• How To Create Things & Have Them Matter

    Role:

    Head Teaching Fellow

    & Co-Designer

    School:

    Harvard John A. Paulson

    School of Engineering & Applied Sciences

    Partners:

    Cloud ArtScience Foundations & Maine Center for Furniture Craftsmanship 

    Level:

    Undergraduate

    Head Instructor:

    David Edwards

     

    with

    Ken Ledeen

    & Jacques Vesery

    Guests (Select):

    Joshua Glenn,
    Andrew Witt,
    & Andrew Wolk

     

    Term:

    Spring 2018

    Course Videos

    This course teaches students to create things that lastingly matter. The course emphasizes exploratory life-long creating. Ideas (from biological engineering to fiction writing) begin in one place, and by sharing in special ways with others, change, and head to another place. The class emphasizes an aesthetic process of creating that transcends discipline. At the start of the semester students are invited to articulate dreams for change in any category — cultural, commercial, ecological, political, social. Students learn to express ideas, figure out paths to begin to develop them, and to raise resources along the way. Students also work together on a collective creator project. The project involves working with wood and wood artists and teaches students valuable lessons in creative collaboration and meditative career development. At the end of the semester students present their individual ideas, and collective woodwork, before a public dinner at Cafe ArtScience. Students have opportunities, funded by the Wyss Institute of Biologically Inspired Engineering, to continue over the summer working on projects started in the class with leading artists, designers, scientists and architects. Students spend a weekend off campus for the purpose of their collective woodwork project. Case study and conceptual readings will complement student idea exploration.

  • The Art & Science of Making

    Role:

    Head Teaching Fellow

    & Co-Designer

    School:

    Harvard John A. Paulson

    School of Engineering & Applied Sciences 

     

    Partners:

    Active Learning Labs

    Level:

    Undergraduate

    Head Instructors:

    David Edwards

    Robert Howe

    Doris Sommer

    Guests:

    Questlove,
    Tavares Strachan,
    Jody Adams,
    Mark Siegel,
    Alice Flaherty,
    Dennis Ausiello,
    Julio Ottino,
    & James Weaver

     

    Term

    Spring 2019

    COURSE VIDEO

    This course teaches students how to make and think about things in the arts and sciences that promote public engagement. Students meet, make, learn and  reflect with leading makers across disciplines. Weekly maker studios give students lessons in making with tools that range from standard machine to sophisticated bioengineering tools. Students work in teams on semester-long maker projects they present at the end of the course. Each student submits questions each week on Canvas related to reading materials and writes a 3,000 word reflective essay on their maker project, with references to readings and to making throughout the semester. The collective projects presented to the public at the end of the course will be framed in a short “grant proposal” submitted in the middle of the semester that will be reviewed by the teaching staff before teams progress with final maker projects.

  • Theory of Participatory Action Research

    Role:

    Teaching Assistant

    & Co-Designer

    School:

    MIT, Department of Urban Studies & Planning

     

    Partners:

    MIT Co-Lab

    Instructors:

    Dayna Cunningam

    Katrin Kaeufer

    Allison Coffey

    Level:

    Graduate

    Term:

    Fall 2016

    The class introduces the theory of participatory action research (PAR) and more generally competing ideas about social inquiry and the uses of applied social science to promote social justice. The focus is on the epistemological foundations of action research, the ethics of knowledge generation, the role of the academic researcher and arguments for and against PAR as a scientific method. Some topics we will cover include: the merits of action research as a scientific enterprise.; the social construction of science; the relationship between knowledge, communication, and democracy;  commitments and ethical dilemmas in PAR a that arise when co-researchers interrogate social distance, meaning-making processes, and objectives; applications of various lenses in PAR processes, including feminist, race, critical, and youth PAR; the role of critical theory (e.g. race, feminism, etc.) and identity in PAR; the role of the individual scholar/practitioner’s theory of practice, mental models and intentions; the role of collaboration and collective action in PAR; the role of context in PAR as it relates to universalizing knowledge; the application of the principles and theories of PAR in practice; and arguments for and against case studies in action research and social science more generally. Students will be responsible for a presentation of a PAR case. Presenters will be expected to incorporate a participatory element to their presentation (embodiment, drawing, acting, etc.) and to engage the rest of the class in some form of reflection.
    There will be a required 10-page term paper exploring a critical PAR dilemma.

  • Rx: Arts for Global Health

    Role:

    Teaching Fellow

    & Co-Designer

    School:

    Harvard Faculty of Arts & Sciences

    GenEd Core:

    Aesthetics & Interpretive Understanding

    Level:

    Undergraduate

    Instructors:

    Doris Sommer

    Guests:

    Lisa Wong,

    Jay Critchley,

    Mark Harrington,

    Gregg Gonsalves,

    Mercedes Becerra,

    Allan Brandt,

    Pier Luigi Sacco,

    Felton Earls,

    & Maya Carlson

    Term:

    Fall 2019

    Technical remedies alone seldom address the complex challenges of global health. Fear or humiliation may interfere with diagnosis and available treatments. Stigma or ignorance of causes and cures can create escalating epidemics. So innovative health providers have learned to rely on creative interventions through the arts and, by extension, through creative education.

