
B.A. Boston College
M.A. University of Virginia
“Since we do not use a textbook, the students come at each problem from different angles, depending on their background. As a result, I am learning every day, too, as they share approaches that I had not thought of before.”
A.J. Cosgrove
Instructor in Science
Education
M.Ed. University of Massachusetts – Amherst B.A. SUNY Geneseo
Amberlee Darling
Instructor in Dance
Education
B.F.A. State University of New York M.A. Lesley University
“I chose teaching dance and choreography because there are endless ways to connect creatively with students. They inspire me daily.”
Elizabeth L. Dean
Instructor in English
Education
M.A. Middlebury College
B.A. University of Michigan
“Teaching at the Harkness table is about listening for what Ariel Levy calls an essay’s “beating heart.” It’s about attending the “whole language” of not only the text but also the collective at the table. There is no single heartbeat. No certain one either. But somewhere along the way if I’ve created space for a certain student to be heard or a certain student to be vulnerable, we all stop trying to ‘sound as though [we] know what [we’re] talking about.’ Collaboration does not show off. Rather, it shows us that our readings are stronger when they include all of our real and honest and uncertain voices.”
Barbara S. Desmond
Chair of the Department of English, Cowles Distinguished Professor in Humanities
Education
M.Philosophy Yale University
All But Dissertation Yale University
B.A. Wellesley College
