People @ Goddard
My studies focused on art, theories of change and neuroscience, with additional work in public health education. I began with an interest in bringing alternative health to marginalized populations, and realized that many felt no control, no change to change their lives. During my Goddard work, I became unemployed without notice after 14.5 years with a firm. I used the methods I was studying to help me through this period. My faculty advisors were wonderful and supported this work with positive suggestions, resources and feedback that I needed to accomplish my goals. I had an on-going discussion about Des Cartes’ role in the divorce between body, mind and spirit. I took a different view than is prevalent in the alternative community, and even though my advisor disagreed with my ideas, he supported the discussion we had about it over the better part of a semester. My experience in other schools would have been very different. Goddard creates community very quickly over a residency and does a good job of maintaining it while you work at home. The college is always working to find ways to keep that sense of community. The residencies are amazing – idea factories! Goddard is an amazing place that challenges you to dream and do, where you will work harder and explore more than any other college I’ve ever attended. Imagine being able to explore different disciplines, and bringing them together in a way that is unique to you. It absolutely changes your life and you leave the person you were always meant to be.
Siobhan’s bachelor program focused on ear acupuncture as an addiction treatment. She’s since used it to help 9/11 survivors, and wounded veterans.
When I first came to Goddard, I had an idea to open a treatment program for substance abusers—but who knew what was going to happen? On September 11, 2001, the hospital where I worked was just blocks from Ground Zero. I started a clinic that provided 40,000 acupuncture treatments to rescue workers and survivors. People said, This helped so much.
Goddard gave me confidence to proceed with my passion and my goals of bringing a component to my hospital that was entirely new.
When I went back for my Master’s, I just immersed myself in the environment here. Goddard is really on the vanguard of creativity; it’s different from anywhere else I’ve ever been. My advisor and others were superb, and the learning experience will be with me for the rest of my life.
I’m doing some unusual stuff; I’m really on the edge. It’s a little difficult sometimes, but I still have Goddard with me, to keep me going. The spirit of Goddard is, “Follow your true inner belief and don’t let go of it.”
Goddard is like the wind in my sails.
Residency Sites: Plainfield, VT
I grew up in a blue collar household in Bucks County, PA, and was the first in my family to finish college. The opportunity and the gift to study english literature and creative writing is something I’ve never taken for granted. Along the way, I had the opportunity to study with many wonderful mentors including Robin Becker and C.S. Giscombe at Penn State University and Sharon Olds, Charles Simic, and Yusef Komunyakaa at New York University. Each of my mentors has shaped both directly and indirectly the poet I am today.
Which is one reason why I take the mentor/apprentice relationship so seriously. In my teaching, I try to apply gentle pressure to my student’s work, in the hopes that they will push beyond what they are writing, and to, as Richard Hugo says in “Triggering Town,” write the poem they did not know they could write. A poem is a discovery of the truth. It is as much a journey for the poet as it is for the reader, and I look forward to sharing that journey with my students at Goddard.
In terms of my own work, my first book of poems, “The Lamp with Wings: love sonnets” (Harper Perennial), was winner of the National Poetry Series. It is a collection of hybrid love sonnets, which puts pressure on both the idea of the “love” lyric and the sonnet. While I am interested in form, I believe that form in poetry can take on new and hybrid shapes, not just the classic English verse forms. My interest in psychoanalysis has lead me to take on the form of psychoanalytic case studies, including dialogues (“The Case of Jane” 500places press, Berlin), a notebook of a patient with Multiple-Personality Disorder (“Notes on Melancholia” Monk Books), and dream sequences. My latest manuscript is entitled, “Case Studies,” and it includes many of these psychoanalytic forms. I try and write everyday because, as Hugo says, “lucky accidents seldom happen to writers who don’t work.”
Some links to poetry on the web:
BA in English Literature, Pennsylvania State University; MFA in Creative Writing, New York University
Before Goddard, Michael Deragon had been a technical writer and an English teacher in a small town alternative secondary school. He came to the low residency MA in Individualized Studies Program to study surrealism and writing. His thesis was a poetic exploration of teaching, desire, seeing, surrealism and simultaneity. Since graduating he has taught surrealism, poetry and film noir at a New England art school, and he is now studying experimental sound and writing at the California Institute of Art. He has also been publishing poems, and his CD, the great invisibles' you left me haunted - many of whose lyrics were written while he was at Goddard - has been released on broken sparrow records.
Michael: before attending the individualized masters program at goddard i had always written both music and poetry, yet the poetry never seemed to keep up with music or my own imagination. i hadn't discovered a confident writing voice.
while attending goddard i studied with three amazingly powerful and unique women who altered my writing, my music, my focus and, most importantly, my perspective.
i began working with ellie epp. her suggestions for readings (the descent of alette and time, space and knowledge, most importantly) and vigilant responses to my faltering writings created in me a sense of confidence. her ear became a reason for me to write more. to take leaps. to fail. to recreate. to edit. my writing leapt ahead of me.
next i worked with lise weil, who stretched my boundaries in different ways. lise's extensive knowledge as an editor and her love of helene cixous, carole maso and nicole brossard rocked my surrealist boat and i found new writing mentors. lise's keen editing eye rounded my edges enough so that my writing's focus was now my force of evocation.
last, my thesis advisor, caryn miriam goldberg, a wonderful poet, was implicit in the creation of my book length manuscript (some of which now appears in small journals). caryn cares about every word and every nuance of language. she makes you care about your word choices, your perspectives and how language plays in the minds of an audience.
together these women have been indispensable to my understanding of the artistic process.
From Michael's thesis, what i was wanting:
I begin writing automatically;
a process complicated with mistakes, strange turns, and uncomfortable silences.
Now, I have the attention of my world, what is being said? Is there anything that has meaning? It seems everything has too much meaning. Nothing that last forever. These things, these objects, these thoughts, contradict.
I contradict myself, expand into something different. Explanation is rendered meaningless.
How resplendent things have become when i let these thoughts, these languages, these bodies back onto their natural course. Simply being.
Like the ocean striving for nothing but giving life to so much. Embodiment.
Automatic poetry, according to Dadaist Jean Arp, comes straight from out of the poet's bowels or out of any other of his organs that has accumulated reserves. A funnel puts feet into dreaming flesh, stuck into the weight of language as language grows. Sending waves. The automatic sea.
There are no civilizations, nor phantoms, without poems. Automatic writing is wide-open and sticky. Nothing gets in here, or is seen, that isn't wanted.
With my eyes wide open, and the pen moving as fast as I can enable it, there are things here. Odd things. Perfect things? Objects from somewhere foreign. Something suggested. Something flawed. Art exists in the prying open of these heavy ante-chambers of suggestion.
Thought itself is writing. Waves. Language.
The weight of language.
The weight of love.
A pen like fresh warm guts.
My gut crackles within language.
A first time kisser. Each word is a flame eating the air. My words are a gut reaction. This is the language I love. I begin here. Stepping into liquid.
Everything at once like making love, like dreams/nightmares, like the unequivocal hunger of desire, like surfing, like cubism, like dada, like surrealism and dreams.
The erotic fury, says Mexican poet Octavio Paz, in the face of the enigma of presence and an attempt to descend to the origin, into the pit where bones and seeds commingle. I belong to language like violent waves belong to a hurricane. It's visual; it's surreal at times. It is hard and absolute like a ditch carved in granite. A worker's tired hands shake the bride of the marvelous.
"Here are my words."
"Eat them with me."
They come like words. Attend to them.
This language evokes the secrets of the unconscious.
Dreaming in the most ordinary places within days and within nights. Beyond
where we stand.Odd objects stand up and do the things they are not supposed to do. Helicopter skies and a sleep light on the wings of a breakfast plate as the woman becomes the warm part of the house.
"You have fallen in love before?"
"You've seen this too?"
The poetic finger, the poetic nail, the poetic nags at the comfortable. We live as we are. Words move the immovable. Let's break away from our rationality, says Futurist F.T. Martinetti, as out of a horrible husk and throw ourselves like pride-spiced fruit into the immense distorted mouth of the wind!
I begin to write. I begin to live.
I might be a surrealist. I can't determine. I don't want to. I spit up mad words, a bold life, the other, seeing, not seeing, things happening all at once, quickly. Meaningful. Meaning nothing. Felt on the skin automatically. I contradict.
I'm inspired by ferocious states received in dreams, in love, in secret beings.
I want the uncensored and unrelenting feeling of being alive.
I want to be of the mystery. I'm not a surrealist!
My propeller arms, oscillating between something seen and something unseen. At once. I found myself in a dream. The quality of so much.
I write through the clouds and into a house of tongues.I've climbed into the ocean. I've put in for a job out there.
I would be teaching the fish to fly. A career worthy of a lifetime.
Since graduating from Goddard College's Residential Undergraduate Program (RUP) in 1968, Donald John Willcox (BA RUP '68) has led a life of creativity and global service, providing resources and opportunities to those less fortunate. He is a quiet hero--quiet because we don't often see individuals like him in the news, winning Oscars or Pulitzers.
Twenty-three years ago, Donald founded the Foundation to Encourage the Potential of Disabled Persons in Thailand. Just last month, the mayor of Thailand's 2nd largest city, Chiang Mai, presented Donald with a Certificate of Thanks for providing 40 wheelchairs to disabled persons in the area.
Donald is a true embodiment of the Goddard College mission: To advance cultures of rigorous inquiry, collaboration, and lifelong learning, where individuals take imaginative and responsible action in the world. He has, in his own words, "kept the dream alive" through his "quiet performance." Read more about Donald below.
"As a Goddard student during the late 1960s, I found the educational atmosphere liberating, flexible and challenging.
Residency Sites: Plainfield, VT
I have an MEd in Counseling Psychology from Northeastern University and an MA in Judaic Studies from Brandeis University. I am a Licensed Mental Health Counselor, and a Licensed Alcohol and Drug Counselor.
I was a member of the Women's Mental Health Collective in Somerville, Massachusetts for 14 years. This group pioneered research and clinical practice in the psychology of women and sexual abuse.
I have done psychotherapy with a wide variety of adult men and women and have taught psychology to adults since 1983.
My research interests include minority adolescent development, including developmental issues of Jewish teens, mothering, chemical dependence and women in prison. I have published personal essays and professional articles in Women and Therapy, The Women's Review of Books, and other feminist journals and edited volumes.
MEd in Counseling Psychology, Northeastern University; MA in Judaic Studies, Brandeis University; BA in English and Social Studies, The City College of New York.
Faculty Publisher, Staff
Residency Sites: Plainfield, VT
My desire to teach has always been fueled by my passion for social justice, sense of social responsibility, and tacit knowledge of and love for people. Early on, I learned how to reach students and create safe and challenging learning environments. Through thirty years of educating others and myself a pattern of constant interaction between theory and practice emerges. New knowledge has always elicited action for me; action in the classroom has always fed my desire to know more.
I received my BA in Education and my Teacher Certification twenty-six years ago. After working as an elementary and middle school teacher in Norway for six years, I enrolled in a graduate course in Curriculum and School Development. This course challenged my classroom practices and opened my eyes to previous invisible patterns of exclusion and privilege. Growing up in Norway as the daughter of Norwegian and German parents I learned early on that there is more than one way to see the world and be seen. Now I was finding tools to further this learning.
I left Norway knowing that I wanted to use my new knowledge to create and implement strategies for change in the classroom and in schools at large. I also wanted to learn more about feminist theory and inter/multi culturalism on micro and macro levels. At Goddard College, I was able to explore these issues through my M.A. studies, my teaching through eleven years, and collaboration with my colleagues engaged in critical examination of their work.
My doctorate work at the University of Vermont allowed me to explore program development, leadership studies, organizational theory, and the ins and outs of academic research, allowing me to reach a larger audience than I could through college level teaching. Most essential to me though, was my study of white lesbian parents of African and African-American adopted children in Vermont.
My own striving for critical, reflective and applicable knowledge fuels my passion for teaching. I believe that each of us has the potential for learning, is interested in learning, and I believe my task as an educator is to support or provide the students in finding the tools and the learning environment that allows them to excel as learners in the context of local and global communities.
For fun I like to be outdoors, hiking, camping, skiing, sledding, swimming, traveling, building or gardening. I am the happiest in wide-open spaces, at the coast or in the mountains. Vermont feels like home, but my connection to Norway is embedded in my bones. The intersection of language, place and self is one that always draws me in and teaches me new truths.
EdD in Leadership and Policy, University of Vermont; MA in Feminist and Cultural Studies, Goddard College; BA in Education, Stavanger Universitet, Norway.
I would describe my Goddard journey as a watershed experience. There is no one event or moment which defined it as such. Instead, a constellation, or perhaps better stated, a tapestry of people, events, and academic opportunities and pursuits, progressively “grew” this adult learner. That growth was dynamic and multi-tiered. It was saturated with intellectual, interpersonal, cultural, psychological, and rich subject specific exposure.
My departure from Goddard College was bittersweet. I knew I would miss my Goddard family. However, confident in my professional competence, academic mentoring, and scholastic preparation, I embarked upon further study at the doctoral level. My acceptance in a doctoral program is a testament to Goddard’s staff and leadership, but especially to the Master of Psychology Program. While my questions were answered with patience and precision, the bar was perpetually lifted. I marveled at the encouragement and advice that lifted my own expectations of myself as I cleared each hurdle.
I entered Goddard with an overcast question: Can I do this? I left with a bright and promising answer: I can do all that and then some.
Residency Sites: Plainfield, VT
I started life in a rather tight, island-nation that thought itself “white,” was translated through various cultures (mostly "Eastern"), and languages, and spent twenty-odd years working in another, sometimes (but not in all ways) even tighter, self-consciously not-white and not-brown, often quaking, island-nation. I’ve spent the past 3 years trying to fit in to US culture/s, first in Arkansas, now in Vermont and owe such learning as I’ve managed to the staff and participants of the ARC Arkansas arts center where I’ve been a volunteer drama and fine arts facilitator. I can't for certain say which culture/language has most blinkered me. I can say, with some authority, that island nations can be as insular as continental versions; and that culture is (but not necessarily inevitably) a prison.
My official "field" is Cultural Studies, and that inefficiently covers ever so many sins: colonial and post-colonial histories, languages, translations, literatures, the invention of Others, of nations, and discourses of development; the influence of economics, sciences, religions on constructs of race, class, sex/gender, abilities, multiculturalism, and discriminations associated with them; the roles of intellectuals in the construction and dissemination of knowledges. . . . I’m delighted to engage with students interested in any of these matters but have recently been rather obsessively pondering (with Goddard students) the possibilities of embodied and subversive research methods and presentation of research that might more effectively help shape a just and equitable society.
I am also passionate about all kinds of art, like fiction and theater (particularly comedy) that peel away cultural layers. I was involved in “social action” theater in Japan for many years, write this and that, and perform when allowed. For the past three years, I’ve been privileged to facilitate improvisational theater classes and direct the annual ARC Arkansas performing arts camp for adults with developmental disabilities who attend camp from various parts of the US. I delight in the complexities and magic of the Goddard learning model, and am reliably determined to join students in facing our academic demons—with humor and growing self-esteem—so we can put our theory into healthy & ethical practice in sensible -- if wild -- ways.
MA in Cultural Studies, Goddard College; BEd with honors in Education, Psychology, and Arts, University of London Institute of Education.
H. Lan Thao Lam
Residency Sites: Plainfield, VT
As an artist working with conceptualizations of history, I am committed to giving form to alternative histories, whether emerging from North America or Asia. I bring attention to detail, sensitivity to materials, and rigorous research methods to each of my projects. I take my cues from a particular site, historical incident, or political issues, and create a project in the medium most appropriate to its context. This has led me to render sculptural forms, full-scale multi-media installations, 16mm film and video, photography, performance and interventions.
Over the last ten years, I have engaged with anthropology and post-colonial studies in the investigation of social hierarchies and power relations. My projects assess history, art and media’s potential for truth-telling and manipulation. Taking conventional viewership to task by using strategies which are related to but do not assume traditional forms of documentary, agit-prop or community-based projects, my work takes up a pedagogic challenge. It asks viewers not to take information for granted, but to question the motives behind how representational choices are made. For me, ethics and aesthetics are always intertwined: political and ethical positions are conveyed, for instance, in how an image is framed or the effect of continuous or fractured time upon the viewer. I do not seek to speak for the subjects of my critical ethnographic practice, but to speak nearby, in the words of filmmaker & post-colonial theorist Trinh T. Minh-ha.
As an educator, I strive to foster an environment where boundaries and definitions can be questioned, pushed, or erased, where students can experiment with how to communicate their changing positions in relation to their times and surroundings. My sensitivity to the inflections that each artist brings to their work invites students to dive into and explore their physical, intellectual, emotional, and creative terrains. The dialogues we share with each other, and with the process of art making, prepares these emerging artists to be self-critical, to be able to articulate what their practice consists of, and to take responsibility for how they represent the crucial issues affecting their lives.
My recent project, Unisex, was a commissioned public art project aiming to map the diverse population of Corona, Queens in New York City as expressed through the voices and daily activities of neighborhood barbers, stylists, and clients. Returning to my former self as a hairstylist, I offered free haircuts at street fairs as a means of connecting with the community. Interactions between the artists and the people of Corona were documented in videos that played at local salons and shops, and the narration for the videos was drawn from interviews highlighting the history of hair grooming as it evolved through socio-economic shifts in the area.
MFA in Visual Arts, California Institute of the Arts; AOCA with honors in Sculpture/Installation, Ontario College of Art.
Teresa Mei Chuc
Teresa Mei Chuc graduated from the MFA in Creative Writing program in 2012.
She was born in Saigon, Vietnam and immigrated to the U.S. under political asylum with her mother and brother shortly after the Vietnam War while her father remained in a Vietcong "re-education" camp for nine years. Teresa, a fellow and teacher consultant of the Los Angeles Writing Project (a chapter of the National Writing Project), teaches literature and writing at a public inner-city middle school. Teresa has a bachelor's degree in philosophy, professional teaching credentials in primary and secondary education, and a Masters of Fine Arts in Creative Writing (poetry) from Goddard College in Plainfield, Vermont.
She served for two years as a poetry editor for Goddard College's journal, Pitkin Review. Teresa's poems were nominated for a Pushcart Prize in 2012.
Teresa's second collection of poetry is Keeper of the Winds (FootHills Publishing, 2014).
Residency Sites: Plainfield, VT
Sarah Cedeño’s work has appeared in Bellevue Literary Review, Redactions Journal of Prose and Poetics, Literary Mama, Animal: A Beast of a Literary Magazine, Lake Affect Magazine, and in the anthology Love Rise Up from Benu Press. Her fiction was nominated for the 2013 Pushcart Prize.
She received her MFA in Creative Writing at Goddard College in Vermont in 2014. While a student, Cedeño was the Editor-in-Chief of The Pitkin Review for the Fall 2013 issue.
Sarah lives in Brockport with her husband and two sons, teaches creative writing at SUNY-Brockport, and blogs about writing and life in general at copyright1982.wordpress.com.
Here's what Sarah has to say about her Goddard experience:
"Not enough can be said about my experience at Goddard. Though the residency only lasts a week each semester, the heart of the program leaves with you. When you’re reading, the advisor who recommended the book echoes in every page. When you’re writing, every tool you pick up from this rich community of writers comes in handy. As much as you become a part of the program at Goddard, the program becomes part of you."
Residency Sites: Plainfield, VT
Eve Horowitz (BA RUP '82), of Philadelphia, graduated from Goddard in 1982 after studying elementary education and fiber arts. She was initially preparing to become a teacher, but now she is the founder and executive director of a small NGO, the Honduras Child Alliance (HCA), which operates educational enrichment programs in El Porvenir, Atlantida, Honduras.
After Goddard, Eve ended up in a for-profit profession as the management and sales training director for a national company. She went on to study Organization Development and Restorative Practices. Her education and business experience, plus a few trips to Central America combined with a passion for progressive education, is what eventually led to her founding the Honduras Child Alliance (HCA).
HCA is a volunteer-powered NGO, providing free education enrichment programs to children along the Caribbean coast of Honduras. Says Eve,
"Public education in Honduras consists of 30-40 children in a classroom with underqualified teachers who often don't receive their paychecks and therefore are casual about showing up. In contrast, HCA values experiential and curiosity-based learning, cooperation, and win-win solutions. Our hope is to help the children in our community develop strong critical thinking skills so that they can be part of the solution for the poverty and drug violence that grips their beautiful country. Our programs are free to any child who wishes to attend. We are volunteer-powered and welcome volunteers of all ages and from all over the world."
Residency Sites: Port Townsend, WA
I grew up in a post-war housing development in Skokie, Illinois, a suburb of Chicago. My parents were card-carrying agnostics living in a neighborhood of Traditional Jews (the synagogue was at the end of our street) and Catholics (their church was across from my school.) I spent many a Saturday morning sitting in our window watching those going to temple walking past our house in their best clothes on their ways to Skokie Valley Traditional, and many a Sunday morning watching those going to church pile into station wagons for the short trip to St. Joan of Arc. On steaming hot days in the summer, I didn’t envy them. All the rest of the time, I did.
From childhood on, I actively searched for a religion to which I felt I belonged. I tried the Big Three; I chanted with Buddhists; I visited the B’ahai, who’d built by far the coolest temple up north on the lake. Meanwhile, my mother constantly took us out of school for matinees downtown: I saw Eve Arden rave in The Effect of Gamma Rays on Man-in-the-Moon Marigolds, Sandy Dennis run her fingers through raw hamburger in And Miss Reardon Drinks A Little, As You Like It, with a whole bunch of old people in it, The Organic Theatre’s famous mostly-nude adaptation of Animal Farm, with a whole bunch of young people in it, Oliver! and a million high-school productions of Oklahoma! When I graduated from Goddard College in the late ‘70s, I thought I had found my true religion: poetry. This was because I got into the Iowa Writer’s Workshop in Poetry, and I thought it was a sign.
A week into grad school, I realized that sitting around all day writing poetry was not enough for me. Also, I could not quote Yeats. I had wasted my youth on horses, odd jobs and road trips, and couldn’t quote one great writer, let alone a poet. I was an embarrassment to myself. I avoided facing this by enrolling in a course called Basic Playwriting taught by a grad student named Lee Blessing. When the head of the Playwriting Department suddenly quit his job, he was replaced in a matter of hours by an insane Scottish playwright named Tom McGrath, whose exquisite play, The Hard Man, was a huge influence on me, and subsequently by Phil Bosakowski, who taught us that plays were agile things which could be written in a matter of minutes, put on by oneself, and moved on from, like stepping stones, to new places. To me, it seemed like writing a play was just a matter of pumping up a poem. Thus began my journey towards Theatre, my passion, the temple, the church where I belong.
The sheer joy of writing sustains me through good times and bad, allows me to discover things I didn’t know, to work out problems I’m too immature to handle yet, to feel love and gratitude in an often unlovable, ungracious world. I like lending this out in teaching. A practical person, I like teaching people how to sell what they write. I crave the freedom of working on a novel in obscurity, and I enjoy the restrictions inherent in writing a villanelle, or a play, or a screenplay. I love inventing people and deeds, and I love working my own life into a character’s, so that I can deny that I ever personally thought or did such things. I teach from the experience of almost thirty years of daily fighting and flying with my talent and my shortcomings and the infinite possibilities inherent on a blank page. I like engaging in dialogue over new work. I ask students to read constantly in order to find out how other writers handle certain things. I encourage a habit of writing to form. I know the psychology of being a writer as well as structure and form, and enjoy sharing this as well. I like helping writers get over the fear of revision, find inspiration, and see all the fantastic possibilities in their ideas. I love narrative and I love busting narrative. I love the stage picture and all the elements of performance that one can bring into an evocative piece of theatre. If I have a static philosophy, it’s something like, as Roethke put it, “…I learn by going where I have to go…”
My most recent play is What’s Buggin’ Greg, winner of the Macy’s New Play Prize, which will be produced by Cincinnati Playhouse and tour during the 2012 season. Other recent work includes a film, Ninja Mom: Mother’s Day, Makeover! a theatrical musical based on the life of Estee Lauder, and new plays, Our Suburb and The Posthumous Democrat. I am also working on a novel called Mass For Shut-Ins. My stage adaptation of Disney’s classic, Snow White, just finished playing at Disneyland for the past 5 years. I’ve written extensively for television, including movies of the week for CBS, NBC and Hallmark. My adaptations of Willa Cather’s O Pioneers! and The Boxcar Children, with composer Kim D. Sherman, have toured all over the United States. O Pioneers! was filmed for American Playhouse with Mary McDonnell in the lead. My play The Stick Wife continues to be produced all over the U.S. and Europe. Hearts Are Wild, an original rock musical with composer George Griggs opened in Pittsburgh at City Theater in 2006 and Sabina, a chamber musical about Jung, Freud and Sabina Spielrein, with book by Willy Holtzman and music by Louise Beach, is in the works, as is Club California, a musical about prostitutes in Kosovo, with composer Craig Safan. Heartland, an original musical, also with Kim D. Sherman, has been produced in regional theaters since 2000. I’ve won numerous awards, including an NAMT Development grant at Human Race Theatre, a Rockefeller grant, an NEA and a Gilman and Gonzalez-Falla Award. I am a member of The New Dramatists and The Lark Theatre in New York City.
