Course Type: Session 2 - July 14 - July 26 2024

Instructor: Elsa Voytas

2-Week Course for Summer Scholars 2024

Dates Available: 

Session 2 - July 14 - July 26 2024,

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Overview

How does remembering the past shape our present? Over the next two weeks, we’ll address this question together on a journey to understand, examine, and interrogate the tapestry of our collective past. Through engaging activities, debates, case studies, and encounters with historical memory, students will learn about the complexities of historical remembrance, weighing the perils and benefits of collective memory. The course culminates in two student-driven projects, including crafting personal historical memory journals and designing virtual museum exhibits. There will be supplementary readings, but the activities and projects take center stage.

We will explore the connections between history, memory, and today with two key projects:

• Project #1: Personal Historical Memory Journal, reflecting on significant aspects of your personal and family history.
• Project #2: Design your own virtual museum exhibit using an online platform.

Learning Outcomes

Upon completing this course, students will:

1. Define and articulate the concept of historical memory
2. Critically evaluate the perils and benefits of remembering historical events, analyze diverse perspectives on historical memory, and engage in respectful and constructive debates on the topic
3. Effectively communicate ideas through oral presentations, written work, and interactive methods
4. Build time and project management skills to see two projects through to completion
5. Connect knowledge acquired through the course to broader questions about how our past shapes our present

Pre-requisite

There are no prerequisites or required materials.

Instructor Biography

Elsa Voytas is an Assistant Professor of Quantitative Social Science at Dartmouth College. She is also affiliated with the Government Department. In 2021, she earned a dual Ph.D. is Politics and Social Policy from Princeton University and the Princeton School for Public and International Affairs. Her research centers on how societies use institutions of memory to influence contemporary politics. She has conducted fieldwork in Chile, Argentina, Colombia, Northern Ireland, Uganda, Ghana, and the United States. Her work has been published in The Washington Post, the Journal of Politics, the Journal of Peace Research, and the Oxford Handbook series.

As an instructor, she is committed to enabling students with diverse backgrounds to ask and answer challenging questions and to providing support along the way.

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Instructors: Rafe Steinhauer & Ted Munter

2-Week Course for Summer Scholars Program 2024

Dates Available: 

Session 2 - July 14 - July 26 2024,

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Overview

"The Question is not, Does or doesn't public schooling create a public? The question is, "What kind of public does it create?" - Neil Postman, The End of Education (1995)

Education is the vehicle by which we collectively decide what kind of citizens–and citizenry–do we need and want. But who designs education, and how? This mini two-week course–adapted from Prof. Steinhauer’s course, Design and Education–is ideal for high school students interested in education’s role in shaping a flourishing, equitable society. Even though this course is only two-weeks long, it includes two projects; thus, this is for students who want to roll up their proverbial sleeves and get to work designing education. There will be supplemental readings and discussion, but this course primarily cycles through action and reflection, thus modeling a form of pedagogy that is engaged and both personalized and communal. 

We’ll explore the future of education through two mini-projects and investigations: 

• Project #1 - Teach as You. How might we design a lesson for 2031? 
• Project #2 - Schools of the Future.  How might we design the school of 2031?

To help us do this, the course will begin with a crash course in Design Thinking, an interdisciplinary, human-centered methodology for addressing complex issues, such as those in education. In this course, we’ll explore: how design thinking methods are used to create lessons and curricula aligned with learning objectives, student needs, and societal outcomes; and how design thinking might help us improve education systems more broadly. 

Learning Outcomes

Upon completing this course, students will:

1. Feel motivated to help effect change in education, while gaining a deeper appreciation for how challenging it might be to do so. (Affective Objective)
2. Feel more confidence and purpose as a learner, through the transition from high school to college. (Affective Objective)
3. Be able to articulate an inspiring viewpoint on the purposes of education that are aligned with personal experience and the writings of educational philosophers.
4. Be introduced to Design Thinking, and use a few design thinking methods to develop and deliver a novel lesson plan that facilitates students learning, and is informed by identified learner needs, well-framed societal objectives for education, and the student’s own educational values. 
5. Be able to identify the potential harms and benefits of educational and technological trends, and imagine a school that proactively creates an experience that is informed by identified learner needs, well-framed societal objectives for education, and the student’s own educational values.