     

    Inspired by The Global Health Education and Learning Incubator at Harvard University*, our course considers the dynamic between health conditions and conditions for health, as well as responses to those conditions, both medical and non-medical. Resources for significant non-medical responses often come from cultural interventions, including traditional and contemporary arts. The interconnectedness of conditions and the far-reaching effects of creative responses are explored through cases of arts intervention in health care and through theories of why art works. What is therapeutic about making art and about thinking through the process? Readings and discussion engage a tradition of aesthetic philosophy that begins in the European Enlightenment to promote broad-based art-making as a response to conflict (Schiller) and to stimulate freedom of thought by starting with beauty (Kant). Surprising expectations and inviting us to think about the effects, “Rx: Arts for Global Health” offers basic training in the enlightened tradition of aesthetic judgment while it tracks some cases of arts that support global health.

     

    In lectures by instructors and guest speakers, the course considers how change and growth in global health can benefit from an aesthetic approach to technical and social challenges. Theoretical readings (Plato, Aristotle, Kant, Arendt, Schiller, Dewey, Freire, Gramsci, Rancière, Mockus, Boal, Nussbaum, inter alia) accompany concrete cases of treating malaria, tuberculosis, HIV, depression. The final project will be a “case study,” of a particular health challenge, including a proposal for a creative intervention.

  • Survey Methods for Public Health

    Role:

    Teaching Assistant

    School:

    Boston University School of Public Health, Department of Epidemiology

    Level:

    Graduate

    Instructors:

    Thomas Mangione

    Term:

    Fall 2015

    The purpose of this course is to give students an introduction to survey research methods. The course will be taught at a pragmatic level so that students will leave the course with research skills. The course is particularly appropriate for students who expect to find themselves in jobs that may require them to conduct research, or to commission a research effort. It is also suitable for students who expect to be in jobs where they will be consumers of survey research data.

  • Politics, The Greatest Art

    Role:

    Head Teaching Fellow

    & Co-Designer

    School:

    Harvard Faculty of Arts & Sciences

    GenEd Core:

    Aesthetics & Culture

    Partner:

    The Institute of Politics at Harvard Kennedy School

    Instructors:

    Doris Sommer

    Guests:

    LaTosha Brown

    Bob Cohn

    Deesha Dyer

    Marcos Ramírez ERRE

    Mark Gearan

    Tarun Khanna

    Isabel Saint Malo

    & Pier Luigi Sacco

    Level:

    Undergraduate

    Term:

    Fall 2019

    How does thinking like an artist educate judgment and ignite political change? We explore this question in collaboration with the Institute of Politics at Harvard  Kennedy School. Through guest lectures with national and international leaders, we update classic readings on the effects of creative interruption to reflect on the ethics of habit. Readings from Aristotle to Habermas will stimulate questions and speculations in written assignments. The final project is to design a collaborative creative intervention for an ethical/political challenge. An accompanying individual essay traces the development of this intervention with references to cases and readings covered in class. Students can pursue practical work while reflecting on general issues through an engaged learning option. This course will prepare you to recognize and to contribute to ethical political change through unconventional interventions broadly defined as art.

  • Case Studies in Global Health: Biosocial Perspectives

    Role:

    Teaching Fellow

     

    School:

    Harvard Faculty of Arts & Sciences

    GenEd Core:

    Societies of the World

     

    Level:

    Undergraduate

    Instructors:

    Paul Farmer,

    Arthur Kleinman, Saalman Keshavjee,

    & Anne Becker

    with,

    Jason Silverstein

    Guests:

    Gabriela Soto Laveaga 
    Emily Harrison,
    Gene Richardson,
    David Jones,
    & Kaia Stern

    Term:

    Fall 2018

    This interdisciplinary course is designed to introduce students to the field of global health. One among a number of courses discussing global health, it aims to frame global health's collection of problems and actions with a particular biosocial perspective. It first develops a toolkit of analytical approaches and then uses them to
    examine historical and contemporary global health initiatives with careful attention to a critical sociology of knowledge. The teaching team, made up of four practitioner-anthropologists, draws on experiences working in Asia, Africa, Eastern Europe, and the Americas, as well as an interdisciplinary body of literature, to investigate what the field of global health may include, how global health problems are defined and  constructed, and how global health interventions play out in expected and  unexpected ways. Aligned with the pedagogical goals of the Program in General Education, the course seeks to inspire and teach the following principles: Global awareness. This course aims to present a view of societies that enables students to recognize the role of distinctive traditions, governments, and histories in shaping health and well being. In addition, rather than framing a faceless mass of poor populations as the subject of global health initiatives, the course uses ethnographies and case studies to situate global health problems in relation to the lives of  individuals, families, and communities. Grounding in social and historical analysis. The course demonstrates the value of social theory and historical analysis in understanding health and illness at individual and societal levels, as well as in identifying problems and devising solutions. Ethical engagement. Throughout the course, students will be asked to critically evaluate the ethical frameworks that have underpinned historical and contemporary engagement in global health. Students will be pushed to consider the moral questions of inequality and suffering as well as to critically evaluate various ethical frameworks that motivate and structure attempts to redress these inequities. A sense of inspiration and possibility. While the overwhelming challenges of global health could all too easily engender cynicism, passivity, and helplessness, in examining what has made particular leaders and interventions successful (and others less so), students learn that no matter how complex the field of global health and no matter how steep the challenges, it is possible to design, implement, and foster programs and policies that make 
    enormous positive change in the lives of the world’s poorest and suffering people.

  • World Health: Challenges & Opportunities

    Role:

    Teaching Fellow

     

    School:

    Harvard Faculty of Arts & Sciences

    GenEd Core:

    Science and Technology in Society

     

    Level:

    Undergraduate

    Instructor:

    Sue Goldie

    Term:

    Spring 2020 

    (semi-remote)

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    Tell people more about the services you offer. Use this repeating layout to display content. It's an easy way to keep your customers up to date with what's happening. Want to make this content your own? Simple drag and drop elements like text, images and links, or connect to data from your collection. Tell people more about the services you offer. Use this repeating layout to display content. It's an easy way to keep your customers up to date with what's happening. Want to make this content your own? Simply drag and drop elements.

  • Nutrition and Global Health

    Role:

    Teaching Fellow

    School:

    Harvard Faculty of Arts & Sciences

    GenEd Core:

    Societies & Living Systems

    Level:

    Undergraduate

     

    Instructors:

    Christopher Duggan,

    Wafaie Fawzi,

    & Clifford Lo

    Term:

    Spring 2017

    This course introduces students to nutrition and global health problems through exploration of demographic, epidemiological, biological, and socioeconomic determinants of nutritional status. Emphasis will be placed on the role of nutritional status and dietary intake as a determinant and consequence of these health problems. Students will be encouraged to think critically about major challenges to improve nutrition and health at a global level. Aligned with the pedagogical goals of the Program in General Education, this course seeks to inspire and teach the following principles: Global awareness: To increase awareness of the current issues in nutrition and global health—with a focus on the role of nutrition in infectious diseases, maternal and child health, and chronic diseases—through critical evaluation of the scientific literature and exploration of demographic, epidemiological, biological, social, political, and economic determinants. Grounding in nutrition and research methods: To understand the basic principles of nutrition and role of nutrients in health in resource-poor and developed settings. To assess nutritional status of specific populations based on anthropometric, biochemical, and clinical measurements; to analyze the complex factors that affect the nutritional status of individuals and populations. Critical thinking: To critically review scientific literature on nutrition and global health topics, examine the role of nutritional factors and health outcomes, and identify strengths and weaknesses of studies. To discuss the latest findings in epidemiology on nutrition in the prevention and treatment of key infectious, perinatal, and chronic disease outcomes. Translation of research findings to improve nutrition and public health: To integrate nutritional evidence and consider practical issues in program design and implementation.

  • The Science of Human Nutrition

    Role:

    Teaching Assistant

    School:

    Harvard T.H. Chan School of Public Health, Department of Nutrition

    Level:

    Graduate

     

    Instructors:

    Clifford Lo

    & Frank Sacks

    Term:

    Spring 2016

    This course provides an introduction to the field of nutrition and nutritional research from epidemiologic, clinical, metabolic, and global perspectives. Topics include assessment, metabolism, malnutrition, and the role of nutrition in communicable and non-communicable diseases. No previous scientific background is required. At the completion of the course, students will be able to: Explain the basic metabolism of vitamins and minerals; Describe the dietary intake, absorption, biochemical functions, metabolism, assessment, history and deficiency syndromes of micronutrients, including: B-complex vitamins, vitamins A, D, E, and K, iron, copper, calcium, folic acid, phosphorus, sodium, potassium, zinc, iodine, and selenium;  Describe the role of nutrition in the etiology of infectious and non-communicable diseases; Describe epidemiologic methods that are utilized to study nutrition and diseases; Synthesize data from biologic and epidemiologic studies within a given topic area in the field of nutrition, and concisely present the information; and Discuss current controversies in the field of nutrition.