MFA in Poetry, University of Iowa Writer's Workshop; MFA in Playwriting, University of Iowa; BA in Liberal Arts, Goddard College
Kristal C. Owens
Residency Sites: Plainfield, VT
In the mid 1980s, I became a student of Dr. Howard Thurman's writings and concepts that, then, influenced my search for personhood and spirituality. The areas of spirituality, meditation, gender and racial concerns, and nutrition have become central to my personal and professional life.
I have studied holistic health, martial arts, Reiki, and other healing arts. I have an interest in African psychology, womanist theories, substance abuse, family and group therapy, ethics, holistic approaches, sports psychology, pastoral care and counseling, therapeutic rites of passage, social psychology and cultural competency.
I work as a Project Director with Family and Medical Counseling Service, Inc. in Washington, DC. This program is a Comprehensive HIV/AIDS Prevention Education Program called Project Ujima (Collective Work and Responsibility). My program provides counseling and testing, resident and staff training and discharge planning for the D.C. Department of Corrections and Corporation of America/Central Treatment Facility.
I am a consultant with the Progressive Life Center where I teach the NTU Psychotherapy Course: an African-centered approach to service delivery. Currently, I am a Ph.D. student in the psychology program at the Southern California University for Professional Studies.
DMin in Pastoral Care and Counseling, Howard University; MDiv in Pastoral Care, Virginia Union University; BA in Religion and Philosophy, Virginia Union University.
Residency Sites: Plainfield, VT
I am a passionate autonomy-seeking womyn-warrior in hot pursuit of her own desire, while fighting against all forms of imperial delirium. I consider myself a collective - a network of support and resources, which includes my family, friends and comrades.
I am a life-long learner, forever open to and inspired by all things creative. I am curious about physics and metaphysics. I'm adept at music and sports. I love theory and performance. I am interested in the problematics of representation and the everyday. I particularly enjoy deconstructing gender, culture and sexuality. I like making objects, making sounds, making meaning. I often work with found objects, found sounds and found meanings.
I also like clay, paint, pencils, ink, computers and digital cameras. Most of all, I am interested in living the life of my own choosing, and defining the terms and conditions of my own consciousness and creative freedom.
I am excited to be a member of a community such as Goddard that would dare to dream of an otherwise society, let alone embody one. Such an environment reminds us that learning is a truly ethical experience. The freedom and responsibility of being at the center of one's own learning commits us to defining who we are, who we can become, and why.
MS in Education, McGill University; BFA in Studio Arts, Concordia University.
Residency Sites: Plainfield, VT , Residency Sites: Port Townsend, WA
If I had to whittle my teaching philosophy down to a kernel, it would say, “my mission is to cultivate cooperative cultures of life-long learning that respects the wholeness and complexity of our differences, and dissolves, as much as we're able, the lines between human and non-human worlds.”
My work springs from a love of stories and an unabashedly feminist sensibility. While I make video, perform and collect stories, knit and construct environments, I improvise new dynamic relationships between meaning and material stuff, personal and political, spiritual and corporeal, fantastical and mundane, individual and community. Story offers a way to reveal and to embrace contradiction, the contradictions of a culture that lauds traditional family values yet restricts how we love one another; a culture that raises motherhood on a pedestal yet tolerates daily violence against women; a culture that simultaneously perpetuates a fascination with the “other” while obsessed with securing its borders.
One recurring theme in my work is the story of navigating through culture and identity. As an immigrant who exchanged Taiwanese citizenship for U.S. citizenship over 25 years ago, even my own extended family view me as an outsider. Raised in the United States, I can no longer fluently communicate with our Taiwanese-speaking relatives. Yet my immediate family sustains a kind of weak link with those across the ocean. The word, “family”, conjures up contradictory feelings of love, longing and grief. I strive to make cultural barriers more fluid and make art in sympathy with all border-crossers. Just prior to my most recent move, I was told of an ordinance still in the books that stated, “No persons of Chinese descent m ay purchase this house.” The words provoked a deep interest in the question of how a neighborhood identity comes into being. Who has the power and privilege to make a neighborhood what it is? One of my current projects uses oral history and community engagement to forge a collective answer to this question.
I have also just completed my first year in the Environmental Studies PhD program at Antioch University New England. My studies are circling around “eco-deco performance practices” (yes, I made that up). That's short for performative research that integrates ecocritical methods with decolonizing discourses. I'm making my way “home” to Taiwan to learn the stories of the place where I was born, where the great swirl of big questions about place, family, love and violence all began for me.
I earned my MFA in Intermedia at the University of Iowa. From 1996-2003 I enjoyed a terrific stint on the faculty of the Evergreen State College, before joining the MFA in Interdisciplinary Arts faculty at Goddard College. I am the feminist mother of two wonderful guys who keep me on my toes and teach me more than I ever thought I could understand about love. My work can be viewed on my website, jupong-lin.squarespace.com.
MFA in Intermedia, University of Iowa; BA in Comparative Literature, Indiana. University.
administrator, Alumni, Blog Publisher, Staff
Samantha graduated from the MFA in creative writing program in 2014. She lives in Montpelier, Vermont. Her poems have appeared in The Meadow, Minerva Rising, Red Silk: A Red Tent Anthology, Mama Says, and PoemCity. Her poem, “Jewel Tones,” received runner-up in the 2010 Ruth Stone Poetry Prize at Hunger Mountain Journal. Her poem "Bad Girl" has been published in issue #3, the "rebellion" issue, of Minerva Rising journal.
She is a first-place slam poetry performer and occasional slam master in and around central Vermont where she also likes to hike, ice skate, read, write, bake banana bread, and raise her son.
You can read her poems on her blog at www.sam-poet.blogspot.com.
I have deeply benefited from my time at Goddard College. I came in as a member of the old campus based program in 1997 and eventually transferred to the low residency programs- which are now the exclusive model for Goddard programs - to complete my BA. in 2003. A traveler and an adventurer, the flexibility and independent nature of Goddard's Individualized BA was exactly what I needed to accommodate my life changing trip to live in Morocco at the beginning of my BA. I eventually wrote a Bachelor's thesis on Post-Colonial Identity Politics which piqued my interest as I experienced the cultural layers of Moroccan society - colored by French, Portuguese, Spanish (and even earlier - Arab) colonialism and the tourism that carries the country today.
I was doing this, unknowingly stepping into my role as an ethnographer, far away from the college yet I was linked to my advisor and other members of my advising group and of the Goddard community. I was independent but not alone. I was asked to spend time thinking about, practicing, and learning to know what I really wanted to get out of my studies. I was challenged, asked to start again, asked to edit, reconsider, branch out, focus in. It was challenging and delicious. The residencies were a mystical kind of woodland gathering where doers and dreamers and ambitious seekers all came together to hunker down and get to figuring out. You had to be brave. You had to bear it all. And you had to listen well to others. It was a very real microcosm for life.
Seven years after my BA graduation, I returned to the campus to complete an MA. By this time, I had spent many more years living and working in Morocco, a year in Turkey and more than 2 years in the UAE. I came back seeking that challenge. I was bored. I had seen a lot and changed a lot. I was practicing Islam, married to a Muslim man - a Moroccan I had met while working in Casablanca. I came back to write about Islamic Feminism with a consciousness studies concentration. Again, insanely challenging, causing cycles of confidence, eagerness, self doubt. In the end I came out of it with inner power. I am resourceful. I am self assured. I am not weary of intellectual risks. I met many life long friends - one who has become a business partner - a few perfect soul mates. I have so much to say about my time at Goddard. I look forward to speaking with any and all who are interested.
Before Goddard Susan Moul was working as a business consultant and had just been certified to teach yoga. Her thesis, The mouth of the body, beginning with mine, was a collection of essays that cover the range of approaches to embodied self awareness she investigated during her semesters at Goddard. She is now a senior member of the Healthy Living Faculty at Kripalu, where she teaches workshops in yoga, meditation, and embodiment.
Susan: Initially I had taken yoga teacher training to support my personal yoga practice, but then I realized I wanted to take this new thing and open up my life with it. I found to my surprise that I actually did want to teach, and I wanted to reestablish my writing practice as well. I chose to do graduate work in order to be able to do what I wanted to do credibly and substantially.
Upon realizing I wanted to do an MA I knew I wanted to do it at Goddard. My whole life I'd had the sense that Goddard is where people go to become revolutionaries. And I knew I would learn what I needed to learn and it wouldn't be about just running all the bases to get the piece of paper. I knew I would be designing a course of study tailored specifically to the work I wanted to do.
I wanted to destabilize a lot of the conversation and questions that arise out of taking something called a 'mind' as separate from the body. My experience with yoga and with writing had led me to feel that the wrong questions were being asked. I didn't want to know or to teach 'how' a body 'works'; I wanted to know (and still want to know) what a body is. Graduate work helped me to get a basis for pursuing this question.
My work was highly interdisciplinary and the low residency MA in Individualized Studies Program's framework supported me in this; I drew not only on physiology and philosophy but also on neuroscience, physics, mathematics, poetry, and literary and art criticism. I was also able from the first semester and throughout the course of my studies to explore connections between theoretical investigation and writing. Based on much that I was encountering in attempting to understand cognitive structure, I including in my writing practice experiences such as self video, which let me investigate narrative pause. I continue to evolve the style of writing that emerged from this exploration.
Goddard's low residency MA in Individualized Studies Program was the perfect environment and natural midwife for my work on embodiment and embodied writing. There was aesthetic rigor in combination with nurturing, intelligent, close reading of my work. I received direction and guidance in combination with faith and support for finding my own way.
I now do curriculum development and program development for Kripalu, and design and teach my own workshops. No matter what I teach I'm still studying what I was studying at Goddard. I also apply the Goddard model in my teaching here: supporting students in choosing a path, discovering how to make it real, and seeing it through.
From convection / further notes on the body as a spiritual vehicle, a piece Susan wrote during her third semester in the program about a Gabrielle Roth dance workshop:
a day of body moving through seven hours of dance at one point well over an hour without leaving off even to take instruction or water
one hundred people
at some point an outside door is opened for half a minute and our bodies are revealed as great clouds of steam I feel/ a literal awe
what is ecstasy
in lyrical movement our bodies exceed the limits of faith the ends of belief the experience of experiencing motion/ evolves because nothing stops it that first exercise of walking now the basic tenet of self knowledge the room a steady pulsation of natural breath that has not known the spectrum of judgment that ranges from inhibition to uninhibited it/ is a free breath born in a free body a/ free land
You do not have to regard the watcher as a villain. Once you begin to understand that the purpose of meditation is not to get higher, but to be present here, then the watcher is not efficient enough to perform that function, and it automatically falls away.
the fifth rhythm is stillness / a rhythm whose living is in the breath
calling you into spaces between the beats, between your bones, between your moves. Your body shifts through many shapes, sometimes holding them, feeling their vibration, sometimes letting them go. Your attention is drawn to your inner dance, where everything is alive, awake, aware.
what I learned was if I wanted to hang on to my story I could and no one would stop me or want to stop me unless they were also hanging on to a story and then our energies would tangle up somehow we'd collide we could get fluid we couldn't find the space we made with our own movements but only the increasingly sharp edges of the stiffness the rigidity of the form/ I
found that I could go on insisting on this thing or that about myself it was not difficult to maintain the sense of being clumsy if I wanted that or the memory of violence if I couldn't bear to be without it
that somehow in struggling these issues I'd increased their strength I'd insisted on them / by wanting to stretch them and make some room for myself by finding ways to engage or improve the situation I had inadvertently or perhaps/ it occurred to me then/ deliberately/ made them stronger resilient to change all weather wear that
made my weaknesses and idiosyncrasies and neuroses color the experiences so that I came to see that solidity as the world and to see that as myself and that I lived in the concave convex flux between this diaphragmic self world boundary/ an
utterly nonexistent boundary that I created with my own body that I lived as a body and re inscribed with every movement
when the possibility existed every single moment of letting it go
The breath is strong the vitality intense. The time is now, the place here. Every gesture is total, measured, your body full of breath, your look direct.
a gasp an intake of air a freshening to life and a dance that sloughed off the accumulation of habit and
if I did these things/ danced for three days with total strangers stripping and stripping and letting go of stripping/ if I did this and did not accept that it could change everything then why was I doing it/ if I
did this practice this dance these rhythms this re patterning of every wave of my own energy and did not allow the reality within which I experienced them to acknowledge the character of their pervasive reality the truth then I could simply go home afterward and have had a good time/ something out of which to make a memory
eventually slow I/ find my self moving through broad and gently tapering circles of sacrum knees hands and shoulders rolling bones and gluts across the floor the relationship of hip to arm returning me at angles to standing the understanding of limbs and back muscles folding me again to the floor and after awhile each time I'm on the floor I find I stay a bit longer/ we
are all on the floor there is a long period of meditation and integration
coalescence arises/ writes patanjali in the yoga sutras/ and the body and the infinite universe are revealed as indivisible
He'd asked his father on his deathbed, "What was the most important thing in your life, the Torah?" And the old man had answered, "My body." "I was stunned," his son now told me. He stared past me in awkward silence and finally said, "I always thought my body was just a vehicle for my mind; feed it clothe it, send it to Harvard."
Trungpa, Chogyam. Cutting Through Spiritual Materialism. Boston, MA: Shambhala Publications, 1973.
Roth, Gabrielle. Maps to Ecstasy. Novato, CA: New World Library, 1998.
Kiara Brinkman graduated from Goddard’s low residency MFA in Creative Writing program in 2006. Her first novel, Up High in the Trees (Grove Press, July 2007) has been called “a very moving and perfectly convincing portrait of the inner life of an unusual boy” by Dave Eggers; Maud Casey calls it “a hauntingly beautiful debut; a stunner.”
The novel has earned raves from the Washington Post and The New York Times; it has been chosen as a Borders Original Voices Pick and a Barnes and Noble Discover Great New Writers Pick.
Brinkman says that her time at Goddard College was an important part of the creation of the novel: “At Goddard I gained the confidence I needed to make writing a top priority in my life, and I established the necessary momentum to get into a rhythm and move forward with my work. My advisors were encouraging and my peers were supportive, and at a certain point, I realized that I was doing exactly what I wanted to be doing—I was writing a novel and feeling good about it, and no matter what, I was going to finish. I also learned how to be productive. I figured out a writing schedule that works for me, which I think is a big part of the struggle, learning when and how long to sit in front of the computer— which is different for every writer.”
Read her Interview: Kiara Birkman talks about her time at Goddard, the success of her first novel, and her life as a writer in an interview with faculty member Jeanne Mackin.
Residency Sites: Plainfield, VT
When an editor approached me about writing a history of the telescope, I immediately declined. I didn’t have a science background; I’d never written about science. But then the editor said, “Think of it as an essay,” and I haven’t looked back.
What changed my mind was the realization that as a writer, I should be able to approach this topic, however daunting, just as I would any other. And that lesson is at the heart of what I try to teach students of Creative Non-Fiction: the element of narrative. Facts are facts, but the tools of fiction—characters, conflict, dialogue, action, setting—can transform useful information into compelling tales. My educational and professional background is in both fields—journalism and fiction. By combining my experience in conducting research with my experience in constructing narratives, I try to make even a somewhat esoteric subject accessible to a general readership.
In my most recent book—The Four Percent Universe: Dark Matter, Dark Energy, and the Race to Discover the Rest of Reality (Houghton Mifflin Harcourt, 2011)—I tell the behind-the-scenes story of the discovery that won the 2011 Nobel Prize in Physics, complete with bitter rivalries and fruitful collaborations, blind alleys and eureka moments. The science is the accelerating expansion of the universe, but the scientists are what drive the narrative.
My two previous books also cover the history and philosophy of science for non-specialist readers, Seeing and Believing: How the Telescope Opened Our Eyes and Minds to the Heavens (Viking, 1998), and The Invisible Century: Einstein, Freud and the Search for Hidden Universes (Viking, 2004). I'm also the co-author, with Temple Grandin, of The Autistic Brain: Thinking Along the Spectrum, to be published by Houghton Mifflin Harcourt in the spring of 2013. Although I have continued to write about non-scientific topics (and have published short stories through the PEN Syndicated Fiction Project and in Ploughshares), my primary focus has become the intersection of science and culture. My essays and articles on that subject have appeared in various sections of The New York Times as well as in Smithsonian, Discover, Natural History, Esquire, Outside, Seed, and many other publications, and have aired on National Public Radio.
My book The 4% Universe received the 2012 Science Communication Award from the American Institute of Physics and was longlisted for the Royal Society’s Science Books Prize.
I have received a 2008 Fellowship in Science Writing from the Guggenheim Foundation, a 2007 Fellowship in Nonfiction Literature from the New York Foundation for the Arts, and an Antarctic Artists and Writers Program grant from the National Science Foundation. My books have been translated into sixteen languages.
Throughout this surprising (to me) turn my writing has taken, I have always asked myself two questions that I also encourage students to ask of themselves:
1. Have I explained this topic in such a way that I would have understood it before I started my research?
2. Have I found a way to illuminate the human drama that is at the heart of every narrative, whether fact or fiction? If the answers are yes, then maybe I am -- we are -- heading in the right direction.
MFA in Fiction, University of Iowa; BS in Journalism, Northwestern University.
Residency Sites: Plainfield, VT
All my life, I've been at home most among trees, fields and skies, and I've been in love with the wind. I take my cue from the earth, and specific to where I live, the tall-grass prairies of Kansas (a great place to be immersed in wind), and the understanding that our vitality is interwoven with the earth’s. As a long-time bioregionalist, writer, workshop facilitator, collaborative artist, grassroots community organizer, and teacher, I find my work often involves creating and holding loving places for people to gather, find courage, and trek into the wilds of their lives. I believe in committing fully to our places and passions, learning from the materials life gives us, and continually cultivating spaciousness in our hearts, minds, bodies and communities.
I'm drawn to writing and storytelling as an ecological and spiritual practice, and also to how writing, singing and storytelling can reweave community by breaking the silences that hide us from each other. I write through the blank or overflowing page, through what we know to what we don't know. I know what my students and workshop participants know all through my body: writing is hard and holy, mysterious and ecstatic, puts us on and over the edge. Most of all, through the arts, we can come home to who we are.
My inner-Goddard is accompanied by fine companion-work: I'm a long-time writer (and the 2009-2013 Kansas Poet Laureate), and a free-lance workshop facilitator, speaker and scholar. I write in a menagerie of genres -- memoir, fiction, poetry, non-fiction, songs, blog posts -- and often about the confluence of body, earth and sky, healing, community, story and time. I give frequent readings, workshops and talks, and collaborative performances with other artists. I facilitate writing workshops for many populations, especially for people living with cancer and other serious illness, and I'm a roving scholar for the Kansas Humanities Council. I also write songs, perform collaboratively, and run a small, arts-based business with rhythm and blues singer Kelley Hunt.
Although I began my life in Coney Island, after being raised by a pack of Jewish raccoons near the Jersey shore, I followed I-70 west to Lawrence, Kansas, a fierce and gentle place where men stroll downtown in chartreuse evening gowns, friends make giant teapots on wheels for parades, we debate how to deal with extreme right-wing state politics and still love our state, artists decorate their gardens with festively-painted bowling balls, and lilac, the local foods movement and basketball abound. I’m a founding member of the Transformative Language Arts Council, and also the founder of Transformative Language Arts, a Goddard College master's program in social and individual transformation through the written, sung and spoken word. I have extensive training in facilitation; certified poetry therapist; certified yoga teacher, registered with the Yoga Alliance (and certified in Curvy Yoga); certified in grassroots organizing by the Midwest Academy.
I love working with students who are drawn to the question of how to live. I'm a lifelong students of these fields/traditions:
- Bioregionalism: How can and does place inform identity, life calling, community-making and simply feeling utterly alive? I've been a bioregional organizer and writer for 30 years, and I'm one of the founders of the continental bioregional congresses and of the Kansas Area Watershed Council, our local bioregional group we started in 1982.
- Right Livelihood (the Buddhist term of making a living in ways that serve community and calling): How do we know what to do with our lives, and related to this, how to best start, grow and sustain organizations, businesses, and communities? I also love the nuts and bolts of it all (from marketing without selling your soul to conversing with your calling), and give frequent workshops on various aspects of finding, making and sustaining our right livelihood.
- Group Process/Organizational Development: How do we live, work and create with each other? I've studied Quaker-style facilitation, discernment, and group process, and with my husband Ken Lassman, I regularly lead trainings and consult with organizations and cooperative businesses on better meetings, working with conflict, and strengthening community.
- Grassroots, Community Organizing: How do we make real and sustainable change? I've worked for years as an organizer, first working with coalitions of labor unions, community groups and social service agencies, and lately with bioregional groups and local issues.
- Expressive, Integrated & Collaborative Arts: How can making something be a way of healing and knowing? I'm fascinated with the power of the arts (including yoga) to help us wake up to the lives we're given, and also the big question of what it means to facilitate someone else's transformative artistic process. As founder of Transformative Language Arts at Goddard College, I've worked collaboratively with many students, faculty and alumni in growing the field of transformation through the written, spoken and sung word.
Spiritual/Religious Practices: What is faith, and where do we each locate and sustain our own? As a Jew with Buddhist leanings who teaches yoga in the bible belt and resonates with animism, I'm interested in how culture, experience and mystery shape such beliefs, knowledge, and ways of knowing.
I share my home with a small herd of men as well as a chocolate labaraner who eats everything, old labmation who loves everyone, kitty who demands all, and deer, coyotes, occasional cougars, many spiders, compost-eating crows, one or two owls making harmonics at night, and a very big sky full of endless entertainment.
Books & Recordings: The Divorce Girl (a novel, Ice Cube Press); Needle in the Bone: How a Holocaust Survivor and Polish Resistance Fighter Beat the Odds and Found Each Other (non-fiction, Potomac Press); To the Stars Through Difficulties: A Kansas Renga in 150 Voices (editor, Mammoth Publications); An Endless Skyway: Poetry from the State Poets Laureate, co-edited with Marilyn L. Taylor, Denise Low and Walter Bargen; Begin Again: 150 Kansas Poems (Woodley Press, editor); The Sky Begins at Your Feet: A Memoir on Cancer, Community & Coming Home to the Body (bioregional memoir, Ice Cube Press); four volumes of poetry: Landed, Animals in the House, Reading the Body; Write Where You Are: How to Use Writing to Make Sense of Your Life (Free Spirit Press), Sandra Cisneros: Activist and Writer (Enslow Press), A Circle of Women, A Circle of Words (editor, Mammoth Publications) and several other books. Songwriter listed with B.M.I., music recorded on Kelley Hunt's CDs Gravity Loves You and Mercy.
PhD in English, University of Kansas; MA in Creative Writing, University of Kansas; BA in History, University of Missouri.
Faculty Publisher, Staff
Residency Sites: Plainfield, VT
I have been engaged in a rich and exciting career in the field of education for many years. A large part of my professional life was in New York City where I began as a third grade teacher in Spanish Harlem district 4. From there I moved on to higher education, where I taught English-as-a-Second Language, reading, and education methods courses . For the past ten years I have been a teacher educator at Central Connecticut State University.
As a constructivist I am respectful of student diversity and recognize the central role that individual and cultural experiences play in the learning process. However, I also believe that educators must be guided by theory, best practice, excellent interpersonal skills, enthusiasm, and a commitment to quality education underscored by the belief that we are all capable of learning. As an educator, I promote multiculturalism, quality in educational courses and programs, a forward-looking perspective, and always an emphasis on student-centered learning.
In my role as teacher and scholar, I believe teachers have the responsibility to nurture students’ understanding and celebrating of who they are both personally and culturally. Teachers must be willing and skilled in creating instructional contexts where culturally diverse learners can become active partners in the learning process. This implies that in order to teach effectively, teachers should learn about their students’ culture, background, and experience. The two book projects I have been part of Puerto Rico Past and Present: An Encyclopedia (1998) and Notable Caribbeans and Caribbean Americans (2003) propose to provide a resource for this to happen.
PhD in Curriculum and Instruction, New York University; MS in Education Guidance and Counseling, Richmond College (CUNY); BS in Secondary Education, English and Social Studies, Universidad Católica de Puerto Rico.
Residency Sites: Plainfield, VT
What is the life giving choice in this moment? What are the infinite ways we each inhabit our body, breath, song, radiance, knowing, the deeper wider center /truth of who we really are?
I am a theologian, psychologist, educator, mama, musician, performance artist and mystic…not necessarily in that order. Play, brachot, love, work, connection, relationship and belonging matter most. Our personal epistemologies and theologies, how we come to know what we know and how we listen with each other about how we know, what we know, intrigue me…I think our potential and “ruach” pulse in the ‘places in-between’, in that “liminal” space…the places where boundaries dissolve or blur as we stand on the edge of who we are, preparing ourselves to move across perceived limits of who we think we are, into that deeper wider being/knowing.