Pre-requisite

Students should have a laptop or tablet and have at least a beginners level familiarity with the Google Drive suite (Google Sheets, Google Docs, Google Slides, and organizing/sharing in Google Drive).

Instructor Biography

Rafe Steinhauer is an educator, father, and sports-enthusiast. Professionally, he is most interested in the design of education and the education of design, especially helping students and educators bring their values to the foreground of learning. At Dartmouth College’s Thayer School of Engineering, Rafe is an Instructional Assistant Professor where he teaches: an introductory undergraduate course on Design Thinking; the capstone Engineering Design course for B.E.s; a continuing ed alumni course on Life in the 21st Century (and Various Subtopics); and he is developing a new course on the intersections of Design and Education. His Studio for Emergent Education Design publishes lesson plans and educational materials in design education, engineering education, and life/career education (website forthcoming). Rafe also helps run a grant program that supports any instructor at Dartmouth to reimagine an assignment in their course as a design project, thus deepening learning and engagement. You can read Rafe’s latest personal teaching statement linked here and his thoughts about the future of higher education at the outset of lockdown linked here.

Ted Munter is an executive coach, an advisor to schools, and founder of Molly School, a collective of educators who believe in lifelong learning and community-building.  He is a long-time teacher and was Head of Professional Development at African Leadership Academy in Johannesburg.  He works with educational leaders, philanthropists, and those in their twenties who want to make a life of signature, meaning, and joy.  He graduated from Columbia University and did his graduate work at Washington University in St. Louis.  In addition to teaching courses on life navigation with Rafe, he runs workshops for private school administrators with Tracy Bennett (Dartmouth '81.)

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Instructor: Patroklos Karantinos

2-Week Course for Summer Scholars 2024

Dates Available: 

Session 1 - June 30 - July 12 2024,

Session 2 - July 14 - July 26 2024,

Session 3 - July 28 - August 9 2024

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Overview

This two-week experiential course is ideal for high school students interested in building business skills and becoming conversant in the language of business. Built around a real-life company valuation project, the course is for students interested in learning and applying concepts from key areas such as economics, finance, marketing, strategy, and accounting.

In addition to instruction and discussion of real-life case studies, the hands-on valuation project is at epicenter of the course. The project work takes place in smaller teams, thus modeling the teamwork aspect of the modern workplace, and providing the students the opportunity to build or enhance collaboration and leadership skills.

Through the valuation project, we will explore how companies think about clients and customers, how they make money and finance themselves, how they think about competition, innovation, and new projects, and how those decisions affect their value. The project culminates with a presentation of project findings and analyses.

And we will also consider how some of the concepts and methodologies used in business apply to our daily lives and decision-making.

Learning Outcomes

Upon completing this course, students will:

1. Have a solid grasp of concepts in areas such as economics, finance, strategy, and accounting.
2. Be conversant in the ways businesses evaluate and make decisions about new projects.
3. Understand the effects of compounding, (financial) leverage, and risk on expected returns.
4. Be able to apply financial analysis methodologies to issues of personal finance.
5. Be able to discuss the differences between breakthrough and disruptive innovation and identify relevant opportunities.
6. Have experience practicing teamwork and collaboration on a real-life problem.
7. Feel more confident about creating and delivering persuasive presentations.
8. Have a view of potential career areas in business.

Pre-requisite

It is recommended, but not required that scholars bring a device that can access the internet such as a laptop or tablet, and have access to spreadsheet software such as Excel or Google Docs.

Instructor Biography

Patroklos grew up in Greece, where he received undergraduate and graduate degrees in finance. He spent five years in corporate finance and M&A advisory, during which he became a CFA charterholder. In 2012, he graduated with an MBA from The Tuck School of Business at Dartmouth. After Tuck, Patroklos worked for eight years in higher education – including five years at the Tuck School of Business - focusing on institutional strategy and growth, and in public sector consulting. Outside of work, he enjoys doodling. For more information about Patroklos, find him on LinkedIn.

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