The practices of writing, language-ing, singing, improvisational music, dance/movement, story telling, theatre, yoga, aikido, teaching and other forms of contemplative art-making and somatic studies allow this place of “becoming”, inviting us to notice what ‘shows up’ and to follow that energy with our breath and full presence. I am intoxicated with words and their etymologies, particularly Hebrew, Arabic and Aramaic. "Ayeh asher ayeh (Exodus: 3:14)", perhaps the most mistranslated response to Moses at the burning bush, is "I will be what I will be", when one translates directly from the Hebrew. There is movement in these words. If we are 'b'tzelem eloheim', made in the image of the divine, the mystery, LOVE, then we too cannot be confined to categories or known in advance…we continue to compose our story, breathe into our becoming…we take our shoes off, (like Moses) to our body as mishkan, sanctuary, for each of us are holy ground.
I have a particular interest in the voices of mothers, daughters and sisters, the songs, stories, prayers, relationships, and an ethic of care that can be cultivated from women's connections with each other, supported by men who love them.
My classical psychological, philosophical, contemporary dance, music and movement training finds comfort in categorization, yet my experience has been that we each are a divine mystery containing infinitely unfolding identities. Trainings and certifications in Psychodrama, Expressive Therapies, Gestalt methods, Feldenkrais Awareness Through Movement, Alexander Technique, Anti-Oppression workshops, Process Oriented Psychology, Body Mind Centering, Contact Improvisation, Rubenfeld Synergy Method, Amrit and Kripalu Yoga, Playback Theatre, rabbinical study, somatic and contemplative approaches and tuning to our creative process are some of the ways I explore this process/practice of 'becoming'.
We each are teachers, healers and artists and can shape our lives through the process of creation. I think our medium, ultimately, is humanity and consciousness. The form has infinite variations and Goddard can be experienced as a 'sanctuary in time' (Abraham Joshua Heschel) to explore our particular variation, compose/choreograph the score and play it. "We are the ones we've been waiting for" as first taught to me from Ysaye Barnwell of Sweet Honey in the Rock and whose origin comes from the Elders Oraibi Arizona Hopi Nation prayer, is our call today. How we choose to use our energy, love, the stories we inhabit, the ones we tell about ourselves and the ones we compose and create collectively, inform our individual and collective story, our re-evolution…and our day to day joy.
My work as an educator, psychologist, rabbi and interdisciplinary artist has taken me into elementary and secondary schools, universities, black box theatres, fringe festivals, museums, community mental health centers and agencies, psychiatric hospitals, women's centers and shelters, substance abuse treatment centers, prisons, a broad range of youth organizations and service-learning programs, numerous performance spaces, churches, synagogues, mosques, Buddhist temples, ground zero in NYC, a ferry boat en route to Vieques and the US Navy test ground there, small villages in Cumunayagua, Cuba, East Jerusalem and the West Bank, places committed to interfaith dialogue and multi-racial coalition building, Black-Jewish dialogue groups, Muslim-Jewish engagement groups and more.
I've been privileged to teach and perform in the southern, northeastern, midwestern and pacific northwest regions of the United States, London, Vieques, Borinquien, Belize, Toronto, Cuba and Israel/Palestine, using Playback Theatre, an improvisational story-telling method, sociometry and Process Work (Process Oriented Psychology) as emancipatory practices for dialogue, deepening connections, healing and creating new models for leadership and social change.
Serving as faculty for graduate programs in Educational Leadership, Curriculum and Instruction, the Integrative Arts at Lesley University, Multicultural Theatre and Democratic Curriculum at Union Institute and University and teaching courses in 'Organizational Leadership', ‘Ethics’, Creativity and Imagination, Developmental Psychology and 'Multiple Literacies' at SUNY New Paltz has provided me with the opportunity to support diverse learners.
My work as an advisor is to support learners in calling forth their own wisdom, illuminating their awareness as reflective practitioners, researchers, scholars, artists and agents of change to bring their work into the world in meaningful and sustainable ways that inspire health, joy, belonging and thriving connection, experience learning as a spiritual voyage- a vehicle of transformation for both advisee and advisor. Several years ago, a graduate student of mine, also a veteran teacher and mother in South Carolina said, "You bring the God out in us." Perhaps we are here to be midwives for one another.
Rabbinical Candidate, Aleph Rabbinical Ordination Program (Focus: Feminist Theologies, Hebrew Priestess Traditions, Muslim/Jewish Engagement, Music and Health); PhD in Educational and Social Psychology, Union Institute and University; MEd in Counseling Psychology, Temple University; MFA in Interdisciplinary Arts, Goddard College; BA in Philosophy, SUNY Binghamton.
Residency Sites: Plainfield, VT
In the 21st century, change and the speed of change are constants. The complexities of sociological, ecological, and political shifts require resilience. Growing up in North Carolina during the 50s and 60s, I was constantly aware of social and political flux. I remember standing backstage, clutching my alto sax, nervous to begin playing with the school’s jazz band, when suddenly a group of Civil Rights workers entered the auditorium and three-quarters of the students joined them in the march to the State House to demand equal rights for Blacks. I remember eagerly anticipating graduating from my all-Black high school, like my sisters before me, and I remember tears of despair and anger when we were told that would not happen. Forced to comply with desegregation laws, the public schools were re-organized, and yellow school buses (carrying mostly Black students) crisscrossed our town. My political activism began in high school and has taken many forms. I’ve marched, boycotted, written letters, organized conferences, donated money, and amassed thousands of hours as a volunteer for several community organizations.
Change requires resilience. As an educator, I am mindful of the need for intellectually safe environments in which students may develop as resilient, well-informed global citizens. As a writer, I value the processes of creation and revision. That is reflected in all aspects of my life: I create curricula for the courses I teach and am mindful that the curriculum is what happens during the course.
I practice yoga; I dance; I garden. These activities urge me toward learning foundations and adjusting what I have learned as needed, to fully express the pose, the movement, the plant.
Several years ago, I changed directions professionally and personally. I moved from Brooklyn, New York, to Charlotte, Vermont; I earned a second Master’s degree. Earning an MFA in writing and literature from Bennington College showed me the value of a student-empowered, low-residency teaching and learning model: I came to understand and prioritize what I want to learn, how I want to learn, and how to challenge myself personally and professionally. I also learned how to build and engage with a learning community that encourages and supports individual and collective creativity and innovation.
I started at Goddard as a faculty member in the BA in Individualized Studies program. Working with Lucinda Garthwaite and Prageeta Sharma, I developed Goddard’s BFA in Creative Writing program. In addition to working at Goddard College, I teach in local colleges, face-to-face and online. I have trained teachers and led writing workshops. I have studied, and worked with students who studied, curriculum development; organizational development; literature; creative writing (particularly personal narratives and poetry); myths, legends, and fairy tales; community activism; women’s studies; race and racism; and popular culture, American studies; education theory; and gay and lesbian studies. I have worked as an administrator and as a consultant in colleges, profit- and not-for-profit organizations.
I am a lifelong learner. In recent years, I’ve taken courses in organizational analysis, disruptive technologies, leadership through emotional intelligence, and sustainable development, among others that focus on leadership and organizational development. I am a member of the Bryce Dance Company. These experiences enhance my work as Director of the Goddard Graduate Institute, whose core values are embedded in inter- and trans-disciplinary inquiry.
My poetry and prose have been published in several literary journals. I co-edited with Caryn Mirriam-Goldberg Transformative Language Arts in Action (Rowman & Littlefield, forthcoming). My education also includes the National Writing Project in Vermont; working as a Writer-in-Residence at the Berkshire Writers Retreat; being a member of writing collectives; coursework and independent study.
MFA in Writing and Literature, Bennington College; MS in Health Science Administration, Long Island University; BS in Health Science, Brooklyn College.
Saxophone player, composer, pianist, singer, politically committed poet, playwright, Archie Shepp is a legend. Archie Shepp’s connection with Goddard began in 1955 when he enrolled as a pre-law major on a full scholarship. Soon after, Archie began to write plays and became a theater major. He graduated from Goddard with a Bachelor of Arts in 1959.
In 1965 he released his first album. Since then, he has released more than 60 albums and played on stages all over the world. Archie’s importance in the jazz canon is indisputable. He was a leader in the 1960s black jazz avant-garde, or free jazz, movement, and has played with the likes of John Coltrane and other jazz greats.
His music speaks to a generation that is not content with the status quo, in terms of music and social equality, and he continuously pushes the boundaries of jazz through experimentation and innovation.
Archie Shepp was also an educator for more than 30 years, heading the Black Studies Program at the State University of New York in Buffalo from 1969 to 1971, and teaching at the University of Massachusetts from 1971 to 2001.
Archie Shepp was born in 1937 in Fort Lauderdale in Florida.
He grew up in Philadelphia, studied piano and saxophone and attended high school in Germantown; he went to college, became involved with theatre, met writers and poets, among them, Leroy Jones and wrote: "The Communist," an allegorical play, later renamed "Junebug," about the situation of black Americans.
In the late fifties, Archie Shepp also met the most radical musicians of the time: Lee Morgan, Bobby Timmons, Jimmy Garrison, Ted Curson, Beaver Harris ... his political consciousness found an expression in plays and theatrical productions which barely allowed him to make a living. In the beginning sixties he met Cecil Taylor and did two recordings with him.
Shepp started his own independent label, Archieball, in order to maintain full artistic freedom, to support independent jazz creation and, most importantly, to promote young jazz talents.
Christian Peet is the author of The Nines (Palm Press, 2006), Big American Trip (Shearsman Books, 2009) and of the forthcoming No Evidence, No Jury, No Justice: The True Story of Jeremy Barney (GenPop Books, 2012). Peet is Founder and Editor in-Chief of Tarpaulin Sky Press & Online Journal. He taught Poetry and Creative Writing at Brooklyn College & Hunter College (CUNY) from 2004-06.
H. Sharif Williams
Residency Sites: Plainfield, VT
Dr. Herukhuti [heh-ROO-koo-TEE] is a clinical sociologist, cultural studies scholar, sexologist, cultural worker, and neotraditional African shaman whose work is focused on sexual cultures, Indigenous Wisdom Traditions, and decolonization. Rooted in community, he works in and with African/Diasporic, sexually oppressed, and other marginalized communities as a scholar-practitioner dedicated to and driven by the goals of liberation and social justice.
To that end, he is the founder of two epistemological movements: Decolonizing and Reconstructing Epistemologies (DRE) & Afrocentric, Decolonizing Kweer Theory (ADKT). DRE is a framework for research and practice guided by principles of social and ecological justice as well as a deep appreciation of the value of Indigenous knowledge and wisdom. ADKT is a way of understanding how Blackness and queerness are culturally, spiritually, and sexually interconnected as sources of liberatory power.
A former junior investigator at the HIV Center for Clinical and Behavioral Studies at Columbia University and New York State Psychiatric Institute, Dr. Herukhuti’s research is situated at the intersection of sex, culture, spirituality and health. He specializes in narrative research methods including narrative interviewing, oral history interviewing and autoethnography and embodied methods including Tai Chi Chuan, Hatha Yoga and Theatre of the Oppressed. He is an editorial board member of the Journal of Bisexuality and founder of the Center for Culture, Sexuality and Spirituality.
A spiritual teacher and guide initiated in the tradition of Kemet (Ancient Egypt), Dr. Herukhuti is the Hem Netcher Tepi (High Priest) of the Kera Sekhmet Ha Heruhet (Shrine of Sekhmet and Heruhet). His spiritual education also includes mentorship and training in Sufism and West African spiritual traditions.
Dr. Herukhuti consults for organizations in a variety of areas of organizational life including equity and justice, workplace dynamics, team building, strategic planning, conflict management, program development and evaluation. He is the former co-chair of the board of Global Youth Connect, an international human rights organization for youth, and founder of KHPRA Consulting.
PhD and MA in Human and Organizational Systems with a concentration in Transformative Learning for Social Justice and specializations in Sexuality and Cross-Cultural Studies of Knowledge Systems, Fielding Graduate University; MEd in Curriculum and Instruction with a specialization in Conflict Resolution and Peaceable Schools, Lesley University; BA in Political Science and Psychology, University of Southern California.
Residency Sites: Plainfield, VT
I am a New York-based composer, sound/installation artist and electro-multi-instrumentalist. My work is deeply rooted in audio/visual and audio/gestural interactivity, and is influenced by post-Cagean compositional strategies, and the poetic and gestural non-materialism of the Fluxus arts movement. As a performer, my tools are electronically-processed accordion, laptop electronics, acoustic piano, and amplified objects; and my visual materials include objects, video, drawing and photographs.
For the past several years, I have been developing a series of interactive sound/image pieces that are inspired by the structures of Rube Goldberg's circuitous machines, and have been performing these works in both the United States and Europe on an ongoing basis – most recently in May 2008 at the Contemporary Art Museum in Roskilde, Denmark. An important conceptual thread running through these pieces is the discovery and expression of metaphors for the slippage and tension between object and meaning that occurs through the passage of time. As both a sonic and visual artist, I try to build and layer idiosyncratic systems and structures that point to these shifts in meaning.
Other recent projects include the New York premiere this past spring at Roulette Intermedium of ob-jest, the jettisoned: 15 short electronic works for 4 speakers, with a live ensemble featuring Highland bagpipes, cello, amplified objects, and electronically-processed accordion; and the completion of Faulty Objects, an hour-long audio work scored for amplified objects, laptop electronics and accordion feedback. The piece is based on a 10-channel installation work that I presented in New York last year at Diapason Gallery for Sound and Intermedia, and will be released on Important Records in Fall 2008.
One important focus for the past 20 years has been the development of an individual textural and gestural language on my electronically-processed accordion -- which I view as an extended instrument. During this time, I have also explored density, gesture and interactivity with a wide range of electronic instruments, sources and processes-- analog and digital, including: synthesizers, live tape manipulation, analog effects boxes, Foley, samplers, and generative sound processing. I have also recently been working to extend my performative scope through the design of a series of digital controller sculptures to be used with my customized processing software.
All of these explorations have been - and are currently - greatly augmented by ongoing collaborations with many and diverse sonic colleagues. Of critical importance has been my longtime participation in the vital community of musicians in downtown New York City who are committed to the exploration (together) of a wide range of artistic/improvisational/compositional strategies and expression. As a member of this community, which is by now both local and global, I’ve had the opportunity to develop recording and performance projects with artists who challenge me both conceptually and aesthetically: including guitarist Nels Cline, saxophonist Ellery Eskelin, and bagpiper David Watson; and sound artists Anne Wellmer, Stephen Vitiello and Michael J. Schumacher, among many others.
As an educator, I want to support students’ pursuit and articulation of a personal creative vision, and to facilitate their absorption of the range of materials, processes and resources that are available in order to help them achieve this. This is with the recognition that this may at times seem like a risky endeavor – full of experimental moments of “not knowing,” that may or may not lead to a clear creative outcome – yet is indeed a worthwhile process that can provide a vital sense of agency to any artist.
I have taught music improvisation and composition, sound art, and multi-media performance at the college and graduate school level: conducting workshops, classes and master classes at music and art academies in the United States and Europe, including the Integrated Media Program and Music Department at California Institute for the Arts, Mills College, the University of Michigan Music Department, and the Hochschule fur Musik, Karl Maria von Weber in Dresden, Germany. I have also led workshops at artist-run music improvisation schools and collectives in New York City and in Europe.
My work has been supported by grants from Meet the Composer, American Composers Forum and New York State Council on the Arts; and residencies from Harvestworks Media Art Center, New York City; and the Frei und Hanseastadt Hamburg Kulturbehoerde, Germany.
MFA in Visual Arts, Mason Gross School of the Arts, Rutgers University; BFA in Visual Arts, Tufts University; Diploma, School of the Museum of Fine Arts, Boston; 5 Year Certificate, School of the Museum of Fine Arts, Boston.
Clo Pitkin is the daughter-in-law of Goddard's founding president. She married Royce "Tim" Pitkin's son, Belmont. Over the years she has had many roles at the College (student, staff, faculty, friend, and trustee). Student from 1949-1953 After graduation, Tim Pitkin hired her to help survey the upper Winooski valley as part of Title I Grant. The work involved surveying the upper Winooski valley to collect data about people's knowledge of social services. Clo, with the help of Ellen Pitkin, organized and helped run educational conferences at Goddard throughout the 1960s. Graduated from UVM in 1969 with her MEd in Counseling. Director/Advisor of Commuting Adult Program at Goddard College-1968-1969 *The Commuting Adult Program preexisted the ADP program at Goddard. Goddard College-Education faculty, for both RUP and ADP. CCV-1970-1978. Worked with Peter Smith, CCV’s first President, to help get CCV started. While there she helped set up the advising program and designed degree programs, working with low-income people to devise ways for them to continue their education. Goddard College, Associate Director of Admissions, early 1980s. Founder and Director of Woman Centered, 1987-1993. Woman Centered was a woman’s organization who gave workshops to 1,300 women every year. They counseled and supported women, helped them access resources, etc. They worked with Governmental Commission on women, rented a house that also held a Domestic Violence Program and Sexual Assault and Crisis Team. When Battered Women’s Services almost went bankrupt they also moved into the house. It became a place where all the women’s stuff was happening in Central Vermont. Director of Community Services, Central Vermont Community Action. (1993-2000?) Helped to create and implement PIP (People in Partnerships) , a program which sought to simplify and integrate the social services available to low-income people. The state began to take integrate some of the innovations that PIP had come up into the larger social services and governmental system. Goddard Renaissance Committee, 2002-2003. Co-founder of Vermont Peace Academy, 2002. Goddard College Board of Trustees, 2003-Present. *Clo also had a private therapy practice, usually with about three clients, for much of this time.
Bachelor of Arts, Goddard College; MEd in Counseling, University of Vermont.
Business Office Publisher, Staff
Residency Sites: Plainfield, VT
I am deeply interested in the experience of cultivating a conversation between the seen and the unseen, of noticing in and noticing out. This integration of the spiritual, the physical, the emotional and the intellectual is what characterizes my life and my teaching. As an interdisciplinary artist I am happiest working with the same questions for many months, or even years, to ripen my understanding and intimacy with different themes or problems.
My curiosity is ignited by blending, seemingly, unrelated disciplines in an investigation and I love to work with students in this way. I love helping students find links between their areas of passion and new questions. My own education has journeyed through many different disciplines – engineering, business administration, sociology, environmental studies, dance and visual art.
From this smorgasbord of learning experiences I have developed a broad range of learning approaches. I was not always a successful student so I have first hand experience with the challenges of fitting into a learning environment. I strongly believe that effective learning has to allow space for personal reflection. This kind of reflection might look, to some, like wasted time. But I believe that we need to develop a stomach for this and to recognize the difference between being idle and being lazy.
As a long time meditator and practitioner of Tibetan Buddhism I am interested in how techniques of self-reflection can be woven into rigorous academic study. You can see an example of how I have been using this kind of self reflection in my own learning journey at this link. I came to artmaking relatively late in my career and I have a soft spot for working with students who are just beginning to open to this kind of creative process. In recent years my areas of research include the production and consumption of food, cultural dimensions of obesity, contemplative approaches to study, and the power of consumers in Western economies.
I love to be active and am fortunate enough to live by the ocean in Nova Scotia, where I can hike along the rocky coast with my doggie every day. To see examples of my visual artwork please visit my website: www.annieabdalla.com
MFA in Interdisciplinary Arts, Goddard College; MES in Environmental Studies, York University; BA in Sociology, York University.
Residency Sites: Plainfield, VT
I’m delighted to support the learning of Goddard’s extraordinary students. The insight, energy and innovation you bring to your lives and communities has remarkable power and brilliance. It is an honor to build a relationship of respect and honest exchange to support your growth.
I have been here for sixteen years in a variety of roles including advisor and director of several undergraduate and graduate programs; my core identity has always been to spur and support students as an advisor. Raised in a working family, I was inspired by and worked in the antiwar (Vietnam), Civil Rights and environmental movements that sought to build more just societies. After completing an undergraduate degree in environmental sciences, I lectured and hiked mountains and valleys as an environmental educator.
I went on to counsel poor families as a rural crisis intervention worker, teach about environmental justice in prisons, and lobby state legislatures to fund community groups that served people with disabilities as well as poor and working communities. At graduate school I sought to learn from others who shared these values and visions. I plunged into the extended study of United States and global history—as a way to make meaning of and understand the globe and to complement my lived experiences through sustained research, writing, and reflection. I wrote and edited several books about the collective efforts of people with disabilities to overcome workplace and educational discrimination.
My current interests are wide ranging; there are usually a half dozen books and journals in my study area. I seek inspiration and insight from the efforts of people around the globe to build just, egalitarian and creative communities. At the same time, I believe we have a concurrent responsibility to question and dismantle the industrial/militarist system that has exploited the earth’s resources, overpowered the budget and political process, divides peoples and hampers the emergence of local as well as global justice efforts.
At Goddard, I have worked with a wide range of students in any number of areas, typically in the humanities, social sciences, and contemporary literature. More noteworthy than my goals are your interests, passions and pursuits. Why are you here? What is important for you? What risks are you ready to consider and take? How can we come together to make your learning challenging, vital – even transformative? This is your time.
I was one of two scholars from outside UVM to be selected as a University of Vermont Sustainability Faculty Fellow for the 2013-2014 year. This is a professional development program in interdisciplinary sustainability education. Fellows engage in a yearlong collaborative exploration of sustainability, teaching and learning. My training will enhance my work with students at Goddard.
PhD in American History, Minor in Anthropology, University of Wisconsin at Madison; MA in American History, University of Wisconsin at Madison; BSE in Nature Interpretation, SUNY.
Anna Hawkins had been living in Hawaii for seven years before deciding on Goddard, wondering all the while whether she should return to the mainland for graduate school. At Goddard she studied Jungian, transpersonal, and Buddhist psychology, and then moved into women's studies and literature, along with an emerging interest in embodiment studies. Since graduating, she has been teaching classes in writing and psychology at Maui Community College. She has continued to write, and has been publishing in magazines.
If you are looking for a graduate program in creative writing, look no further! I read brochures, visited campuses, figured out costs and then visited Goddard. The search stopped. I had come home to Goddard. It can be your home too. Give me a call and we can talk about the Goddard experience. As a dramatic writer, I discovered a family of writers who have had a profound impact on my work and work ethic. We even have a Google group that keeps us connected, nudges us to keep on writing and provides an incredible base of support. As part of the Goddard family, I am not working alone. You will be amazed at the caliber of instruction and personalization that Goddard provides. My advisors were stellar and brought me to a new level of professionalism. They are now always a part of whom I am. Call me, write me, and most of all, really consider Goddard.
Alumni, Donor, Former Trustee
Professor Emeritus, Miami-Dade College
Ormond Beach, FL
Cliff is a 1965 graduate of the Residential Undergraduate Program (RUP). He has spent his entire career in higher education, attending masters and doctoral programs at the university of Illinois and Rutgers University respectively, appointment as professor of Sociology at Miami-Dade College (1968-2003) as well as adjunct appointments at Florida International University and the University of Miami.
Later in his career, he left the classroom to become a lobbyist for Miami-Dade. He served on the Board of Directors for the Florida Association of Colleges from 1987-1998, chaired its legislative advocacy effort, and has been on the Goddard Board of Trustees since 1998, his way of giving back to the College that transformed his life.
Cliff also has had brief forays into administration with interim appointments as Chief Academic Officer at Goddard in 2000 and as Provost at Florida Keys Community College, 2007-2008.
Cliff has a passionate love of all things aquatic--marine life, water sports, beaches, and boats. He holds a Coast Guard-issued 100-ton commercial master's license.
Residency Sites: Port Townsend, WA
I am interested in 'relationships' of things within phenomena or events. In discovering how relationships have brought us to where we are today, in this moment here and now, perceiving and moving in the world the way we do, and what we do to make ourselves conscious of and conscientious to the choices we make. I am interested in how we can reshape time and space creatively so that we can be living as true and honest as we possibly can while walking this earth lightly.
Based in Canada, I have been a practicing interdisciplinary artist and writer for over twenty years interested in poetics and philosophy. I’ve worked with two and three-dimensional media, found objects, assemblages, collages, performance, interventions, installations, book publications and multiples, audio and music, film, video, and computer multimedia. I have exhibited in Canada, Europe, Japan and parts of the US. My writing has been published in arts, feminist, queer, and literary publications and there are three catalogues about my work available. I have made two experimental videos ‘Remotely In Touch’ (1998) exploring how digital imaging shapes of how we perceive and move in the world, and, ‘Automatopoiea’(2004) exploring sound, ‘machine-being’ and improvisation.
Since 1988 I have organized politically and with grassroots groups within the arts, in feminist, gay/lesbian and 'of colour' community activism. I have worked as a writer and editor in arts and community publications and I have training in graphic arts and printing. I started an experimental gallery for emerging artists in Vancouver (1983) and have curated various programs in film/video festivals, exhibitions in galleries, and initiated projects to research and document the lives of women artists in Zimbabwe (1990-2). Currently I continue to explore the relationship of contemporary technologies to bodily epistemologies – this research began in 1996 when I wondered "why do we want to become an information culture?" I am interested in re-learning improvisation and spontaneity so as to break out of constrictive perceptual boxes that are particularly emphasized in our Western technocratic culture. I am also interested in the perceptual shifts within this culture in how it erases other cultures older than ours.
Two key things in my childhood were formative in shaping who I am today: The first is I was born in Harare, Zimbabwe of Chinese parents. Zimbabwe at that time was called Rhodesia and was governed by an apartheid system of rebel colonials who did not want to give the British colony back to the indigenous people. To be a Chinese girl growing up in this milieu, I learnt things are never simply black and white. As an outsider I was highly visible while at the same time highly invisible and I learnt there are subtleties around us everywhere in every moment that may be imperceptible and incomprehensible but we can work to make creative sense of it. Chinese people at that time could only have certain roles or occupations in this type of society -- storekeepers, labourers, teachers in 'coloured' areas etc. My positioning and its constructions created curious relationships for me between the odd social public 'norms' of Rhodesian society and my private home life. I continue to decipher many of these relations today in how they invariably inform and shape my work and in how they exist in a variety of forms even in North America.
The second thing contributing to my shaping is that at that time there were no pre-schools for me to attend. So between the ages of three and five I would accompany a family member on their daily chores or to their work. I remember often accompanying my father in his car while he drove from factory to factory picking up goods for his store. He wasn't a very good businessman as it wasn't his calling in life, so these drives were a wonderful escape for both of us. In these moments he would tell me stories from Chinese History and about Chinese Philosophy and I was happy to sit next to him and listen. When I wasn't with my father, I was with either one of two half-sisters. One was an English teacher at a school for indigenous Zimbabweans who often visited with writer friends, poets and others who were interested in politics and I would play or sit with them while they had discussions. My other sister was an Art teacher in a high school for 'coloured' children and she would take me to her classes and place me in a room with art supplies where I would spend my time drawing or painting while she taught.
Today, as an interdisciplinary artist and writer, I realize how my childhood has nurtured in me passions for philosophy, art and writing as well as for discussion, listening, observation and reverie. This is where I learnt about opening time and space to enable to see how things are never as we were told or first perceived and to learn how to allow things to reveal themselves.
Visit my website, http://laiwanette.net.
MFA in Interdisciplinary Studies, School For Contemporary Arts, Simon Fraser University; Diploma in Interdisciplinary Studies, ECIAD, Vancouver.
ADAM BRAVER graduated from the MFA in Creative Writing program in 1996. He is the author of Mr. Lincoln’s Wars, Divine Sarah, Crows Over the Wheatfield, November 22, 1963, and Misfit.
His books have been selected for the Barnes and Noble Discover New Writers program, Border’s Original Voices series, the IndieNext list, and twice for the Book Sense list; as well as having been translated into Italian, Japanese, Turkish, and French.
His work has appeared in journals such as Daedalus, Ontario Review, Cimarron Review, Water-Stone Review, Harvard Review, Tin House, West Branch,The Normal School, and Post Road.
He is on faculty and writer-in-residence at Roger Williams University, and has been a regular writer-in-residence at the NY State Summer Writers Institute. He lives in Rhode Island.
Residency Sites: Plainfield, VT
My art work centers around story, place and community. I begin by listening carefully and looking closely, distilling my experience into a form that generally includes text, or sound, and image, and invites viewer or audience participation. By sharing and creating new stories of place and community, I seek to move from the personal to the political, reestablish connections, suggest relationships and kindle new meaning. I address both the heart and mind, intuitive and analytical modes of thought. I call myself an ecological artist, as I am concerned with the dynamics of living systems—exploring the interrelationships between the biological, physical, historical, cultural, and political aspects of the environments in which we live.
I have been actively engaged as an artist and occasional critic for over twenty-five years. I work in a variety of media, from performance to photography, artists’ books, installations and computer media. My exhibitions range from Franklin Furnace, New York, to New Langton Arts in San Francisco. I have completed residencies/environmental installations in such diverse locations as the Exploratorium, Chaco Canyon, San Bernardino Children's Forest, and the Tijuana River Estuary. My writing has been published in periodicals including LEONARD Exposure, High Performance, TIKKUN, The Communication Review, Women's Studies, and the anthology, With Other Eyes: Race, Gender, and Visual Culture.
Though I still pride myself on being a Berkeley native, I have lived in San Diego for most of my professional life. Much of my work addresses the area in which I reside, from suburbia to the border region. I have been a member of the multi-cultural/national artists’ collaborative group, Las Comadres. I received a Fulbright to teach at the Autonomous University of Baja California, Tijuana and am currently the president of the Binational Association of Schools of Communications, a group that works to facilitate educational exchange between students on both sides of the border.
To give some sense of the range and breadth of my work, I began by developing an intimate relationship with place and shared the stories of my experience in the form of performative lectures, a form to which I have recently returned. Seeking to create a more dynamic interpretation of the ecology of parks and natural areas, I have created a series of "nature walks" that invite close observation and contemplation, raising questions instead of providing answers. All of my work, but particularly these contemplative pieces, are informed by my deep commitment to Tibetan Buddhist practice. In recent years more and more of my work is created on the computer. One extensive project of digital montages, developed as an installation, bus posters, and an extensive web site, If Frogs Sicken and Die, What Will Happen to the Princes?, uses the frog as an indicator species of the human relationship to the natural world. Another project documents Palestinian Jewish Dialogue in San Diego, allowing the viewer to recreate the experience. To learn more about my work, please visit my web site.
I am an avid reader of contemporary critical theory and write about contemporary art. Most of my published essays address gender, race, and representation. Currently I am writing about how new theories of art and science inform an ecological art practice. I am very concerned with making contemporary art and critical theory available to both teachers and students. To this end, I have participated in and developed various innovative arts education programs. On the college level I have taught classes in photography, digital and mixed media, and contemporary history/critical theory for twenty years. In addition to being a faculty member at Goddard, I am a lecturer at the University of California, San Diego.
I tremendously appreciate working in an interdisciplinary, self-directed context with Goddard students. I see teaching as a mutual learning process. I try to help students find and give voice to their passion, develop a personal working process, and build confidence to deepen and broaden their work.
MFA in Visual Arts, University of California, San Diego; BA in Environmental Science (Biology and Anthropology/Sociology), Swarthmore College.
Alumni, Staff, Trustee
2012 Alumni Outreach Coordinator, Goddard College
June 2010—2012 Goddard College Plainfield, VT
Library Assistant Contact: Clara Bruns
- Support Reference Librarian and Materials Acquisitions Librarian.
- Staff Circulation Desk, assist students, reshelve books, etc.
- Receive and fulfill archive requests.
- Research and curate historical exhibits.
- Manage Art Collection and art database.
- Curate Art Exhibits.
October 2011—Present* Goddard College Board of Trustees Plainfield, VT
Staff Trustee *three year term
2009—Present Goddard College Art Committee Plainfield, VT
January 2006—June 2010 Goddard College Plainfield, VT
Mail Room Coordinator/Library Assistant
Contact: Clara Bruns—802-454-8311
May 2005—January 2006 Turtle Creek Builders Ltd. Warren, VT
Carpenter Contact: Dave Kerr, Supervisor—802-223-1468
March 2004—April 2005 Mountain Café Montpelier, VT
Head Cook/Manager Contact: Michelle Sipka, Owner—firstname.lastname@example.org
Duties: As the head cook and manager of the café I had to keep inventory, make orders, cut checks, make prep lists, do the prep, direct other employees, run the line, clean up, do the dishes, pay-roll. I also oversaw an extensive renovation of the kitchen, price analysis, installation of the safe and security systems, helped develop store policy, etc.
June 2003-March 2004 SAIRS Construction Woodbury, VT
Carpenter Contact: Jon Sairs, Owner 802-456-8165
December 2001-May 2003 Beau Jacob Builders Wexford, PA
Assistant Supervisor Contact: Tom Brown, Supervisor 412-780-0395
Duties: Managed subcontractor accounts, supervised jobsites, ordered materials, handled inspections, prospective clients, onsite work including experience with heavy equipment and general carpentry.
January 1999-December 2001 Goddard College Work Study Plainfield, VT
Writing Center Tutor Contact: Carol Dickson email@example.com
December 1997-December 1998 Goddard College Work Study Plainfield, VT
Technical Services Contact: David Ferland 802-454-8311
B.A., Goddard College, 2001
Founding Member of the Golden Dome Musician’s Collective & State and Main Records Label.
Employment Publisher, Staff, Staff Directory Publisher
Business Office Publisher, Financial Aid Publisher, Staff
A dancer and full-time faculty member at the Chicago High School for the Arts, Reggie Harris is focused his studies on the psychological impacts of creating art.
At Goddard you design a study plan each semester, keeping in mind what your life is like. I just do a little bit every day. I treat it like a part-time job. I map it out each week. Some weeks might be a little less busy, so I can squeeze in a little more schoolwork. The flexibility is there.
The residency period is really exciting and interesting. You have the campus experience in one intensive week when you can really focus on your curriculum. But it’s also a quiet meditative time to reflect and reassess, and it’s a time when you can bounce ideas off your peers and advisors. So it’s a period of high creativity.
You develop your study plan during the residency. It’s a brief outline, and it’s flexible; it’s a reference point, a place to start. You submit it to your advisor for approval and then you both use it as a guide during your course of study.
I submitted a packet every three weeks for my program. A packet can be anything: papers, artwork, photography, an annotated bibliography. I structured my study plan loosely, allowing my research to go into the specifics. As you read more, your plan changes; you keep working with your advisor to weave it all together.
My overall experience at Goddard was unlike any other institution of higher learning. For the first time in my life, I was in control of my education. My final portfolio was called Cooking Authentic Canadian Cuisine: Provisions for your Soul and my areas of study included: memoir, creative writing, interdisciplinary cultural studies, Black Canadian history, performance, experimental video, installation and painting. Throughout my course of study, my intention revolved around voice—in understanding and contesting how oppressed voices have been silenced by history, public policy, and by family – which enabled a space for my own voice as an artist to emerge. All of my mentoring relationships were extremely supportive and insightful. My four faculty advisors offered me the encouragement, which allowed me to stretch beyond my expectations. The residencies were like family reunions, but the only catch was we weren’t blood relatives. Initially, our only connection was a willingness to be vulnerable artists and gain a new experience. I learned something valuable from peers, whether it was more information about their medium, or more about myself in the context of my own work. I have a better understanding of the role of artists and have been transformed through this unconventional program—an intensive self-reflexive journey in making art by living life.
A media educator and consultant, Cara says her Goddard education helped inspire her to establish Press Pass TV, a nonprofit organization based in Boston.
The reason I worked so hard at Goddard was because of the group of students I was in the program with. We joked that Goddard was our "eight-day family." We had these eight-day-residencies, and we built incredibly strong, close bonds. They were bonds that allowed us to peel back layers of ourselves and define who we really wanted to be. We had advisors who'd say, "Have you considered this? How about that?"
I knew I wanted to work with young people and media: I didn't know exactly what that was going to look like. The model for what I'm doing now--inspiring middle schoolers to create TV news segments that promote media engagement while tackling issues of social justice--took shape during my time at Goddard. I'm still in contact with the people from my program, too. Several of us are working in arts and social change, and we'll ask each other's opinions when we're doing similar things.
Goddard built me a community to learn in. Looking back, I think that was the college's greatest contribution to my life.
Residency Sites: Plainfield, VT , Residency Sites: Port Townsend, WA
For me, art (whether it be the making of objects as in visual art, the shaping of feeling. experience, event into stories or poems, the participation in a musical event and the energy that is created through the structure of sound, the creation of a performance or group celebration) is a way of interacting with the collective and individual energies and thought patterns in a way that brings them into a perceptible form that can be shared with others. It is a way of thinking, of giving form.
My grounding in the arts is primarily through a twenty-five year practice of painting, and now sculpture within the last four years, with experience in theatre, puppet theatre, singing, and creative writing. At this time, I am interested in work that can further awareness of the interconnections of nature and humanity, and reinforce a sense of hope and responsibility for our thought/action in the world. In art, we can see the results of our thought and action in the forms we create. Taking those just a step further, we begin to see the forms of the society and culture within which we live as something in which we not only participate, but also upon which we each individually have an effect.
I have worked with students in a wide array of projects and inquiries, from work in the "traditional" artistic modes (painting, sculpture, dance, performance, installation, film, writing) and various combinations of these, to those which seek to extend the "palette" beyond traditional art materials and elements into new arenas. I enjoy the challenge of finding new "forms" that emerge out of the establishment of a new set of coordinates and of finding ways in which links can be established. In the past few years, my attention has been drawn to environmental health issues and modes of healing. My interests and background also include mythology, medieval studies, gardening, poetry, and Indian cooking.
MA in Aesthetic Philosophy and Painting, Goddard College; BA in Medieval Studies, Indiana University.
Residency Sites: Plainfield, VT
As community educators, we stand in the crossroads of education and community. We build individual and collective capacity to deal with complex social issues of justice and equality, and hold the critical tenets of participatory process and democratic change. As collaborators, we understand the power of partnership in developing sustainable communities. These practices are deeply rooted in community education process, theory and philosophy. Within this process lies the potential for collective and individual reflection and articulation of what matters most, to individuals and to communities.
Ironically, many people leading this community work don’t recognize the essential nature of their role in the process, having been unheard and undervalued themselves as professionals. The Community Education concentration and progressive pedagogy, as practiced at Goddard, engages the student in a profound exploration of their relationship to their community, and the world, and unveils the wisdom contained within each individual.
I spent my childhood and teenage years in Latin America, and am bilingual and bicultural. Upon coming to the U.S. as a young adult, I recoiled from the consumer culture that had become the dominant social paradigm in this country, and was fortunate to find a new home, with a live and vibrant culture, in West Virginia, where I settled and raised my family. I worked with community arts organizing, positive youth development and family and community engagement in schools.
My educational and professional paths have been entwined with Goddard and with Community Education. I enrolled as a Goddard student after a decade of working in the field. In the first year of my undergraduate studies, I distilled prior learning experiences into discrete courses of study through Assessment of Prior Learning process. I then proceeded to earn BA and MA degrees in the Goddard Education and Licensure program, and worked with Goddard faculty to establish the Community Education concentration. As a graduate student, I focused on the role of institutions of higher education in Vermont and around New England in professionalizing the field of Community Education. Throughout my years as a Goddard student, the progressive pedagogy of theory, praxis and reflection were woven into the work I was doing in the field.
I have worked with schools, local governments and non-profit organizations to support communities in addressing issues of equitable access to health and wellbeing and to create networks of support in which young people thrive. In 2008, I became the Executive Director of a non-profit organization in Woodstock, Vermont, with a focus on public health and positive intergenerational relationships. The organization connects young people to community through empowering youth health advocates, and through mentoring and farm-to-school programs. In addition, we build community partnerships to develop local food sovereignty and equitable access to local food, both critical to community vitality and sustainability.
MA in Education and Licensure, Goddard College; BA in Education and Licensure, Goddard College.
Residency Sites: Plainfield, VT
I have a background in both creative writing and literary criticism and am particularly interested in how the careful reading and study of literature informs creative writing (and vice versa). I agree with Walt Whitman's astute observation that "the process of reading is not a half-sleep, but, in highest sense, an exercise, a gymnast's struggle." To that end, I strive to create a kind of writing that jolts and stimulates the reader's senses and intellect, that invites the reader into a lively and rewarding act of perceptual gymnastics.
My interests in poetry are extremely wide, and I enjoy discussing a variety of techniques and I am very open to thinking about poetic form from a variety of aesthetic positions. I am interested in lyric poetry, prose poetry, visual poetry, performance poetry, new media poetry, conceptual poetry, surrealist poetry, political poetry, nature poetry, philosophical poetry, poetry about diverse subject matters, and poetry from diverse historical periods. I am also interested in how poetry engages with other disciplines, such as anthropology, the natural sciences, and the visual arts, and believe that poetry can perform a range of important social and cultural functions.
I am the author of two books of poetry: e.s.p. (Silenced Press, 2009) and Cutting Time with a Knife (Black Square Editions, 2012), which won a Face Out grant from the Council of Literary Magazines and Presses. My poetry has appeared in a number of publications, including Hotel Amerika, Interim, jubilat, Lana Turner: A Journal of Poetry and Opinion, Seattle Review, and Tin House, and has been anthologized in THE &NOW AWARDS 2: The Best Innovative Writing (Lake Forest College Press, 2013) and The Dark Would: Language Art Anthology (Apple Pie Editions [UK], 2013). I have also published numerous chapbooks, most recently The Philosophy of Decomposition/Re-Composition as Explanation (Delete Press, 2011) and Words on Edge, which won the 2012 Plan B Press Poetry Contest. I like to think about the book as a physical artifact and how its material features can productively enrich the meaning of the text and am fortunate to have worked with some fantastic designers.
My translation of the Chilean poet Estela Lamat, I, the Worst of All, was published by BlazeVOX [books] in 2009 and my translations have also appeared in Mandorla: New Writing from the Americas and Metamorphoses: A Journal of Literary Translation. I am currently working on co-translating Vicente Huidobro’s long prose poem Temblor de cielo with comp lit scholar Ignacio Infante. I firmly believe in drawing inspiration from literature outside of an Anglo-American tradition and encourage creative and intellectual dialogue across borders, national or otherwise.
I also write a substantial amount of prose and am particularly interested in creative criticism and the experimental essay. My essays, book reviews, and criticism have appeared or are forthcoming in various venues including Big Bridge, The Brooklyn Rail, Critiphoria, E-misférica, Hyperrhiz: New Media Cultures, Modern Language Studies, The Volta, XCP: Cross Cultural Poetics, Word For/ Word: A Journal of New Writing, and A Sense of Regard: Essays on Poetry and Race (University of Georgia Press, 2014). Since January 2012, I have contributed book reviews and review-essays to the online arts magazine Hyperallergic. I live on the Lower East Side in New York City and also teach in the Writers House at Rutgers University.
BA, Dartmouth College; MFA, Sarah Lawrence College; PhD, Rutgers University
Residency Sites: Plainfield, VT
I was born in England in 1968, to Indian parents, and grew up in a working-class, South-Asian community in Greater London. I came to the U.S. in 1990 and though some of the intervening years were spent in India and England, I have been living in Colorado since 1998.
My interests as a writer have been forged by this history of migration, of coming to understand a border as a site of both transformation and loss. My own work has often crossed borders of different kinds, both in terms of genre and the subjects I am compelled by. For example, as the basis for my first collection, The Vertical Interrogation of Strangers (Kelsey Street Press, 2001), I interviewed women of Indian origin wherever I met them during my travels in Europe, the U.S., and South America. I asked them one or more of twelve questions, such as “Where did you come from/how did you arrive?” and “Who are you and who do you love?” Their responses, as well as my own evolving answers, formed a root document for a work of poetry/prose.
My fascination with hybrid forms has led to a current project, Humanimal: a project for future children, in which I combine three texts, all centered upon what it means to live between/across worlds: a re-telling of the true story of “the wolf-children of Midnapure,” two girls found living with wolves in 1920s India; a memoir of my father’s transformation from an illiterate goatherd, raised in homelessness and poverty, to becoming the first Asian headmaster in the UK; and a section called “On Healing,” in which I interview a variety of people – psychiatrists, refugee workers, and trauma therapists -- on the effects and healing of violence experienced in childhood.
My journey to India to research the story of the wolf-children is recorded in a documentary forthcoming from the France-based Monalisa Production. In completing Humanimal, I found myself re-writing it through the lens of film, of what it was like to walk through a jungle lit by blue paper. This is what writing has always been for me: the encounter of the text with something it has not imagined yet, something from the outside, something that suggests a different way to imagine the world.
Forthcoming prose works, Incubation: a space for monsters (Leon Works) and Water-Damage: A Map of Three Black Days (Corollary Press), are similarly centered upon the figure of the immigrant: what it means to keep going, and what it means to stay.
As a teacher of writing, I have tried to develop spaces in which writing – its extensions and evolutions – feel completely possible. I support my students both in the space before writing begins and at the places where their work approaches some kind of limit, or break, and needs to transform.
As a resource for developing transformative work in all genres, I offer writing experiments and readings from diverse sources – inspired by everything from post-colonial literature to ideas of memory, architecture, and the figure of the stranger. Most of all, I want to know what the work on the page is gesturing towards, whether that is a variation of form, an intensification of the subject or the fibrillatory shift of an existing way of using language.
My passion as a teacher is to support the writers I work with in creating an incredibly rich, complex and unique vocabulary – a tool kit – for what happens when you reach a border of some kind in your writing, or want to find out what it’s like to cross one.
I am core faculty in the Department of Writing and Poetics at Naropa University in Boulder, Colorado. I live in a cottage with my son and an ageing hound called Miss Libby, who formerly lived in Texas. Every morning, I wake up, drink two cups of Earl Grey tea, and write.
MA in English Literature with a minor in Creative Writing, SUNY Brockport; BA with honors in English Literature, Loughborough University, UK.
Residency Sites: Plainfield, VT
Her essay, "Statis," is published in Her Kind, the lit mag of VIDA, Women in the Literary Arts.
She is also currently enrolled in the MA in Transformative Language Arts program at Goddard College.
BFA in Creative Writing, Goddard College.
Residency Sites: Plainfield, VT , Residency Sites: Port Townsend, WA
In 1980, I arrived in this country from Cuba. As I was leaving the boat, I was given a can of Coca-Cola. I tried to open it but I couldn’t figure out how to work the tab. Around me, dehydrated Cubans were all trying to figure out how to open these cans. That vision stayed with me for years. Twenty-five years later I wrote a play called Fizzabout Roberto Goizueta, the head of Coke during the New Coke disaster and a Cuban immigrant himself. I realized that to tell Roberto’s story I didn’t have to look far. Roberto’s story is my story. It’s the story of finding your piece of the American dream and not being able to completely understand it or experience it.
Writing a play or a film is a way of giving shape to your past -- those memories that refuse to go away. For me, writing begins with connecting to your past, to who you were. I love writing exercises because they help you discover your obsessions and interests. Whenever I found myself lost in the writing of Fizz, I’d connect to the way the ten year old boy in me saw the irrational world that I had suddenly become part of. I found that my view of that world was not at all different from the way Roberto saw the world during the lowest point in his life.
Having lived a life with its share of randomness, I encourage writers to introduce a little more randomness into their work. I help them infuse their work with energy, a sense of play and naughtiness. I encourage writers to make decisions and not to brood. I am a big believer in the bold theatrical moment -- the angel crashing through the ceiling, the frogs falling from the sky, or a group of Italian men following Monica Vitti around a plaza. Ultimately, I respond to writers who have a great curiosity about life and who approach the work with questions rather than answers.
I received my MFA from Columbia University where I studied with Romulus Linney, Eduardo Machado, and Anne Bogart. My play Illuminating Veronica was workshopped at the Public Theater and produced at the Pacific Playwright’s Project at South Coast Repertory. The play will be published later this year by Broadway Play Publishing. Learning Curve was produced Off-Broadway on Theater Row. It was published in an anthology of the best plays of 2005. Arrivals and Departures was produced at the Summer Play Festival on Theater Row. Displaced was produced at the Marin Theater Company. While at New Dramatists, I was commissioned to write my first film, Journey to Havana. I have just finished adapting my play Fizz for the screen. With my new play, When Tang met Laika (Denver Center Theater Commission), I am exploring the relationship between the Russian and the American space programs and their efforts to build an International Space Station. I am also in the process of finishing a commission for the Atlantic Theater Company about present day Cuba and the mystery of an invisible Castro. My play, Will in Space, about the effect that Pluto’s demotion has on a couple is being developed at Primary Stages. I am the recipient of numerous awards and commissions including a Princess Grace Award and a James Hammerstein Award for my play Union City, which was produced at EST with Rosie Perez.
MFA in Playwriting, Columbia University; BA with honors in Television, Radio, and Film, and in English and Textual Studies, Syracuse University.
Residency Sites: Port Townsend, WA
There are few things more important to me than writing and literature. I think that the classroom is one of the remaining vibrant spaces, an exciting and often electric place, wherein participants can explore and discuss creative writing, and have experiences that open up their work in unexpected ways. I require students to read a lot, knowing that for writers to improve and achieve mastery, they must read and learn from masterful writers. I believe that the books are our teachers, but also that the writing teacher is a guide, through texts and also through student works-in-progress. When I work with students, I often draw from and reflect upon my own experiences as a writer. Writing is obviously a solitary act, but I believe that those of us who us who spend our lives using words to make art and story benefit greatly from collaboration and exchange.
I have just finished a trilogy of novels, which I have worked on for the past eight years. My first novel, Three Apples Fell From Heaven, was published in 2001 (Riverhead Books). It follows the lives of a handful of characters in the towns of Kharphert and Mezre in eastern Turkey during the First World War when the massacres and deportations of Armenians were carried out. This book was inspired, initially, by the stories of my maternal grandparents who both survived the Armenian Genocide and who later fled to Beirut, Lebanon where they lived in exile. Three Apples Fell From Heaven was a New York Times Notable Book and a Los Angeles Times and Washington Post Book of the Year in 2001. It was also Runner-up for the PEN/Hemingway Award. The second book in the trilogy, The Daydreaming Boy, was published in 2004 (Riverhead Books). It follows the life of an Armenian war orphan and refugee in Beirut, Lebanon, who in his mid-life begins to remember his childhood in the orphanage, and to contemplate his existence in diaspora. The book was named the PEN/USA Fiction winner for 2005. The third book, Draining the Sea, forthcoming in Winter 2008 (Riverhead Books), is about a half-Armenian man in Los Angeles and his obsession with a Guatemalan woman who is Ixil-Maya and who herself suffers through the massacres during the Guatemalan civil conflict and scorched earth campaign of the 1980’s.
I received a Lannan Literary Fellowship in 2004, and a Whiting Award in 2006. I have been teaching at Mills College in the Creative Writing program for the past four and a half years.
MFA in Creative Writing, Mills College; BA in Comparative Literature, University of California, Berkeley.
Deborah Armstrong Hickey
Residency Sites: Plainfield, VT
When I consider what early experiences have informed the work that I do and the person I am, I begin remembering many of what might be called ‘big’ dreams that I had as a child and an adolescent. When I was 16, I was struck by reading a foundational text in play therapy, Dibs, In Search of Self, by Virginia Axline. I went on to complete a dissertation study validating the phenomenon of Lucid Dreams in school age children and I am a registered Play Therapy Supervisor.
Importantly, I integrate play and dreamwork into my clinical work with clients of all ages. I graduated with a PhD in Psychology from Alliant International University in San Diego, CA and received master’s degrees in Marriage and Family Therapy and in Developmental Psychology from Chapman University in Orange, CA.
Early in my career I worked predominantly with young children and families who were encountering violence and marginalization in their lives, and have more recently focused on working with couples and with those who have encountered trauma.
Since completing my doctorate I have woven a professional life that integrates teaching, clinical practice, and a measure of research. I have a range of interests that express a common thread around my life-long curiosity in consciousness and the nature of what grows and disrupts our well-being. I am particularly inspired by those who bring together diverse ideas, research findings, and disciplines in ways that are thoughtful, well organized, and also dive deeply into meaning.
Most recently I have been studying the field of Interpersonal Neurobiology, a perspective that brings together consilient findings from a diverse range of disciplines, including neuroscience and spiritual traditions. I have served as President of the California and the South Carolina state chapters of the Association for Play Therapy and on the Board of Directors for the International Association for the Study of Dreams.
I am an active member and occasional presenter for the following associations: the American Association of Marriage and Family Therapists; the Global Association for Interpersonal Neurobiology; the Sandtray Network International; and the International Expressive Arts Therapy Association. Having substantial postgraduate study in Postmodern-Narrative Psychotherapy and Expressive Therapies I am devoted to training therapists who will engage in practices that are collaborative and creative. I am acutely aware of how systems and contexts inform what we view as ‘problems in living’, how we identify and treat these ‘experiences’, and very simply, how humans may suffer deeply due to these practices.
Right now I am beginning to explore the landscape of community driven art engagement, with one example being the Theatre of the Oppressed. I have a practice, The Mindgarden, where I specialize in working with couples and those who have encountered trauma using expressive therapies as well as trauma focused treatments such as EMDR.
What I hope to bring to Goddard begins with my being receptive to what begins to grow out of the heads and hearts of students, faculty, staff, and the larger community. I have some skills in riding tensions that come with creating and bring into life new dreams ‘using’ the expressive art as a vehicle for discovering the growing edge of what’s next!
On a personal note, I grew up in Bethlehem, Pennsylvania; lived for thirty years in Southern California; and moved to Greenville, South Carolina ten years ago. I have two daughters, Amber and Rachel.
PhD in Psychology, Alliant International University; MA in Marriage and Family Therapy, Chapman University; MA in Developmental Psychology; Chapman University; BA in Sociology with minors in Psychology and Dance, Chapmen University.
Laurie Wagner Buyer
Residency Sites: Plainfield, VT
Playwriting was my concentration at Goddard. I focused on plot, character development, dialogue, scene movement, and development of the dramatic arch.
The mentoring relationships between me and my faculty advisors were phenomenal. They were supportive and accessible through assignment packets, email and telephone. They encouraged my growth as a writer, introduced me to writing techniques that expanded my knowledge and enhanced my ability as a playwright and academic writer.
What I’ve gained from the residencies is a family/community of writers who share and encourage each other. The workshops at the residencies offer a wealth of exposure to learn the craft of writing in the various concentrations. At the residency students have the opportunity to read their work at student readings, and listen to faculty, as well as visiting writers, read their work. Other benefits are the workshops given by visiting writers. These are wonderful to attend and learn from professionals who are open to sharing their experiences.
My overall experience with Goddard is rewarding, because of the growth I’ve made as a writer and person. I have made lasting friendships during the residencies. The experience at Goddard is one of transformations. I entered Goddard with some confidence in my skills as a writer, and graduated with absolute confidence in my ability to be a professional writer.
Getting my Masters at Goddard was one of the most enlightening, transformative experiences of my life. Before Goddard, being a lesbian rebel who thought outside the box had pretty much only gotten me grief (especially in my home state of Texas!), but at Goddard, I found not only complete acceptance, but faculty and other students who really value who I am and what I have to say. I found lifelong friends and mentors who continue to inspire and support me. I loved the residencies--they really reinforce the sense of community that is hard to find in other distance programs. I have now completed my Ph.D. in Psychology--something I would not have even thought about pursuing were it not for the inspiration I soaked up at Goddard. The school I attended for my PhD was good, but it will never rival Goddard.
Francis Xavier Charet
Residency Sites: Plainfield, VT
Like many who grew up in the ‘60s and ‘70s, I experienced the shift from an understanding of life based on traditional values to one more directly related to personal experience. This shift turned me into a spiritual vagabond and led me on a number of outer and inner journeys from Western spirituality to ashrams in India to Jungian psychology and to Goddard. Along the way I acquired experience and academic skills that have given me some of the tools for a meaningful reading of the spiritual and cultural systems of the planet. I am interested in any and all religions, spirituality, contemplative practices, dreams, Jungian psychology, consciousness studies and social justice and I love working in education because it is a way of being able to keep my status as a perpetual student.
As an itinerant academic I have taught in a number of universities and colleges and have given a variety of courses, seminars and workshops, most concerned with the spiritual traditions of the planet, and/or the depth psychological traditions, with an admixture of philosophy. My own orientation in my work as a teacher is to create the right balance between the textual, descriptive, and the experiential. I am also concerned with how the subjects we study relate to our own interiority and to the communities within which we live and work. Those of us who have been privileged with an academic formation have a responsibility to air questions about such matters with our students and colleagues. It also seems to me that the curriculum of Goddard reflects these same concerns.
In recent years, I have been involved in developing and currently co-ordinate the Consciousness Studies concentration in the IMA Program. This concentration brings together a number of fields including neuroscience, philosophy of mind, social science, religious studies, Jungian and transpersonal psychology and the arts to focus on the study of consciousness and the development of an engaged practice. I consider this an exciting area of study and practice of considerable importance to both the individual and the future of our planet and I am honored to have the opportunity to be part of it at Goddard.
PhD in Psychology and Religion, Ottawa University; MA in Religious Studies, McGill University. BA in Religious Studies, McGill University.
Raised in the ailing suburbs surrounding Detroit's sister city, Pontiac, Michigan, at a young age I found myself fighting to stabilize my creative and emotional sensibilities that turned hard circumstances into grand mythologies.
As a high-school push out, I was largely self-taught in dance, costume design, performing objects and writing. I relocated to Vermont to attend Goddard, seeking guidance on how to contain these passions, to apply them to efforts outside of my own sphere. My experience there left a deep impression and was formative in just the right ways.
The low-residency model was a perfect fit for me as a young mother. I felt nurtured/supported by the incredible faculty and inspired/enriched by the diverse student body. Attending all 4 years of the IBA programs was a transformative process that I have so much gratitude for.
Since graduating from Goddard in 2008, I have spent the past 5 years developing my skills as a writer, director and stage performer. Premiering in November 2012, I wrote and directed my first full length show, Orkestriska's Box. A culmination of concentrations in ensemble, commedia del arte, silent acting, mask, parade and mythological studies, the piece felt like an amazing accomplishment and continuation of my Goddard process (that still lives on five years later)!
Faculty Publisher, Staff
Doug Van Gundy
My Goddard education was a wonderful, formative experience for me. As a scholar of education, I purposefully searched for a graduate program that emphasized student-driven learning and encouraged me to develop my own ideas. Goddard offered me this learning community – a community that challenged me to think in new ways about theory and practice and supported my ideas. I now use these skills in my workplace on a daily basis as I create and implement new initiatives that affect student life in higher education. I graduated from the Partnership Education concentration, and found my work with my faculty advisor to be one of the most important components of my work. I would enjoy talking to anyone interested in the Partnership program, but also in Goddard in general—it’s a remarkable place!
David A. Frisby III
Residency Sites: Plainfield, VT
David Frisby passed away on June 20, 2013. He was a faculty advisor in the Education Program from 1992-2013, and was a beloved member of the Goddard community. We have been fortunate to have known David. His essence will continue to live through us.
Coordinator, Community Education Concentration
"I spent sixteen years as Dean of Antioch University's Philadelphia Center, overseeing programs in education and human services for working adults. Earlier in my career I worked as an elementary and special education teacher before entering the mental health field. I have worked with a clinical team in a Residential Treatment Hospital for emotionally disturbed children, which was affiliated with the University of Pennsylvania. I was a member of the staff to develop the first Community Mental Health Center in this country at Hahnemann Medical College and Hospital in Philadelphia, Pennsylvania.
My work in the field of Human Development has led to a very active role with advocacy and direct service organizations. I have chaired the Board of Directors of the Education and Center of New Jersey and the Education and Law Center of Pennsylvania, a board on which I continue to serve actively. I have also chaired the Board of North City Congress of Philadelphia, a direct service organization for Senior Citizens that I have been involved with since 1976.
I am interested in education as an empowerment process for adult learners, particularly in regard to urban education and minority issues. This is my second professional association with Goddard. In the past, I worked with Goddard undergraduate students who held field placements in innovative public school projects and human service agencies in Philadelphia."
PhD in Psychology/Human Development, Union Institute; BS in Elementary Education/Special Education, Cheyney State College.
Dr. Barbara Vacarr was appointed as President of Goddard College in July 2010 and remained in office through December 31, 2013.
As a psychologist and adult educator, she has been a leader in developing innovative programs for adult learners. She came to Goddard from Lesley University where, for the past 23 years, she was instrumental in establishing the school as a center for adult learning.
In 2006, she launched Lesley’s first PhD program in Adult Learning and directed the PhD programs in Lesley’s School of Education.
She is the founder and senior leader of Intergenerational Women’s Mentoring Collective (2003). For the past six years, she has been an adult learning consultant for the Rural Health and Human Services Programs at the University of Fairbanks. She served as an interviewer for Steven Spielberg’s Visual History of the Shoah Project, Project Leader for the Cambodian Youth and Missing History Project and speaker for Facing History and Ourselves.
Dr. Vacarr is also a published scholar on the subjects of Adult Learning and Diversity Education.
PhD in Psychology, Union Institute and University, 1993
Darcy Bedortha graduated from Goddard's MA in Education program in January 2013, where she earned her license to teach Secondary English.
She currently serves the Institute for Democratic Education in America as an organizer and passionate advocate for education in her community and beyond. She is leading the efforts to open the Ochoco Innovation Station, a cooperative learning center and community maker space. She is also launching an alternative education program The Symbyo Project which cultivates 21st Century skills while supporting academic achievement grounded in real world experience, service learning and global citizenship on a learning journey with young people who are exploring and expanding their reach in the world.
Darcy is working toward her PhD in Leadership and Change at Antioch University. She lives in rural Central Oregon, near her two beloved grown sons.
"What Goddard taught me..."
"Family doesn't always mean you are related, and that your greatest friends can live anywhere in the world. Goddard showed me how possible and how powerful self-directed learning can be. The faculty and the students were all great teachers, each in their own incredible way, and as I went along the path with them beside me I learned to open myself up, to allow people to see who I really am, and to find strength in my voice and my way of using it.
"By following my own instincts and interests I took myself deeper into the learning than I ever imagined possible. I gained confidence in my ability to choose the right path - and still today, when I stumble or struggle there are Goddard hands reaching out to steady me, pat me on my back and send me on my way...
"The relationships matter most. That is true of my own learning at Goddard and still today, and it is true as I press onward with my own students. I had great role models... From those first phone calls which made sure I had what I needed to begin right up through graduation, I found kindness and wisdom each step of the way. I found a clear vision of what excellence should look like, and gained the tools to create it myself. I found joy and brilliance and light. I found courage and great love. I found life-long teachers and friends who believed in my voice, my work and in my way of bringing it to the world.
"At Goddard I found a truly magical, healing, inspirational, challenging, growth-inducing, nurturing and freeing place to learn who I wanted to be. Goddard came into my life when I needed it most. It took several false starts and thousands of tiny, struggling steps to even walk through the doors of the Haybarn that first day. The journey was one of the most deeply transformational and profound experiences of my life. The seas were often stormy, beyond the campus grounds. The loving community at Goddard and the beautiful, unique place itself were often my rock and my compass. I am here today, brave, confident and strong - working in the world and creating change because of Goddard." -Darcy Bedortha
Residency Sites: Plainfield, VT
I used to call myself a “recovering academic” but after twenty years of teaching at Goddard, there is not much of the traditional academic left in me. My formal training is in comparative literature, but I’m sure I’ve learned more from the students I’ve had over the years and the brave hard work they’ve done to piece themselves and the world back together again. That and my meditation practice, in both Zen and Vipassana, which dates back to 1986. For the last nineteen years I’ve studied Tai Chi with an exacting Chinese master who once boasted that he had done “forty years of research” in Tai Chi. As far as I know he never once cracked a book, and I am just beginning to understand how such a thing is possible. Though I get as excited as ever by good writing, and I believe radical ideas need to be grounded in rigorous and disciplined thinking, my teachers now are just as likely to be cats, trees, rocks—or my own body. I bring the knowledge I draw from all of these teachers to the IMA’s focus area in Embodiment Studies, which has served as a container some truly groundbreaking and compelling student work.
All that said, I am thrilled to work with students who want to investigate the literary worlds of, say, Virginia Woolf, Franz Kafka, Christa Wolf, Marcel Proust, Monique Wittig, Linda Hogan, Jamaica Kincaid, Hélène Cixous, Clarice Lispector, Nicole Brossard, Gail Scott, Eileen Myles or Lydia Davis (just to name some of my favorites).
Uppermost in my mind most days is our relationship as humans to the nonhuman world, which is going to have to change radically if we’re to have a liveable future. It seems to me that any serious thought in this historical moment has to take into account the accelerating threat to our ecosystems posed by human ignorance and greed. I also believe that our way out of this mess is going to require listening to voices we’ve exiled or ignored until now, including those of animals, plants and the earth herself. These days, it is thinking and writing that takes on these questions and tasks that most intensely engages me. That said, I’m attracted to just about any form of deep exploration, especially those that acknowledge mystery.
Feminist passion drove most of my thinking and writing in the 80s and 90s. In 1982 I founded Trivia: A Journal of Ideas, an award-winning radical feminist literary and political magazine, which I edited for nine years. I was also editor of its online relaunch, Trivia: Voices of Feminism (www. triviavoices.com) from 2004 to 2011. The feminism I was and still am committed to is not just about women’s rights, but about subverting a toxic system of domination and fragmentation that is increasingly putting all sentient life in jeopardy. If I had to reduce it to a two-word bumper-sticker it would be: WITCHES HEAL. I’m aware this is at odds with most other versions of feminism (esp. celebrity ones) operating today.
Oh and I write. My short fiction, essays, reviews, and translations have been published widely in journals in both Canada and the U.S. and I’m now completing a book of creative nonfiction titled In Search of Pure Lust that’s been ten years in the making. As both teacher and editor, I’ve worked with writers in memoir, critical and personal essay, fiction, plays, and hybrid forms. My specialty is helping break writers out of the academic mold, a form of self-censorship with which I have special sympathy.
I moved to Montreal in 1990, in large part because of the experimental writing scene here. These many years later I am still in love with this city—for its mix of cultures and languages, its café life, its year-round festivals, and its proximity to wilderness. I spend summers in a cabin in the woods an hour north of the city where I host annual retreats for women writers centered around dreamwork.
PhD in Comparative Literature, Brown University; MA in Comparative Literature, Brown University; BA in Comparative Literature, Cornell University.
Cara Hoffman (MFAW '09) is a novelist who graduated from Goddard’s low-residency MFA in Creative Writing program in 2009. Her first novel, So Much Pretty, found an agent, and very shortly after graduation it found a major sale with Random House.
Hoffman came to Goddard after a dedicated career as a journalist and time spent as a guest lecturer at Cornell University and Tompkins Courtland Community College, where she now teaches.
"Goddard College is the only school I ever wanted to attend," says Hoffman. "It's a place where radical change is supported and encouraged; where commitment to creative discipline and social justice is expected. I know of no other institution where respect for the craft of writing is fostered with such joy or where dedication to intellectual rigor and curiosity are modeled by the faculty with so much respect for the student.
"I'm proud to be an alumna of this historically progressive institution. Goddard College changed my life." --Cara Hoffman (author of the critically acclaimed novels So Much Pretty and Be Safe I Love You).
Be Safe I Love You, published by Simon & Schuster, comes out April 1, 2014.
Listen to her live radio interview on The Goddard Hour on WGDR on Thursday, April 3 at 11:00 am.
Robert Belenky grew up in New York’s Greenwich Village during the 1930s and 1940s. Prior to his birth, Belenky’s father was a consultant to the Soviet Jewish land settlement movement and his mother had been a preschool teacher trained in the Dewey tradition. Belenky attended several progressive schools including the Bank Street Kindergarten, the City and Country School, the Little Red Schoolhouse and the Elisabeth Irwin High School.
Belenky has spent his entire adult life working with children in one capacity or another. As a teenager he took summer jobs as a camp counselor. Belenky received his Master’s degree from Cornell University. He later received his doctorate in Clinical Psychology from Teacher’s College at Columbia University and did a postdoctoral fellowship in Child and Family Psychology at the Harvard Medical Center's Judge Baker Child Guidance Clinic. Belenky has taught at Harvard, Boston University and Concordia University and was the founding dean of Goddard College’s Master of Arts in Individualized Studies degree program.
His private practice included fourteen years in his Vermont wilderness setting, The Clearing. Since retirement in 1995, he makes annual visits to Haiti and Russia as part of an informal research project on institutional and community care of children who grow up in the absence of family support.
Robert Belenky is married to Mary Field Belenky, a developmental psychologist. Mary taught at Goddard and is the co-author of the book Women's Ways Of Knowing: The Development Of Self, Voice, And Mind. Robert and Mary have two children, Alice Armen and Michael Belenky, and five grandchildren, Sofia, Max, Ella, Oliver, and Simon.
Residency Sites: Plainfield, VT
Matt graduated from Goddard's Bachelor if Arts in Sustainability program in the fall of 2012. Matt is the Founder and Executive Director of Long Way Home, Inc., a 501(c)(3) that uses sustainable design and appropriate materials to construct self-sufficient schools that promote education, employment and environmental stewardship. He first came to Guatemala with Peace Corps in 2002, and was stationed in the town of Comalapa during his service. His Peace Corps assignment was to help the local youth avoid drug and gang activity through clubs and other programs. After two years in the Peace Corps, Matt returned to the United States to begin raising money for a new development project inspired by the need he saw in Comalapa. He founded Long Way Home in the Fall of 2004, and returned to Comalapa in January 2005 to launch Parque Chimiyá ,
Upon finishing high school I wanted to experience the world, organize demonstrations, and learn to live on my own. I had a lot of passion, but didn't know what I wanted to do with the rest of my life. At that point it didn't make sense to me to go straight into college and formulate a plan to live in a world I had no experience in. I wanted to get out of the bubble.
I worked as a landscaper for eight years while continuing the prison justice/prison abolition work that I'm very passionate about. At a certain point I knew the time was right to go to college. I wanted to study international histories and I wanted to do it within a context that allowed me to live an engaged life while I was working on my degree. Goddard was a perfect fit. My experience at Goddard pushed my learning abilities and changed my perspective. I'd love to talk to prospective students about all of the possibilities and share my own Goddard experience.
Ann E. Michael graduated from the MFA in Creative Writing program in 2003.
Poet, essayist, librettist, and educator Ann E. Michael currently resides in eastern Pennsylvania, a mid-Atlantic valley region that influences much of her work. She is a past recipient of a Pennsylvania Council on the Arts Fellowship in Poetry and earned her MFA in Creative Writing from Goddard College, Plainfield VT, in 2003. Ms. Michael has written libretti for cantatas and choral works and is currently at work on an opera libretto for composer Alla Borzova.
Ann E. Michael’s poems and essays have been widely published in many journals, including Poem, Natural Bridge, Ninth Letter, Runes, The Comstock Review, Diner, Sentence, Slant, ISLE, The Writer’s Chronicle, Schuylkill Valley Journal of the Arts and others, as well as in numerous literary anthologies. Her chapbooks include More than Shelter, The Minor Fauna, Small Things Rise & Go, and The Capable Heart. Her full-length collection, Water-Rites, was published July of 2012 and is available from Brick Road Poetry Press.
In addition to writing, Ann E. Michael is an educator whose current position as Writing Coordinator at DeSales University keeps her engaged with undergraduate students writing in a wide range of disciplines and encompassing remedial through advanced academic writing projects; she also teaches Introduction to Poetry. In the past, she has worked with students K-12 through artist-in-the-schools residencies and with ongoing writing-critique groups. Her expertise extends to editing and tutoring for academic and creative writing at all levels, undergraduate to professional.
Her poem "Racket" was the featured 'Poem of the Week' on [SLIPPAGE] issue no. 2 | winter 2014 | THE CONFLUENCE OF SCIENCE AND ART.
Friend of Goddard
Will Hamlin taught at Goddard College from 1948 to 2001. He cared deeply about literature, art, education and the natural world, and served Goddard for fifty years in his renaissance fashion.
He was passionate about education and the philosophy of education. Versed in Dewey, Kilpatrick and other luminaries of the progressive education movement, he worked to realize their ideas at Goddard with the students he mentored and taught, as well as other faculty and staff. For decades, he worked as the College’s editor, writing and editing the catalogue, the Goddard Bulletin, and other publications.
Will loved language, and tended to its details and precise usage. He crafted the ideas of Tim Pitkin and his other colleagues into articulate prose that represented their vision in the larger world. When focus at the College sometimes drifted from the ideals of progressive education, Will reminded his colleagues and students – sometimes none too gently – of the importance of Goddard’s mission, and its stewardship of larger principles. We are grateful for his lasting contributions to the College.
Will passed away on August 4, 2009.
Registrar Manager, Staff
Ann Stokes graduated from Goddard in 1954. After graduation she stayed connected to Goddard College and served multiple terms on the Goddard College Board of Trustees. She served from 1969-1984, and then returned for another term from 1991-1994. During that time she was a member of the Board Development Committee, the Presidential Search Committee, and sat on the Executive Committee of the Board.
In the 1990s Ann Stokes worked with the Brattleboro Aids Project, which was dedicated to helping people with AIDS and educating and fundraising in the Brattleboro community. From 1969-1972 she was involved in the anti-nuclear effort and worked actively to educate the public about the hazards of nuclear power. She funded The Ann Stokes Lecture Series at Goddard which brought together lesbian and gay speakers and performers to the Goddard Campus.
Ann was drawn to Goddard because of its emphasis on the whole person; she believes that a Goddard education brings about growth of individuals to care for themselves and the world. She is a poet, and paints with pastels and watercolors. She is also a past member of The River Valley Performing Arts Center.
Ann Stokes and her family have been loyal and long-time supporters of Goddard College and other progressive organizations. Ann comes from a family of philanthropists and supporters of progressive causes. Her mother, Lydia Stokes, founded the Lydia B. Stokes Foundation in 1959. Her primary interests both individually and through the Foundation were women’s health, especially Planned Parenthood, education, the American Friends Service Committee, the World Council of Churches and the arts.
Residency Sites: Plainfield, VT
After spending much of my life teaching mathematics in mainstream academia, I am utterly delighted to find myself at home at Goddard, where, instead of looking for mistakes to mark wrong, I can focus on finding and appreciating what is right and precious. My sense of the right and the precious is deeply informed by many years of Buddhist practice, study, and teaching. Recently the Zen teacher David Loy, the environmental historian William Cronon, and the activist Lierre Keith have energized me to take a deep Buddhist look at the looming ecological disaster that awaits not just humanity but also Mother Earth. As a participant in the dialogue between Buddhism and Western science, I look at the relationship of body and mind, at the nature of consciousness, through the bifocal lenses of Buddhism and science. My contribution to an early Mind & Life dialogue with His Holiness the Dalai Lama was published in the book Gentle Bridges. Recently I have been an active participant in the splendidly interdisciplinary SAND conferences (www.scienceandnonduality.com). I have a great liking for Marshall Rosenberg’s Nonviolent Communication (NVC), which strikes me as a sophisticated version of the Buddha’s Right Speech. NVC suggests Restorative Justice as a guiding principle for our criminal justice system. Inside prison I have taught NVC and meditation as complementary skills very useful for someone locked in a room with a lot of anger, his own and that of others. On a Restorative Justice panel in my home town of St. Johnsbury, I have found that NVC guides my presence and participation. As “the math guy,” during residency I am continually confronted by the pain and anxiety that surround the academic subject to which I devoted a large chunk of my life. Now I am passionately devoted to healing the wounds of our toxic system of math education, and am convinced that all students can complete the “math as lived experience” requirement in a way that is at least meaningful and perhaps even joyfully healing. This aspiration is being realized in the ongoing construction of the Joy of Math website (sites.google.com/a/goddard.edu/joy-of-math/). Now, I have my own issues with mathematics, particularly with its arrogant assumption of transcendence, of absolute truth. Yet I do still take joy in math, these days particularly in Japanese Temple Geometry, which refers not to the design of temples, but rather to the Edo period in Japanese history, when the borders were closed to Western influence. Geometry was cultivated in Zen and Shinto temples as a discipline that was simultaneously intellectual, artistic, and spiritual, with no “practical” applications whatsoever. Temple Geometry has inspired the essay “Mathematics and War: from Sacred Geometry to Pearl Harbor” and the slideshow “Geometric Art / Beautiful Geometry”, which can both be found at mathandculture.net/temple-geometry.html.
PhD in Mathematics, Princeton University; BA in Mathematics and Physics, Haverford College.
Residency Sites: Plainfield, VT
Teaching dramatic writing isn’t like instructing someone how to ride a bicycle or mend a broken pipe. Writing is unique and idiosyncratic, a deeply personal form of communication. It’s informed by not only the past and present, but by one’s identity, imagination, values, aesthetics, politics, sense of humor, appreciation of tragedy. At the same time, good writing demands not just aptitude; it requires intense discipline, resilience, openness, and patience. It takes bravery, a clear eye, and heart. As a teacher, I try to encourage personal expression while reinforcing the discipline of craft. I help students identify and clarify their voice and the story they’re trying to tell. At the same time, I teach them the basic tools of dramatic writing and how to use (or perhaps even subvert) them: structure, plot, character, action. How do you shape a play, anyway? Or a screenplay? How do you maximize the potential of the stage or screen? Most of all, I try to empower all my students to open up to the vast creative potential within them, and to help them find its best expression.
As a playwright, I wrote the stage adaptation of Amy Tan’s The Joy Luck Club (Dramatists Play Service), The Arrangement, Where It Came From, Open Spaces, and the book to the musicals Merlin's Apprentice (with Stephen Cole & Matthew Ward) and Allison Under the Stars (with Zina Goldrich and Marcie Heisler). My one-acts include Memento Mori (Smith & Krauss), Pandora, Dreamtime for Alice (Farrar Strauss, Dramatists Play Service), Rapid Eye Movement, Seventh Word Four Syllables, and Death and the Maiden. My one-act play Guts was produced as an independent film, which aired on PBS. My plays have been produced at NY’s Ensemble Studio Theatre, Pan Asian Repertory and Ohio Theatre, and nationally, at the Long Wharf Theatre, LA’s East/West Players and Stella Adler, Palo Alto’s TheatreWorks, Denver’s Walden Family Playhouse, Honolulu’s Kumu Kahua Playhouse, and others. I attended the 2000 Eugene O’Neill National Playwrights Conference and won a Drama Logue Award for Outstanding New Play for Open Spaces.
My nonfiction book Flow: the Cultural Story of Menstruation, co-written with graphic designer Elissa Stein, was published by St. Martins Griffin in November 2009. In 2010, two graphic novels that I wrote with my partner, playwright Laurence Klavan, were published by First Second Books: City of Spies (artwork by Pascal Dizin) was named One of the Best Books of the Year for Children by Scripps Howard News Service; and Brain Camp (artwork by Faith Erin Hicks) was named One of the Best Graphic Novels for Teens by the American Library Association.
I’ve also written extensively for television. I was nominated five times for the Emmy and four times for the Writers Guild award for best writing, all in the children’s category. In adult nonfiction, I won a WGA award in 1996 for Best Documentary for PBS’ Paving the Way. Other documentaries include Icebound, AMC’s Imaginary Witness: Hollywood and the Holocaust, WLIW’s Through My Eyes, and the 3-part PBS series, The Meaning of Food.
I live in New York City and am a member of the Writers Guild of America East, the Writers Guild of Canada, ASCAP, UAW 2322, and Ensemble Studio Theatre.
BA in English and Theatre, Wesleyan University.
Fred Wilber is the owner and founder of Buch Spieler Music in Montpelier, Vermont. He was born in New Berlin, New York, in 1951. When he was in second grade his family moved to Clifton Park, New York. Wilber’s interests during his junior and high school years were music and filmmaking. In fourth grade, he began playing the piano and making super 8 movies criticizing the Vietnam War and child abuse.
In high school, Wilber was elected senior class president even though he didn’t want the position. His friends, who thought he should run, collected enough signatures to get him on the ballot. His campaign speech advocated for more freedoms and opportunities for self-direction for seniors. The speech was reviewed by the class adviser who felt that it was too radical. Wilber wrote a new speech and got it approved, but delivered the original anyways. The teachers were shocked, the students cheered, and he was elected president.
Wilber graduated from high school in 1969 and applied to Goddard College. He graduated from Goddard in 1973, with Buch Spieler Music as part of his senior study. The business enters its 40th year in January of 2013.
Over the years Wilber has been a member of many musical ensembles, including Butch Casio, Ken Sleeps Naked, Maddub, and, now, MadMan3. He also served as the director on the Twinfield School Board for six years and was a founding member of the Onion River Arts Council.
Wilber married Patty Morgan in 1985. Their daughter, Morgan, was born in 1986.
I focused on playwriting, and had a truly amazing experience. When they told me it would be life changing, I was skeptical, but it was just that. I got an amazing amount of attention and feedback from my advisors. I emerged with a full vision of the kind of writer I wanted to be. I graduated from Harvard College, but I learned more at Goddard than I ever did there. It’s an amazing model of education and it works.
I entered Goddard intent upon discovering ways to bond together people of differing cultural and ethnic backgrounds. My studies and research took me from Cultural Anthropology to Psychology to Philosophy to Semiotics realizing, on the way, that my ultimate goal was to understand and find ways to resolve Prejudice. In an effort to find solutions there came an unexpected twist to her studies; I decided to write a young adult’s novel to teach children how to positively engage other cultures. In the end Intercultural Interaction and Prejudice Prevention through Theory and Creative Writing became my thesis. Currently, I am editing my book and looking forward to its publication. Please, contact me with any questions you may have about the MA in Individualized Studies Program. I look forward to talking with you about Goddard and hearing about the ideas that impassion you.
Residency Sites: Plainfield, VT
David White, of Braintree, Mass., is a graduate student of interdisciplinary studies at the Goddard Graduate Institute in Plainfield, Vt., where he is writing his thesis on mimesis and representation of Native spirituality in American cultural narratives. His research areas of interest are cultural memory and social identity in contemporary American visual culture.
He has been selected as research assistant to interdisciplinary artist and faculty member Devora Neumark (MFAIA) on a work entitled “Ageing in Place: Understanding Older People's Perceptions and Experiences.” (Dr. Neumark is part of a team closing out a multi-year Ageing in Place research project, directed by Dr. Nancy Guberman of the School of Social Work, University of Quebec, Montreal, and funded by the Social Sciences and Humanities Research Council of Canada.)
Says David about his Goddard experience:
"Like many who find their way to Goddard, my past experiences with education have not exactly been what I would call positive. As someone who has always been curious about everything, my ceaseless questions and frequent unwillingness to do things the way that they are 'supposed' to be done made me a less than ideal candidate for the public school system.
"After years of being shut down by teachers and administrators, by the time I finished high school I had thoroughly convinced myself that I was not the type of person that goes to college. Still, thanks to some strong encouragement from friends, I decided to take a shot at it after someone had recommended Goddard to me.
"It's hard to sum up my feelings about Goddard in a concise statement, but for the first time in my life I didn't associate education and curiosity with guilt or shame, but rather with enthusiasm and passion. I have been encouraged to pursue my areas of interest in ways that make sense to me, and am constantly motivated by peers and faculty who, despite differences of studies or opinions, are there to support and each other through their words and commitments.
"My recent work with Devora Neumark on ageing in place has been a wonderful experience and a tremendous opportunity to gain experience in the field. As someone whose areas of interest and work tend to be theoretical or abstract, working on this project has helped me gain a better sense of how to apply my academic interests in material culture and visual representations to real world situations in an effort to achieve positive outcomes."
Academic Publisher, Faculty Publisher, Staff
Residency Sites: Plainfield, VT
Like a number of women writers, I haven’t followed a conventional academic path. For ten years, I worked in New York at AMS Press while I completed my BA and MFA Degrees at Goddard. Afterwards, I spent several years at Harvard Magazine, writing my first book of poems (That Mulberry Wine, Wesleyan) while I acted first as Fulfillment Manager (a tough title to live down) and then as a member of the editorial staff. Following my first teaching job, as the writer-in-residence at Sweet Briar College (VA), I earned a PhD in Creative Writing and Literature from the University of Utah. I’ve taught in various writing programs, undergraduate and graduate: Old Dominion University, Ohio University, University of South Carolina, Harvard, and Lesley University’s low-residency MFA Program in Creative Writing. The Mark of Flesh, my second book (Norton), entered me into a conversation about poetry that still absorbs me: What’s the role of the writer in the world? Why are many women writers still second-class citizens in the literary world? How can music and metaphor instigate transformation in the writer and the reader?
Poetry, in my experience, emerges from the deepest levels of the psyche. It is only roughly occasional. It’s almost a truism that language can be transformative and that transformation loves language. Though poets are moving away from the idea of a stable first-person, any practitioner of self-reflection knows that the stable self is chimerical. At about 3:00 p.m. on a long workday it’s amusing to remember this.
Work in the world can be beautiful. A third book of poems, Visitor at the Gate, currently circulating, has become a labor of its own. A new book, still in imagination, seems to want the hybrid—a mix of poetry and prose first experimented with in Visitor. The poems have earned prizes and fellowships: an Academy of American Poets Award; the Grolier Poetry Prize; a PEN Discovery Award; a fellowship in poetry to Breadloaf; a Pushcart Prize; and multiple stints at the MacDowell Colony, Yaddo, and the Virginia Center for Creative Arts. Individual poems have found homes in Blackbird, Boulevard, Poetry Daily, Georgia Review, Memoir/And, Triquarterly, Virginia Quarterly Review, Gettysburg Review, Seneca Review, and Harvard Review, among others.
Labor of any kind speaks to us of time, of money, of values, of where in the moment we are and what we must do. To be the director of our BFA Program invites labor to speak to me in a new way. I gratefully offer the skills that I’ve learned through many decades of writing, teaching, administering, and living. Together, we’re enabled by genres, theory, cultures, eras, craft, and imagination. As the fifteenth century Indian poet, Kabir, has said: “Listen carefully,/Neither the Vedas/Nor the Qur’an/Will teach you this:/Put the bit in its mouth,/The saddle on its back,/Your foot in the stirrup,/And ride your wild runaway mind./All the way to heaven.”
PhD in Creative Writing and Literature, University of Utah MFA in Poetry, Goddard College BA in Literature, Goddard College
Gabe Halberg received his BA from Goddard in 1995, after a two-year immersion studying the tabla -- the classical hand-drums of North India. Gabe is a disciple of tabla master Pandit Samir Chatterjee and a member of the musical groups 35th Parallel, the Saturn People's Sound Collective, and the Big Bang Bhangra Brass Band.
In 2005, he moved back to Plainfield, Vermont (much to his surprise), where he lives with his wife and daughter. He continues to grow his web design company Dadra Design.
Gabe comes back to Goddard College on December 7, 2013, to play a concert with 35th Parallel MediterrAsian Jazz Ensemble at the Haybarn Theatre.
Hi! Chances are, if you're reading these bios, you have questions. I would love to talk to you to help you answer some of those questions as you consider Goddard! At Goddard I wanted to focus on gender studies within music education. I wanted to understand the relationship between the gender of a student and their musical instrument choice. I also needed to complete a masters degree to further my career in education. Goddard was a place that fit my lifestyle. I was part of the first group of students in the 3/4 time degree. Instead of 12 credits a semester, I would earn 9. It took me a total of four semesters to complete my degree. The big advantage I found about this new program was that I could just attend the summer residency and not the winter residency. I could not take a week out of work to go to the winter residency, so the part-time program worked wonders. In place of the winter residency, part-time students attended the July Institute for Progressive Educators immediately following the summer residency. The only downside of the part-time program was NOT going to the winter residency! At the July Institute, we were allowed to bring forth specific challenges and issues in our own teaching to dissect before a smaller group of experienced educators. I was able to connect with other teachers around the country who weren't necessarily in the Goddard program, but came to the week-long workshop for professional development and enrichment. I was able to explore how to bring a more progressive, holistic approach to my teaching within a traditional public school setting. I found my time at Goddard to be extremely rewarding, challenging, and fulfilling.The residencies are the highlight of the program. The openness, support, and flexibility is immense. Within one week you grow as an individual thinker, planner, and optimist. My faculty advisor was wonderful. She was very knowledgeable, caring, helpful, and reassuring. The residencies allowed everyone to be a part of a study group where we would build, tear apart, rebuild, and critique our plan for the upcoming semester, and in my case, the upcoming year. When you hear the phrase, "Trust the process," they mean it. I look back on my time at Goddard with a strong sense of accomplishment, pride, and optimism. I have lasting friendships that started at Goddard. I bring my own research and the "Goddard experience" I had into my classroom everyday. We are fortunate to have a place like Goddard to push the envelope for more progressive, holistic education. Please consider Goddard. I would love to talk with you!!
If you want to be intellectually, personally and spiritually challenged, go to Goddard. If you want an easy degree, go somewhere else. I don't even really care that I got a sheepskin (although it's useful), I'm more excited about what I learned and continue to learn as a result of my studies at Goddard. Don't be afraid, it's not hard core, it's whatever you shape it to be (except easy)! Come prepared to be in intense discussions with interesting folks, do a ton of reading and writing, and be in a talent show. Campus is beautiful and the food is good.
Residency Sites: Plainfield, VT
What I call “radical inclusivity” is my commitment to life. I seek to break down the walls that separate “us” and “them:” one from another, culture from culture, religion from religion, community from community; and at the same time to respect the integrity and wisdom found in every expression of life on this planet, from plants and animals to differing human communities and cultures, and finally to differing personal ideas, beliefs, and practices. I cannot say I as yet fulfill this commitment completely. We all have lifetimes of conditioning that need examining because they impede living in true compassion and gratitude. Learning and growing never ends.
As this goal has evolved in the course of my life I have developed my critical and intuitive thinking about cultural and applied anthropology, the histories of colonialism and neo-colonialism and international “development,” world religions, feminism, and art making: earning various graduate degrees in Psychology/Art Therapy, Anthropology, and World Religion. My global view began at the tender age of 12 years when I moved with my family from our insular life in Lincoln, Nebraska to Lahore, Pakistan. South Asia calls me still and I have since lived several times India and Nepal for never less than a year at a time. I have experienced first hand in many cultural settings the damage that is done when we try to “understand” another way of being by co-opting what we assume to be their beliefs and practices, or to “help” or “convert” others to our beliefs and practices, no matter how well meaning we may be.
We all tell stories and we have since the beginning of language, art, music, etc. We each tell stories about how the world works, who we are, and who we want to become, about the societies and cultures we live in, and those we don’t. The folklore of our everyday identities is shaped and reshaped continuously. The words we use to describe ourselves all have stories behind them. I am a healer, an artist, an activist, a writer, a scholar, a contemplative monk without the cloistered walls. I have worn many “hats”: starving artist in NYC, massage therapist/healer, psychological counselor and art therapist, ethnographer in Varanasi, India, executive director of a non-profit, consultant for USAID in international development, co-founder of a free integrative health clinic in Tucson Arizona serving mostly undocumented immigrants, faculty member, and minister of a small interfaith center. Each one of these experiences has taught me about "situated knowing".
I love to ask questions that take me deeper into the meaning of life. I love entertaining your questions. I learn so much from my students. I believe there are no all-encompassing “answers” to the big questions. Each of us must forge our own path and we inspire others while doing so. I revel in the mystery of life.
PhD in Cultural Anthropology, Syracuse University; MDiv in Contemplative Interfaith Theology, Prescott College Interfaith Theological Seminary; MA in Psychology and Art Therapy, Antioch University/Seattle; BA in Anthropology, Syracuse University.
Residency Sites: Plainfield, VT
I have been an artist and educator for over twenty-five years. My artistic communities have been in Northern California, San Francisco, New York and Minneapolis. I am formally educated as an actor, theater director, political scientist, and post-modern and feminist theorist.
Early in my career, I began to adapt, write and direct productions that asked questions about the role of language and linear narrative and explored the ways in which meaning could be expressed in performance without language. Following this work, I created a series of pieces that incorporated choreography, still images, tableau, and sound compositions in a range of traditional and untraditional sites. In the first phase of this work, I created pieces that utilized live performers, animals, and found texts as a way of exploring the limits of representation and in particular, identify ways in which form can function as content.
My most recent projects are the creation of occasions in the public space that contemplate the location of art, its source(s) of meaning, and the potential of the spectator. In the spring of 2014, I mounted the second of two installations at a marketplace in Minneapolis for 4 weeks. Inspired by an artifact carved by my grandfather in a POW camp post-Armenian genocide, The Swallow Project invited spectators to consider their own relationship to home and exile and physically add that reflection to the piece. Their contributions contained complexity, depth and magnitude - perspectives essential to the completion of the installation.
As part of my on-going interest in bringing artists/scholars together, I created and co-created conference/festivals in every place I’ve worked or lived. I was the co-founding director of the West Coast Women’s Theater Conference in San Francisco, Co-Creator of the first Performance Studies International (PSi) Conference at NYU, and most recently, facilitated Goddard College’s 2010 conference, “Making, Meaning, & Context: A Radical Reconsideration of Art’s Work.” In Minneapolis, where I am now located, I converted a convent into the Center for Performing Arts in 1995, a project I continue to develop and oversee. The Center is dedicated to encouraging the development of the artist and creative practitioner and supports dozens of artists and hundreds of students from different disciplines rehearse, teach, and learn.
Among my areas of expertise are the history of Western experimental theater, feminist theater, progressive pedagogy, and theories of performance. I also have substantial experience consulting with arts organizations and individual artist/entrepreneurs regarding institutional and professional development. My MA in Theater Directing is the study of an alternative approach to collaborative theater directing extrapolated from the creative practice of certain artists and methodologies found in feminist therapy.
My PhD dissertation, Representations of Utopia: Women’s Group Theaters 1976-1991, is research on and analysis of the aesthetics, creative process, and politics of women’s group theaters. My other research and writing projects include a paper delivered at American Theater in Higher Education (ATHE) outlining a symbiotic approach to dramaturgy; a presentation to a librarian association on the complications of archiving feminist theaters’ work given that the personal and the professional are so deeply intertwined; and a PSi paper/presentation on the relationship between creating dialog in art practice and in education. Most of my writing is directly related to investigations taking place in my own creative and art practice, and the questions and desires of my art work are regularly in conversation with historical, and theoretical paradigms.
I taught theater at Macalester College and St. Thomas University in St. Paul, MN and New College of California in San Francisco. I’ve been a Visiting Scholar at the U of M in the Center for Advanced Feminist Studies. I have served Goddard College since 2005 in a wide range of positions. In addition to being a member of the MFAIA faculty, I have recently served as MFAIA Program Director, Associate Academic Dean of Graduate and Licensure programs, and Chief Academic Officer and Academic Dean of the College.
PhD in Performance Studies, NYU Tisch School of the Arts; MA in Theater Directing, Humboldt State University; BA in Political Science with a minor in Acting, University of Wisconsin-Madison.
Residency Sites: Plainfield, VT , Residency Sites: Seattle, WA
Theressa Lenear has over 36 years of experience in the early childhood field. In that time, she has worked with many young children in multiple settings in both Alaska and Washington. Her current focus centers on teaching, mentoring and coaching those wishing to strengthen their skills in providing services and resources relevant to the diverse children and families in their communities. She earned her Master of Arts degree in Human Development with a specialization in Bicultural Development from Pacific Oaks College Northwest. She is currently a doctoral student with the Praxis Institute for Early Childhood Education pursuing her degree in Human Development and Social Change. Working in her community is a cultural expectation and a collective responsibility. Theressa co-leads the Teaching Umoja Participatory Action Research 15 Year Commitment with Dr. Cronin in examining ethnic identity, bicultural, cross-cultural and triliteracy development of children of color. This work is a collaborative effort with diverse co-researchers from across the United States and the communities of Port Royal and Moore Town, Jamaica. As a member of the African American Childcare Task Force and the Culturally Relevant Anti-Bias Education Leadership Group, Theressa is actively engaged working with others on issues of equity and social justice.
MA in Human Development/Bicultural Education; BA in Human Development, Pacific Oaks College.
Cassie Dandridge Selleck
Residency Sites: Plainfield, VT
Cassie Dandridge Selleck is a storyteller, author and former Sales and Marketing Manager for Anderson Crane and Bridge Technologies, Inc. Her first novel, The Pecan Man, was the First Place winner of the 2006 CNW/FFWA Florida State Writing Competition in the Unpublished Novel category and is now available in digital and print format through Amazon.com and BarnesandNoble.com.
Cassie and her husband Perry make their home on the Suwannee River in North Florida.
Cassie has a unique success story about self-publishing her first novel while maintaining her work and family commitments. Read Cassie's own words about it below...
"I wrote The Pecan Man over the course of ten years while working full time and raising the youngest of three daughters. I worked with an excellent critique group, Gainesville Poets and Writers, and had really done the work to get the novel into shape, but without much time to pursue agents or publishers, I sat on it for several years.
"In late 2011, I came across an article about self-publishing through Amazon’s Kindle program for e-books and CreateSpace for paperbacks. Honestly, it seemed like a great way to get friends and family to stop asking when they could read my book. I priced the novel to maximize royalties while keeping it affordable and close to regular retail rates, and sales have been outstanding.
"That strategy literally paid off and the royalties have allowed me to work full time as a writer and to start school at Goddard this year .
"I also recently signed with a New York agent who found my blog after noticing Amazon’s rankings and reviews for The Pecan Man. We just sold the audio rights in a sweet little bidding war between two well-known audio publishers, so that was pretty thrilling. I can’t wait to hear my little story read by a professional. It’s a little surreal, actually.
"The success of The Pecan Man has boosted my confidence and brought new and wonderful people into my life. I’m just not even sure where I would be right now if I hadn’t found the courage to put my work out there. I also know I have a lot to learn, so I’m just digging in and working on my craft. Goddard is the right place for me to be to grow as a writer, a scholar and a citizen."
What Cassie says about her Goddard experience:
"I loved the concept the moment I learned about Goddard and visited the website. The BFA in Creative Writing in a low-residency program sealed the deal for me. It isn’t just the degree I want, but the experience and education, and a body of work to show for it when I am finished. I was thrilled with my first residency and can’t wait to come back in October."
Residency Sites: Plainfield, VT
My best skill is asking questions, both of others and myself. My academic training is cultural anthropology, music, and design. I’m now in just my fifth calendar year at Goddard, but I have wanted to be involved with the College since the 70s when Goddard’s Institute of Social Ecology was a living legend in the worlds of both sustainable resources and progressive education.
For fifteen years, I taught environmental design, community energy planning, and indigenous politics at Governors State University, the experimental non-graded campus within the Illinois system. Simultaneously, I took as much work as a jobbing violinist as I could find—everything from recording a commercial for a muffler company, being part of the stage quartet for Rev. Jesse Jackson, and performing with the Illinois Philharmonic Orchestra. Tonalities and rhythmic patterns are native to my meaning-making capacities.
I’m very interested in research on mirror neurons, especially as this relates to multi-tasking. For example, I’ve found that sometimes imagining practicing my violin in very precise ways sometimes has the same effect as working with the physical instrument. Grappling with anthropological theory mysteriously builds my violin technique and sharpens my intonation. I love these kinds of simultaneities and coincidences as much as I do anomalies.
My most well-known (and controversial) research is a geometric theory of planetary resources and climate--the earth energy grid. This model is a mnemonic frame for me to store and retrieve what I discover in my life and work—which is almost always from a transdisciplinary perspective. The geometry of the grid lies at the heart of much sustainable construction and theory.
In 1994, I joined the full-time core interdisciplinary doctoral faculty at the Union Institute and moved from Chicago to the coast of Maine.
Along with classical and rock performances, I recorded CDs as soloist with Tim Janis (Celtic) and Dunne Roman (New Age).
I traveled to supervise student work in countries as different from each other as Papua New Guinea, Australia, Russia, Brazil, Finland, and much of Europe. With 9/11 came a crushing sense of myself as not unlike Nero, fiddling while Rome burned, and it haunts me to this day. I do not play as much right now.
I left Union in 2005, wanting to be involved more directly as a U.S. citizen in the global culture. I joined the graduate faculty of the international School of Public Policy & Administration at Walden University.
I advise on sustainable technology, especially food and “homeland security” issues. Still, my heart beats fast in the realm of magic, consciousness studies, and ritual performance. I am always excited to discover intersections of my worlds.
I encourage students to pay attention to analogous discoveries they make in their own life processes. My basic belief is that any discovery actually reveals the identity of self. Connecting with that power is, for me, the promise of soul.
Education Background: PhD in Cultural Anthropology, University of Chicago; MA in Cultural Anthropology, University of Chicago; BA in Sociology and Anthropology, Occidental College.
Avram Patt is the current Chair of the Board. Previously, he was General Manager of Washington Electric Cooperative of East Montpelier, Vermont since 1997. He also served on WEC's Board of Directors for eight years prior to that. In addition to managing WEC's distribution system serving over 10,000 meters, he is responsible for the company's power supply, including its conversion to renewable energy, as well as its long-standing focus on residential energy efficiency programs.
Prior to becoming General Manager, Patt held a number of positions in public administration, most recently Director of Vermont's Office of Economic Opportunity, which administers a variety of anti-poverty programs delivered by non-profit agencies throughout the state, including the state's weatherization program. In the early 1980s, he was executive director of the Central Vermont Transportation Association, where he helped develop the area's rural public transportation system.
He has also been president of the Northeast Association of Electric Cooperatives (four states), a member of the Regional Power Supply Committee, Northeast Public Power Association, chair of the Region I Resolutions Committee (12 states), National Rural Electric Cooperative Association, and member of NRECA's national Resolutions Committee. He was also chair of the "E-21" Legislative Committee, coordination and information-sharing group of government affairs representatives of all Vermont utilities.
Patt is a 1972 graduate of Goddard College, as well as the singer and drummer for the Vermont Yiddish dance band, the Nisht Geferlach Klezmer Band.
Maggie Shopen Thompson
Focusing on the memoir genre during my four semesters at Goddard, I worked with three faculty advisors. They were accessible, insightful, knowledgeable, encouraging and skilled at providing the specific literary tools and feedback I needed to move forward with my writing. At the residencies I was exposed to the fertile breadth of the entire faculty. The academic rigor was intense and engaging. For a week each semester, it was total immersion in the craft and life of writing. Interactions with other students, many who are now close friends, were also lively, as we supported each other in our growth to become better writers. Conversations in the cafeteria were often as instructive as those in the workshops. At Goddard I have never worked so hard or enjoyed school so much. The program was exactly right for me - transformative on many levels. I gained confidence in myself and joy in my skills as a writer, not just in an academic way, but with validation to the authentic core of my being. I graduated at age 58 with a fresh horizon. Contemplating a low residency MFA as an adult is a multi-layered decision. I welcome inquiries and conversations with prospective students!
Stephan Ross (RUP ’59), born Szmulek Rozental in Lodz, Poland in 1931, is a survivor of the World War II Holocaust, having endured ten concentration camps in five years. He arrived in the United States in 1948 through the U.S. Government Committee for WWII Orphaned Children, determined to better himself and the world. After getting a BA in Sociology from Goddard, Ross went on to receive his MA in Psychology from Boston University in 1962 and worked for almost 50 years as a counselor for disadvantaged youth in Boston.
Among Ross’ many contributions to elevate young people from the effects of poverty was the creation of fee waivers and funding assistance from the College Board for impoverished youth in Boston to take the SAT and apply to college. Owing in no small part to Ross’s efforts, SAT fee waivers are now a nationwide program of the College Board.
Beginning in the late 1980s, working with then Boston mayor Ray Flynn, Stephan raised more than $14 million from public and private entities to erect the New England Holocaust Memorial and World War II Veterans Memorial. The Veterans Memorial was built to honor American troops who liberated the Dachau Concentration Camp. The two memorials stand together near Faneuil Hall, on Boston's historic Freedom Trail.
“Goddard nurtured in Stephan, the way it does in all Goddard students, a drive to understand life experiences and translate that learning into actions that address the roots of the problems we face in society,” Goddard College President Barbara Vacarr said. “He is a living example of what a Goddard education is all about: an activist-oriented, rigorous academic inquiry that compels students to take action to effect change in our local and global communities.”
Residency Sites: Port Townsend, WA
As a teacher of poetry I am most interested in helping students to cultivate the individuality of their voice. Individuality, authenticity, and risk are the three qualities that interest me the most in the work of the writers I read and in the work of the students I advise. I begin each semester by asking students to think about the ways in which they might funnel their passions, obsessions, and what captivates them into their poems. I encourage students to mine the details of the worlds they inhabit and to use these details as one way to lead to the uniqueness of their work. Regarding the development of craft, I once heard an established writer with a long list of books to her name say: Writing is 80% revision. Since hearing this, it has been my #1 writing commandment. It is what I expect of myself and of the students I advise. Regarding reading, I encourage students to read widely and to annotate a significant number of international writers. I believe that reading a multiplicity of literary voices helps us to produce writing that is unpredictable, complex, and full.
I have published two poetry collections, Rhapsody of the Naked Immigrants (Harbor Mountain Press, 2009) and mercy mercy me (University of Wisconsin Press. 2003). I also coedited (with Michael Lassell) the poetry anthology, The World In Us (St. Martin’s Press, 2000). I have won a Lambda award for poetry, an Astraea Emerging Writers Award, and I have also received two poetry fellowships: one from the New York Foundation for the Arts and the other from Virginia Center for the Creative Arts. In addition to my publications, I have worked as a poetry editor for two journals - Bloom and Tarpaulin Sky; the latter of which I still serve in an advisory capacity.
MA in Creative Writing, City College of the City University of New York, BA in Honors/English, Hunter College of the City University of New York.
Residency Sites: Plainfield, VT
My broad professional and personal goal is to work with people to create prosperous, vibrant, livable, socially justice communities. I work with residents and public, private and nonprofit agencies and organizations to remove barriers to equity and access, to create regenerative economic opportunity and to build networks and partnerships that create the infrastructure for sustained economic and social progress. I see my work at Goddard as a process of "co-learning" and building communities of practice. Co-learning provides an opportunity to reflect on our own learning, share our ideas, and to think and work critically and collaboratively to develop unique, and meaningful approaches to meeting social challenges. The process makes me better at my own work and empowers students to create something personally gratifying and socially valuable; it ultimately generates new knowledge and approaches that inform learning and practice at Goddard and beyond.
Specialties: working cross culturally; local economies; sustainable development; social enterprises and worker-owned/cooperative enterprise development; business planning; product design and development; market development; sustainable manufacturing; enterprise finance; community, regional and rural development planning; community organizing; nonprofit program administration; nonprofit resource development and fundraising; organizational development; multi-stakeholder collaboration; community based leadership development; and sustainability, social innovation, social justice, human rights and community economic development education.
Educational Background: MA in Community and Regional Planning with a concentration in Rural Development, University of New Mexico; BA in Politics and English, New York University.
I came to Goddard’s MFA in Creative Writing program on the cusp of middle age, dragging a lifetime of writing behind me that looked more like a junk drawer than an organized career. I had stuff everywhere. I had talent, but I didn’t have focus, because I’d never taken the time to study craft, to stop, to listen to the sound of my own heart beating. Goddard was the prism that allowed all that to happen. For two years I bent light, and felt it bend me, discovering who I was through a series of interactions with my faculty mentors and the writers and poets I forged lifelong friendships with during the residencies.
I emerged from Goddard with a creative thesis that became my first published book, the short story collection Name the Boy. I also acquired a passion for teaching, and I now teach writing--creative, composition, and research--at the Community College of Vermont. My students respond to my process-based approach, which is one of the most important things I learned at Goddard: trust the process.
I recently published my second book, a creative writing memoir/handbook called Creative Writing in the Real World: A Reader for Writers. In addition to my teaching and writing, I’m the fiction editor for Quay: A Journal of the Arts, and I continue to write and publish and spread the wonderful energy I found at Goddard.
Jackson graduated from Goddard's RUP, or Residential Undergraduate Program, with a BA in 1978. For 20 years, Jackson worked at the Smithsonian as an archivist. Jackson is also a former Goddard faculty. He recently moved to Vermont to become a high school English teacher in Burlington. Now, Reuben Jackson is the new voice of jazz on Vermont Public Radio airwaves!
Residency Sites: Plainfield, VT
The twin pressures of motherhood and a demanding landscape pushed me into writing 25 years ago, and I haven't stopped since. The Wyoming land continues to sustain my creative work, even though my children are now grown. I also have been teaching in one setting or another since 1971 and find that teaching and writing work together to form the biggest creative matrix for my life. I have been teaching at Goddard since 1995. I also teach English Composition at all levels and Literature at Sheridan College in Sheridan, Wyoming. For thirteen years, I ran a writers camp for teens, and found it hugely enriching and exciting work. My first book of poetry will be published by High Plains Press in the summer of 2004. I have also published poetry, fiction and non-fiction prose in many small journals and anthologies. In my teaching, regardless of the level, I concentrate on the intersections between art and craft, the interaction between the individual's vision and portrayal of that vision. I enjoy working with students in a variety of genres.
PhD in Creative Writing, The Union Institute; MEd in Special Education, Antioch University; BA in Art, the University of California at Santa Barbara.
Residency Sites: Plainfield, VT
Peg came to Vermont in 1978. She had met a young man who happened to be a Goddard student while she was walking in a park near the suburbs of Tampa, Florida, where she lived at the time. She and the student exchanged addresses and corresponded for a year when Artemis, who was a poet, sent her a one-way ticket to Vermont with the words "SEE THE WORLD" scrawled across it.
At age 20, she quit her desk job, hopped the train and moved into a boarding house in downtown Plainfield. Two doors down was the red brick General Store which had been family owned for over 100 years. Newly acquired by two (you guessed it) former Goddard students, she was hired as the first hired help in 100 years.
One day her boss suggested she walk up and check out Goddard College, and so she did, signed up, and was forever changed.
She spent a summer at Cate Farm in the Social Ecology program learning to design and build a solar house before the world was familiar with the term, and taking classes with Dan Chodorkoff learning about alternative ways that societies can work.
She met visiting author Noam Chomsky. She spent most of her time for the next two years in C-Basement where the dark room resided, learning not just photography, but how to see and think about things with artist and teacher Jeff Weiss.
After college, she milked cows, worked at the now closed Horn of the Moon Cafe, and dressed hair, but mostly spent time playing music professionally in her various rock bands, known as "Peg Tassey and Proud of It," "The Velvet Ovum Band" and "The Kissing Circle."
Peg recently worked as the music collector for The Vermont Movie Project, and is currently curating "Rural Revolution: Exhibition of 70s Era Art Student and Faculty Photography" pulling together over 20 alumni from the entire decade, many of whom are still making art. The exhibit will be part of Goddard's 150th Anniversary Celebration.
Peg lives happily on a pond digging potatoes with her husband, the cellist Indigo Ruth-Davis, and their daughter, college student supreme Audrey Sunshine.
Residency Sites: Plainfield, VT
My work has been in my writing, with teaching as an outgrowth of my writing concerns. I have written twenty-five books of both fiction and non-fiction. I would characterize most of my fiction, which includes six novels and a collection of short stories, as literary fantasy. Unquenchable Fire won the Arthur C. Clarke Award in Britain, while Godmother Night won the World Fantasy Award. Though my non-fiction books have included work on such areas as Stone Age religion (The Body of the Goddess), most of my non-fiction has centered on the symbolic interpretation of Tarot cards, a subject much bigger than the popular image of fortune-telling. As well as creating my own deck, with images inspired by prehistoric art, I have written general books and books on specific decks, such as Salvador Dali’s Tarot. What unites my fiction and non-fiction is the exploration of imagination as the ground of creation. My books have appeared all over the world, in nine languages. My earliest teaching was writing and literature at the State University of New York at Plattsburgh. Since then, however, I have taught many workshops on Tarot in the U.S., Canada, and Europe, as well as occasional writing seminars, including a two year class on myth and creative imagery in Amsterdam, the Netherlands.
My approach to writing begins with each student’s goals. Against the familiar dictum to “write what you know best,” I advise people to write what they care about most deeply. From this beginning point I work closely with each person to strip away whatever is sloppy, received wisdom, lazy, or a disguise of what the writer really needs to say. I encourage writers to think through what they are doing, to write passionately but question themselves in revision, and to get to the core of their own style and make it work for them. For more information, visit my web site Rachel Pollack.
MA in English Literature, Claremont Graduate School; BA with honors in English Literature, New York University.
American poet and memoirist Mark Doty (MFAW ‘80) is a Goddard College alumnus and former faculty member.
Doty was born in Maryville, Tennessee, earned his Bachelor of Arts from Drake University in Des Moines, Iowa, and received his Master of Fine Arts in creative writing from Goddard College in Vermont in 1980.
In 1989, his partner Wally Roberts tested positive for HIV, which drastically changed Doty's writing. Roberts's death in 1994 inspired Doty to write Atlantis. His Heaven's Coast: A Memoir also deals with this subject and received the PEN/Martha Albrand Award for First Nonfiction.
In 1995, he was the first American poet to win the £10,000 T.S. Eliot Prize for Poetry, for his book My Alexandria. The book was also a finalist for the National Book Award and the winner of the 1993 Los Angeles Times Book Prize for Poetry and the National Book Critics Circle Award. Doty also received a 1994 Whiting Writers' Award.
Mark Doty's Fire to Fire: New and Selected Poems, won the National Book Award for Poetry in 2008. His eight books of poems include School of the Arts, Source, and My Alexandria. He has also published four volumes of nonfiction prose: Still Life with Oysters and Lemon, Heaven's Coast, Firebird and Dog Years, which was a New York Times bestseller in 2007. The Art of Description, a handbook for writers, appeared in 2011.
Doty’s poems have appeared in many magazines including The Atlantic Monthly, The London Review of Books, Ploughshares, Poetry, and The New Yorker. Widely anthologized, his poems appear in The Norton Anthology of Contemporary American Poetry and many other collections. He has received fellowships from the Guggenheim, Ingram Merrill and Lila Wallace/Readers Digest Foundations, and from the National Endowment for the Arts.
Doty lives in New York City and on the east end of Long Island. He is Professor/Writer in Residence at Rutgers University in New Brunswick, New Jersey.
Residency Sites: Plainfield, VT
Dean of Admissions Gariot Louima is a writer, teacher, editor, and an award-winning higher education marketing communications professional.
As an administrator in higher education, Gariot has been a ghost-writer for senior executives, managed editorial and graphic design staff, and served as an internal account executive on projects ranging from single-run advertisements to integrated campaigns with print, broadcast and Web components. He was an editor and publicist at Nova Southeastern University, editorial director for marketing and publications at Miami Dade College, and chief communications officer at the re-opened Antioch College.
Gariot has taught college-level writing for nearly a decade. As an adjunct professor of English, he taught College Essay Writing, Introduction to College English, and College Preparatory Writing Skills at Broward College. He founded the Writing Institute at Antioch College and coordinated writing tutorials, the delivery of college-prep and first-year writing seminars, and taught 200-level expository writing.
A former journalist, he's reported for The Los Angeles Times, The Miami Herald, (New Orleans) Times-Picayune, and The Palm Beach Post. His short stories have appeared in The Caribbean Writer, carte blanche, Obsidian: Literature in the African Diaspora, and in the anthology So Spoke the Earth. He was a finalist for the Glimmer Train Short Story Award for New Writers (fall 2009) and the Glimmer Train Fiction Open (spring 2010).
BSC in journalism and creative writing from the University of Miami; MS in management from Nova Southeastern University; MFA in writing and literature from Bennington College; pursing the PhD in interdisciplinary studies at Union Institute and University.
Kumari Patricia Younce
I see vivid connections between the artist and the schools. I see creative intelligence as essential for learning across the curriculum. I have been an art teacher, licensed in K-12, for my 32 years now past college graduation. I have taught in private schools, public school systems, museum schools, co-operative artist communities and in my own studio I ran summer camps for children, all ages.
Artistic intelligence for me embodies who I am and how I hope my Goddard students reflect and develop into professional teachers. Generally, I work with our Goddard students who wish to become art teachers, however, I do advise others who look to integrate learning within the arts into their plans for teaching.
I see teaching as a solid profession where compassion, creativity, sensible values and work ethics merge. The best teachers are those who take time to develop their inner lives and reflect upon their passion. Teachers are called to teach yet the skills to teach can be developed over time, with patience, communication and mentoring. My work in Teacher Licensure allows me to cross lines of structured learning with reflective and individualized student journeys.
I found my way to Goddard in 2002. I came first as a student in Education. I knew that my journey was destiny here in this small central rural area of Vermont. It held promises for me as an educator and artist. I left Ohio soon after I was hired on our faculty in 2006. These beautiful rolling hills of Vermont offered a perspective on self, family and art that I truly needed. It was refuge. There was hope in this landscape. I love my teaching and my connection to art and education and helping my students to become teachers. It was a role I had always imagined I could do but it took Goddard to help me believe in myself.
Now I live in Strafford, Vermont, in the middle of the woods among 50 acres, in the Upper Valley area, a great location to reach all central cities in New England. Yet, I maintain my connection to my former community of Cabot, Vermont, which sits on the edge of the Northeast Kingdom, and it is a place of sustenance and love. I still have my old Cabot farmhouse, always in transition stages where I brought my five children to be raised in a flavor of progressive learning, values and constant change. Now the house is being reconstructed by my older son, in a flavor of re-creating its history, its honor and its sense of place in Cabot.
In addition to my art and Goddard teaching, I teach yoga in my studio in Strafford, Kumari Studios, and look to my yoga practice on and off the mat to guide my mindful attendance in life. My home is my canvas yet I also paint on stretched canvas, wood, walls and any surfaces that allow me self-expression.
I begin with images of the land, the mountains, the skies that go on forever. Then I take those images and distort them with my palette knives. I begin to blend and scrape the paint, layer upon layer. I blend and intersect colors until gradually they lose a singular definition and adopt new meaning in color and space on the canvas. Certain shapes emerge. Other shapes are unidentifiable. The painting screams of a timeless loss of form.
I encourage my Goddard students to share their art with others and me, and I demand that my students, who are becoming art teachers, never forget their own artistic practice. That gift of creative expression, in whatever form it survives, will give them the perspective to work in any setting with students, in a process-based or discipline based art curriculum.
Goddard College will change you if you chose to come here. It has changed me and made me find stronger, more compassionate and courageous paths as an educator. It is about taking risks and going deeper inside your capacities than you were ever asked to reach. Your work here will position you as a teacher who changes the way others think about themselves and learning on local as well as global levels.
JD in Law, University of Toledo; MFA in Interdisciplinary Arts, Goddard College; MSW in Social Work, University of Michigan; MAE in Art Education, Rhode Island School of Design; BA in Art, College of Mount St Joseph.
An English teacher at Amherst (Mass.) Regional High School, Sara developed the nation's first full public high school course in gay and lesbian literature as her Goddard thesis project.
I had been teaching for a few years, and I wanted to do a low-residency master's in social-justice education. I wanted to determine my own course of study; I also didn't want to leave my job to go back to school. Goddard's program was the only one I found where you could start by doing a whole semester of research, then come up with a curriculum, and then put that into action. I said, "This is perfect!"
Once I clicked with the advisor who was right for me, it was amazing to be able to do all this independent work and have high-quality, one-on-one feedback. By the third semester I was field-testing the course at my high school. The next year my curriculum got approved as a full course offering.
Our course is reaching a diverse population--it attracts male students, students of color, students of all religions, and international students. And it's all thanks to that combination of getting a Goddard education and being able to put it into practice. For me, that was a magical combination.
He was recently awarded the prestigious Paul & Daisy Soros Fellowship for New Americans. The fellowship honors and supports young New Americans – immigrants and children of immigrants – and recognizes annually thirty New Americans who seem best positioned to use their graduate training in this country to prepare them to make distinctive contributions to American life.
Mike is one of thirty winners in a national competition that attracted more than twelve hundred applicants! He will receive tuition and stipend support worth up to $90,000 towards his study in Communications at University of Massachusetts Amherst.
About Mike Alvarez:
Mike was ten when his family left their comfortable lifestyle in the Philippines to move to a rough neighborhood in Jersey City. The transition proved bumpy, to say the least. After several months, Mike's father went home, leaving his mother as the family's sole support.
Instilled with a love for learning, Mike excelled at school--but a rift was opening up in his mental world. As an undergraduate at Rutgers University, he suffered from debilitating anxiety that turned into horrifying delusions and a suicide attempt. A stay in hospital was a turning point, steering him toward the study of mental health. Mike's senior thesis on the relationship between creativity and suicide won the Charles Flaherty Award and was subsequently expanded into his Master’s thesis at Goddard College.
Mike is currently enrolled in the Communications PhD program at the University of Massachusetts Amherst, where he is studying the phenomenon of cybersuicide. The social stigma of mental illness is Mike's subject of investigation. Having spent time in the mental health system himself, he would like to help increase public understanding of psychiatric disorders.
Recognizing the power of personal narratives and building on his Goddard thesis, he has also completed a memoir about his own journey through mental illness. He recently signed with Penumbra Literary.
Mike says this of his Goddard College experience:
"The IMA program has taught me not to be ashamed of my scars. That by articulating these scars, I’m bringing silenced narratives into discourse, which can be very empowering to others. My work on madness, suicide, and human creativity, is really an attempt to map a cartography of the range of human expression – its hinterlands, its buoyant waves.
"And what Goddard did, is that it made me realize how much I love reading stories, how much I love writing stories, and that the stories I read and write are all connected in this magical, ineffable way."
I transferred to Goddard's individualized BA program after completing my first two years at Humboldt State in California. For me, studying at Goddard was both frustrating and rewarding. I loved the residencies, and received much more thorough feedback from my Goddard advisers than I did from professors at my previous school. My studies at Goddard focused on depth psychology, comparative religions, world literature, and writing. Although I'm still not sure what to do with my Liberal Arts degree, I know that the education I received at Goddard has given me the habits and skills to start my own projects and teach myself anything I need to know. Goddard isn't right for everyone, but it's perfect for certain people. If you think that you might be one of those people, I look forward to talking with you.
As an older student I was hesitant to return to school but my experience at Goddard in the Health Arts and Sciences Program was a gift where I felt both understood and nurtured in the process. I focused my studies on what I know and love; dance movement therapy and spirituality. With the guidance of faculty mentors I was able to use my own experience as a foundation to create a rigorous academic plan that fit my learning style. My Goddard experience was rewarding and empowering. It helped me to rediscover my confidence and feel accepted in an academic setting. I look forward to chatting with perspective students, over the phone or over a cup of coffee.
Richard Sontag (1934-2009) was a long time trustee and friend of Goddard College. Richard graduated from North Carolina State and served for eight years as an elected official in Stamford, Connecticut. He was the founder, chairman and CEO of Liberty National Bank in Stamford, and an originator of the Bank of Westport and the Bank of Greenwich. He and his wife, Lois Weinstein Sontag, (RUP ’47) were married for 58 years. Richard alternated terms with his wife for numerous years, so that in general each replaced the other on the Board. Richard Sontag supported the college for 50 years because of his strong belief that Goddard provided “a light and a door into the future of education.” He was named the first Board Member Emeritus in 2006 for his long service to Goddard's financial and educational development.
AJ Russo (BA '88-'89) spent time in the Institute for Social Ecology (ISE) summer program at Goddard College, and now works as a freelance editorial and motion graphics producer in Brooklyn, New York.
AJ recently produced, with director Dennis Trainor, "American Autumn: An OccuDoc," a full-length feature documentary about the Occupy movement.
"It was a fantastic experience for me as a filmmaker and also as an old progressive," says AJ.
AJ is also finishing up the graphics package for a short documentary with Pakistan-born independent journalist Madiha Tahir.
George & Jane Ansley
George & Jane Ansley both graduated from the BA Residential Undergraduate Program in 1951. They live in Port Townsend, Washington, and tell us here why they give to Goddard.
"My Goddard education taught me to think critically, that's why I was hired at Boeing, why they invested in my technical training and why I worked on large scale breakthrough projects..." - George F. Ansley (BA RUP ’51)
"Goddard taught me to question. I didn't realize how unique that was until I was in a seminar with 100 students at a large university. I asked a question one day and there was an audible gasp in the room. Apparently, you weren't supposed to ask the professor a question. At Goddard, we were expected to be actively involved in the learning process.” -Jane Ansley (BA RUP ’51)
"We don't give out of obligation, we give because we want to. Our Goddard education has given us opportunities our whole lives. We want to help someone else with their education, to give them the opportunities we had."
“Join us in making a gift to Goddard."
Click here to give online to the Goddard College Annual Fund.
Residency Sites: Plainfield, VT
I interpret my role at Goddard as both guide and fellow traveler, an ally in intellectual adventure and active exploration. A crucial part of my job is to facilitate the defeat of the self-censor, to help quash the negative inner voice Schiller called the “watcher at the gates of the mind” that examines ideas too closely, stifling the creative or expressive or investigative process before it can even begin. I try to engage in our program's interdisciplinary “conversation” in the most progressive (and rigorous) way possible – to challenge, encourage and assist in the kind of discovery that leads to inspiration, creation and action. I believe Goddard, through the students drawn to our programs and the work they take out into the world, is making a positive and critical difference.
I’m a writer, director, performer, activist – my current areas of inquiry include approaches to community-created performance; the dynamics of international arts collaboration; insider/outsider issues of global “citizenship” ; climate change/environmental degradation as they impact cultural heritage (both tangible and intangible) ; and the tension between a social change context and aesthetics in the arts.
For the past nine years, much of my artistic work/life has been connected to Lesotho, southern Africa. Since January 2005, when I arrived on a Fulbright to teach, create and direct in the National University’s Theatre Unit, I’ve been navigating the tricky cultural terrain of the small, mountainous country and making theatre there. Lesotho, a nation of about 2 million, is completely surrounded by South Africa and has the 3rd highest HIV infection rate in the world. My early work was focused on teaching (acting, directing, playwriting), directing shows and producing theatre events – some connected contextually to the HIV pandemic, others set in a purely performative frame. As an outgrowth of that work, The Winter/Summer Institute (WSI) was launched in June 2006. WSI is a multicultural collaboration between faculty and students from three continents, and community participants from the rural mountains of Lesotho (www.maketheatre.org). While my work as WSI’s artistic director is ongoing, in 2012 I received a second Fulbright to return to the National University and, along with my teaching and directing duties, to begin a new project connected to dam-building, environmental destruction and related questions of intangible cultural heritage. That project, Split the Village, has gone through a number of “iterations” and is about to be re-imagined once again as part of a WSI-Lesotho collaboration with the Theatre Association of Lesotho and the Morija Museum and Archives for the Morija Festival of Arts and Culture in October (2014).
I’ve been teaching in Goddard’s MA in Individualized Studies program since 2002 (inclusive of leaves for my Fulbright and other work in Africa). I’ve also been a visiting writer in the MFA in Creative Writing Program at Long Island University, Brooklyn; and, since 1993, I’ve been an instructor and project collaborator at the State University of New York’s Empire State College (ESC) in Manhattan – a program that, like Goddard’s, grew out of the progressive education movement. ESC is currently the U.S. academic base for WSI -- we’ll be conducting a weekend residency there this coming November (2014).
In New York, I’m at work on a new performance piece, Surrogate Traveler, which began development through IRT Theater’s 3B Series in 2013. I also have an ongoing relationship with Mabou Mines Theatre, where I’ve been a Resident Artist three times -- beginning with the creation of a piece about water scarcity, "Water: An Illustrated Journal," in 2001.
Visit Katt Lissard's website: http://www.kattlissard.org.
MFA in Creative Writing, Goddard College; BA in Theatre and Performance Studies, State University of New York.
Alumni, Former Trustee
Jim Clay is the founder of Regency Pacific, a senior health care company with services in four states, but how this occurred is part of why Regency has had an outstanding reputation and has been an innovator in providing quality of life to the oldest Americans.
A natural athlete, Jim began his professional life as a basketball coach with a philosophy that positive reinforcement developed his players much more completely than the business-as-usual screaming and repetitive drills as punishment for poor performance. When the opportunity came to move into health care administration, his first mentor was a tough nurse who believed the best bosses practiced servant leadership. Her “roll-up-your-sleeves-and-understand-the-challenges” approach is reflected in Regency Pacific’s values statement which hangs front and center in the more than fifty facilities he owns.
When success afforded Jim other opportunities, he did not slow down. His passion for serving those who need a little extra help extended to East Africa where he and his wife founded a secondary school. Knowing little about work in third world countries, he enrolled in Goddard’s Master’s program for sustainable community development. He credits Goddard’s excellent faculty and individualized learning program for the outcomes at both the school and the village, which now has several successful small enterprises and a stable source of food and water. His admiration for what a Goddard education can mean in the world inspires his service as a Goddard trustee.
Jim is married, has seven children, ten grandchildren, five rescued dogs and one very spoiled cat. In addition to his work at Goddard, he also serves on the boards of Project Education Inc., Soysambu Wildlife Conservancy, and Forest Ethics.
He is a 2009 graduate of Goddard's MA in Sustainable Business & Communities.
Residency Sites: Plainfield, VT , Residency Sites: Port Townsend, WA
I have been affiliated with Goddard for nearly twenty years, first as a faculty member and then as a Program Director. I continue to find it an enormous privilege to lead such a unique community of writers and learners. I believe that an individualized approach to the teaching of writing is the only truly effective way that writing can be taught, and I am deeply committed to the kind of transformational learning that is at the heart of a Goddard education.
I am the author of I Am the Word: A Guide to the Consciousness of Man’s Self in a Transitioning Time (Tarcher/Penguin, 2010), The Book of Love and Creation (Tarcher/Penguin, 2012), and The Book of Knowing and Worth (forthcoming, Tarcher/Penguin 2013).
My work for the stage has been produced internationally and includes plays, operas, solo-performance work and text for dance. My plays include Mystery School, performed by Tyne Daly, the stage adaption of War Letters, with Treat Williams and Mario Van Peebles, Terminal Bar, Moon City, Body Parts and The Pompeii Traveling Show (NY Drama League Award). My operas include Red Tide, Long Island Dreamer and Lamentations and I collaborated with Shapiro and Smith Dance Co. on Never Enough and Notes from a Séance. I completed credited rewrites and additional material for the national tour of Tallulah, with Kathleen Turner and Truth in Translation, commissioned by the Colonnades Theater Lab and South Africa’s Market Theater. My work has been performed at venues including The Sundance Film Festival, The Long Wharf Theater, En Garde Arts, The Ensemble Studio Theater, The Joyce Theater, The Minnesota Opera New Music-Theater Ensemble and the Public Theater’s “Wake Up Call” series. My plays are included in numerous anthologies, including The Best American Short Play series.
MFA in Playwriting, Yale University; BFA, Tisch School of the Arts, Dramatic Writing Program
Admissions Manager, Staff
Rose Friedman graduated from Goddard’s MA in Education program in 2011, with licensure in Early Childhood Education. Since then, she has worked as a children’s librarian, workshop leader, homeschool consultant, performer, producer, and mom.
Rose is a second-generation performer, who has been working in theater since she was a young child. Her current project, Vermont Vaudeville, is the answer to a lifelong quest to bring high-quality theater to a local audience, and to make ‘em laugh.
Rose says of her time at Goddard:
“I appreciated Goddard’s understanding of my illogical and winding route to a degree. It is truly a place to create your education as you experience it. The readings and resources that I was introduced to in my time at Goddard continue to shape the way I live, parent, and work.”
Rose performs with Vermont Vaudeville at the Haybarn Theatre at Goddard College on January 25, 2014. Get Tickets Here!
Learn more about Rose at www.moderntimestheater.com.
Jonathan Katz (BA RUP '71) is a comedian, actor, and voice actor. He is best known for his role as the animated Dr. Katz, Professional Therapist. Katz attended Goddard College in Plainfield, Vermont with playwright David Mamet, with whom he remains close friends. Katz co-wrote House of Games with Mamet and had small roles in the Mamet-directed films Things Change, Homicide, The Spanish Prisoner and State and Main.
Katz is the chief architect of the Goddard College Storyphone, a project of Goddard's 150th Anniversary Celebration.
<p>Bachelor of Arts, Goddard College, 1971.</p>
Residency Sites: Plainfield, VT
My 'highest' academic degree, a PhD, is in history. Thinking about the location of the present as part of a continuum between the past and the future best explains for me how this world came to look as it does, and where we might go next. Sustainability is, after all, a question of how we survive as cultures and societies that reach across the stretch of the years, so for me considering history is the logical way to think about sustainability. My academic specialties are the less traditional fields of environmental, agricultural, and world history, because I am most interested in how all the parts of this globe fit together in that river of time, whether the parts are the human and non-human pieces, or the different places on the planet. Reflecting critically on the histories we tell, and the assumptions they are rooted in, connects particular stories to the deeper social points of view that generate them. As a sociological thinker, sociology being the field of my undergrad degree, I also struggle with how the pieces of our personal lives fit together with the overarching structures of power in the world. How do our individual actions create big systems, and how can they challenge them? How do we think about right livelihood and our responsibilities to the world? For twenty years earlier in life, I was an RN and certified nurse midwife, and I retain a passion for public health issues, which was fed by my experience working for an aid agency overseas in Azerbaijan. Public health, too, is a field that links the biggest and smallest scale, connecting an individual's health with the politics and economics and culture that create the health of an entire community. At least as important as all these issues is the burning question of how we think deep thoughts and still revel in the joy of many moments. I mean, I love playing with my cat and loud music and fireworks, and being a mummer in the annual New Year's parade in my hometown of Philadelphia, too. And I love Goddard and working with students. My experiences with a wide variety of educational models, both living and learning with my eleven year old daughter (who has never been to school) and in teaching in different colleges and universities, have taken me ever further from the conventions of 'teaching', and left me cherishing this place. Here, at Goddard, students truly engaged with the wider world use their skills and energy to make change, both personal and social, and I am excited to be able to have a part in that.
PhD in World Environmental History, Temple University; BA in Sociology, Temple University; AAS in Nursing, Community College of Philadelphia; Certificate in Midwifery, University of Medicine and Dentistry of New Jersey.
Weinstein Co. Sets James Ponsoldt To Script "Forgive Me, Leonard Peacock," Matthew Quick's latest novel (April 16, 2103).
Big News for MFAW '07 alumnus Matthew Quick: Silver Linings Playbook movie receives 8 Oscar nominations! (1/10/2013)
Pictured at left: David O. Russell, Matthew Quick, Katie Couric, Bradley Cooper, and Robert De Niro.
The film adaptation of graduate Matthew M. Quick’s debut novel, The Silver Linings Playbook (Farrar, Straus & Giroux, 2008) received 8 Oscar nominations today, including Best Picture, Best Actor (Bradley Cooper), Best Actress (Jennifer Lawrence), Best Supporting Actor (Robert DeNiro), Best Supporting Actress (Jacki Weaver), Best Director (David O. Russell), and Best Adapted Screenplay (David O. Russell).
"There is no doubt this will be a contender….[This is] a film that is worth every satisfying minute you spend with it." - IndieWire
Hailed as a riotous, poignant story, the novel was Quick's thesis when he was completing his MFA in Creative Writing at Goddard College. When Quick, a former teacher, decided to earn his MFA, his first choice of schools was Goddard College.
“I had heard a lot about MFA programs that produce nothing but highbrow, highly polished academic literary fiction that reads much like everything else that comes out of MFA programs,” says Matthew Quick.
“Goddard’s emphasis on diversity and individuality really appealed to me. I think the Goddard catch phrase at the time was ‘Come as you are, leave who you want to be.’ A lot of other programs I looked at were not really saying anything like that.
"As a former teacher I had a pretty good idea of what I wanted out of an MFA program: self-directed learning that would allow me to take risks and follow hunches, and a safe environment in which I could make the mistakes we all need to endure if we are going to learn.”
Residency Sites: Plainfield, VT
Caltha Crowe is a Responsive Classroom consulting teacher and a member of Northeast Foundation for Children's Board of Directors. She is also the author of Solving Thorny Behavior Problems (2009) and Sammy and His Beahvior Problems (2010). Her newest book, How to Bullyproof Your Classroom, addresses an important and timely topic. Crowe graduated with a Master of Arts in early childhood education from Goddard College's Adult Degree Program (ADP) in 1974.
BA, Smith College; MA in early childhood education, Goddard College; MEd in educational leadership, Bank Street College of Education.
Residency Sites: Plainfield, VT
I was born on the Oregon Coast and raised in the Pacific Northwest. After thirty years in Brooklyn, New York, I still “belong to the lesser coast, the greater ocean” (as a poem of mine puts it). How to hold onto both lyrical and political impulses, how to dwell at the conjunction of imagination and craft without giving up on the need to change reality—this effort has informed my writing in many genres. I got my start as a published writer in the lesbian feminist literary movement of the 1970’s, where my editorial work on the journal Conditions taught me the skills of constructive criticism that I now employ as a teacher. My books include three poetry collections; a short story collection; two novels; a collection of essays and reviews; and, most recently, the memoir Apples and Oranges: My Journey through Sexual Identity (Houghton Mifflin, 1999). My poems and stories have appeared in such literary journals and anthologies as Another Chicago Magazine; Bloom; Calyx; An Ear to the Ground; Fence; For a Living: The Poetry of Work; Hanging Loose; The Hat; The Kenyon Review; Luna; Ploughshares; Red, White, and Blues; and Xconnect. I’ve written reviews and literary journalism for Ms., The Nation, Poets and Writers, and The Women’s Review of Books. Awards include an NEA fiction fellowship and a New York Foundation for the Arts fellowship in poetry.
Complementing my work at Goddard, I teach creative writing at Eugene Lang College, a division of New School University. In working with MFA students, I always keep in mind the lessons of critical consciousness and democratic dialogue that stem from a lifetime of community activism centered on social justice issues. My epistolary conversations with advisees about their writing have to do with, on one hand, identifying pre-existing strengths in the work and figuring out how to build on those strengths; on the other hand, I push for consideration of new or under-explored possibilities. I took it as a compliment when a student wrote that she felt “busted” by my probing questions about her creative agenda—“in a good way,” she hastened to add. I think students tend to regard me as a demanding advisor, but also one who really listens and who is equally demanding of herself when it comes to offering a detailed, thorough response combining close analytic reading with a synthetic overview. For a selection of my most recent poetry, fiction, and critical prose, go to Ablation.
MA in Gender Studies and Feminist Theory, The New School; BA in Liberal Arts, The New School.
Baba Israel (IBA '04, MFAIA '08) is a New Yorker, hip hop emcee, poet, and beatboxer who has toured across the United States, Europe, South America, Asia, and the South Pacific performing with artists such as Outkast, The Roots, Rahzel, Ron Carter, Afrika Bambaataa, Vernon Reid, and Bill Cosby.
Baba has been featured on MTV, BET, and VH1, and in the films Breath Control, The Freshest Kids, Freestyle, and Hip Hop for Hope.
In 2008, he was selected as part of Lincoln Center's Rhythm Road, touring Asia and the South Pacific with the Dana Leong Project. Together with Yako 440, Baba was named in URB Magazine's prestigious NEXT 1000. Their latest album, "Beatbox Dub Poetics," is available at CD BABY.
Baba is also active in his community, conducting workshops and assemblies at schools through Open Thought Arts and bringing theater to underrepresented communities through Playback NYC Theater Company, which he co-founded.
Baba Israel graduated from Goddard College first with a BA in Individualized Studies (IBA) in 2004, and an MFA in Interdisciplinary Arts (MFAIA) in 2008.
You can visit his website at www.babaisrael.com.
Goddard College BA in Individualized Studies, 2004; Goddard College MFA in Interdisciplinary Arts, 2008.
Admissions Publisher, Staff
Nagueyalti Warren came to Goddard College's low-residency MFA in Creative Writing program in the summer of 2003, wanting to complete a novel and to improve her ability to write poetry. Having worked for 15 years as an educator and administrator (assistant and associate dean) in a research university in the South, Ms. Warren writes, “To become a better writer and complete two creative projects was always my goal—not the acquisition of another degree. Fortunately, I was able to do both—the projects and the degree.”
A Cave Canem fellow, Ms. Warren has published her poetry in Essence, Gathering Ground Tenth Anniversary Anthology, Obsidian II and The African American Review. Her manuscript, Margaret (circa 1834-1858), which was completed at Goddard, recently won the Naomi Long Madgett Poetry Prize, with publication by Lotus Press. Her appointment to the core faculty in African American Studies at Emory University took place Fall 2005.
Lauren Russell (IBA '11) graduated from the Bachelor of Arts in Individualized Studies program in 2011. Her poems and prose appear in jubilat, The Brooklyn Rail, Eleven Eleven, Jacket2, and The Volta, among other publications. She is an editor of Hot Metal Bridge, and her second chapbook, Dream-Clung, Gone, was published by Brooklyn Arts Press in 2012.
In her own words, Lauren talks about her experience and educational journey at Goddard College:
"I dropped out of high school when I was seventeen and had filled years with autodidactic learning by the time I arrived at Goddard at age twenty-four. Because much of my experience of formal education until that point had been disastrous, I came to the residency in a state of terror, and I would not have made it through my first semester without the support and encouragement of my first advisor, Pamela Booker. Pam’s thoughtfulness, keen insights, and unique ability to affirm through challenging allowed me to experience what education, in the best sense, can be.
"Later I had the privilege of working with Baco Ohama, whose emphasis on context, on weighing multiple considerations, and on finding grounding in a physical practice was important to me in further developing my own critical process and creative practice.
"In my third semester, Sara Michas-Martin’s thoughtful intervention allowed me to lower my critical lens enough to 'let myself go' creatively, inviting experiments and innovations that renewed my passion in my work.
"I went to level six after completing level three, thanks to Goddard’s Assessment of Prior Learning Process. Apart from expediting my education, APL validated years of hard work and compelled me to reflect on my own evolving poetics, before and during my time as a Goddard student. My big challenge in level six was addressing the mathematics requirement in a way that was relevant to my life and work. As Neema Caughran’s advisee, I did just that by studying racial classification statistics.
"I got to work with Pamela Booker again for my Senior Study, and she continued to challenge me to think more deeply and widely. Karen Campbell was a thoughtful second reader, providing useful feedback on the first complete draft. Most of the poems I included in my senior study appeared in my 2012 chapbook Dream-Clung, Gone (Brooklyn Arts Press), and the critical analysis I began then prepared me well for my graduate work and teaching.
"I am now a month away from completing my MFA at the University of Pittsburgh, where I also teach writing. As a college instructor, I try to bring Goddard’s emphasis on student-centered learning and Pam’s rare ability to affirm while challenging to my own teaching practice. I doubt that I would have gone to college if Goddard did not exist, and therefore I am continuously grateful to Goddard—and to Pam, Baco, Sara, and Neema, and Karen—for making my life now possible."
Residency Sites: Port Townsend, WA
Lexi Heiser is a student in the undergraduate program earning her BA in Individualized Studies (IBA) at Port Townsend, WA. She originally attended Goddard College in Plainfield, Vermont. During her studies she relocated to Port Townsend, unaware that Goddard had set up a learning site there.
Lexi’s senior study is a personal research project on the relationships between people and plants, specifically Comfrey. She is researching Comfrey from the many different perspectives and integrating her passions into the work in order to weave together a senior project that is a reflection of her entire academic experience. She hopes to “address the looming issues we face in the world today with knowledge, an open heart, and a grounded sense of being.”
Rahna Reiko Rizzuto
Residency Sites: Plainfield, VT
My first novel, Why She Left Us, was published in 1999 by HarperCollins and won an American Book Award. The book was inspired by my discovery (at the age of 30) that my Japanese-American mother and her family had been interned during World War II in the American internment camps. My journey to, and through, that novel was the beginning of my own exploration of war, and historical blindness, and our highly individual quests for peace – all of which now lie very much at the center of my writing and my life.
After my novel came out, I was awarded a U.S. Japan Creative Artist Fellowship from the National Endowment for the Arts and went to live in Hiroshima, Japan to seek out survivors of the atomic bombings for my next novel. I was living in Japan and was in the midst of conducting this research on September 11, 2001 when my own family was in New York trying to deal with the terrorist attacks. My second book, Hiroshima in the Morning, is a memoir about how those two “wars” collided from my perspective as a writer, an expatriate and a mother. Hiroshima in the Morning is a National Book Critics Circle Award Finalist and the winner of the Grub Street National Book Award.
Recently, I have completed the novel I went to Japan to write and also have begun a young adult trilogy – both books are forthcoming. I am also the Associate Editor of The NuyorAsian Anthology: Asian American Writings About New York City, published by Temple University Press in 1999. (This anthology was a PEN American Center Open Book Honoree.) My essays and short stories have appeared in anthologies, journals and newspapers including the Los Angeles Times, Salon Magazine, Mothers Who Think, Because I Said So, Topography of War, Mamapedia.com, and the Huffington Post. I have written four young adult novels under a pseudonym, and I am a member of the Asian American Writers Workshop in New York.
As for my writing, I came to prose from science (I majored in astrophysics in college). As a teacher, my initial focus is to help each student strip away analysis (and self consciousness) and find the unique urgency and heart in her or his work, and then to use the appropriate tools and craft to tease out the surprises and idiosyncrasies that belong to each alone. I am interested in structure, and in memory, and in the use of historical research in fiction and creative non-fiction. I look forward to working with any student at any stage in their writing career, as long as they are serious about their process and their growth. My website is www.r3reiko.com.
BA in Astrophysics, Columbia University.
Charlene Smith was born in South Africa and became a journalist who covered resistance politics against apartheid. She also joined the underground resistance fighting apartheid. A good cook who always believes there is room for more at her table, there was a joke in the underground that she'd become Mandela's cook after his release.
She lived briefly in Japan and Argentina as a correspondent for the Los Angeles Times and returned to South Africa in 1989 after a good friend, David Webster, was assassinated by an apartheid death squad.
She was soon asked by Archbsihop Desmond Tutu and a small consortium of human rights advocates and lawyers to start the first research into government death squads; this formed the seedbed of the Truth and Reconciliation Commission that was formed in 1996.
Nelson Mandela was released in February of 1990, and Charlene was asked to find somewhere for him to stay on his second night out of prison. The following day she was one of the first journalists to interview him on his return to Soweto. He asked her back to interview him four times that week and a warm friendship developed.
In 1997, Charlene's first book, Robben Island, was published by Random House. It is about the prison island Mandela and generations of black prisoners, slaves, lepers, and the mentally ill were housed on.
Two years later, her authorized biography, Mandela: In Celebration of a Great Life was published.
The photograph of that book launch (above) shows Charlene standing next to her old friend, Cyril Ramaphosa, deputy president of the African National Congress, her son, Matthew, Graca Machel (Mandela's third wife), and Mrs. Ramaphosa. Seated are Nelson Mandela and Jacob Zuma, South Africa's present president. That book was dramatically revised in 2013 and relaunched.
Charlene has also made four television documentaries on Nelson Mandela, one of which won an award for Canadian Broadcasting Corporation, and in 2013, her book Mandela and America was also published.
Because she had extreme rightwing parents who never believed in girls attending university, and because the struggle against apartheid was the focus of her life, Charlene, who has had fourteen books published, and won more than a dozen awards for her writing and human rights work including activism for the rights of those with HIV and AIDS, had no formal degree before attending Goddard. She had some university courses behind her, but Goddard College accepted her based on her experience and recommendations from Archbishop Tutu and Cyril Ramaphosa, who some believe will become South Africa's next president this year.
Charlene says she at first struggled to adapt to the Goddard process:
"I relied a lot on my fantastic peers initially to motivate me. [Faculty Advisor] Ruth Wallen encouraged my fledgling love of photography, which has grown into a passion; Ju Pong Lin fostered that, and Otto Muller and Andrea Parkins pushed me into areas that challenged and inspired me. As a result I believe I have two more books, in addition to the one I was already working on about prescription drug overmedication and addiction. I've focused on advanced narrative non-fiction and photography at Goddard, and have been blown away by the advances of my peers in sculpture, animation, fine art, singing, music, and you name it. I've been blessed to have the greatest peers in the history of Goddard. Our graduation in June will be bittersweet. I have learned so much from them, and so many others who have given of their expertise so generously."
Charlene is expected to graduate in June 2014 from the MFA in Interdisciplinary Arts Program.
Peter Schumann is the founder and director of the Bread & Puppet Theater. Born in Silesia, now Poland, he was a sculptor and dancer in Germany before moving to the United States in 1961. In 1963, he founded Bread & Puppet in New York City, and in 1970, Schumann and his company were invited to come to Goddard as the College's first Theater-in-Residence.
From 1970 to 1974, hundreds of Goddard students participated in Bread and Puppet workshops, parades, and demonstrations and toured with the Theater.
After a few years, Schumann composed his first Domestic Resurrection Circus. Blending vaudeville comedy with political commentary, as well as the company's trademark giant puppets, the Circus became a tradition each summer. After Schumann moved to Glover, Vermont in 1973, the Circuses continued. The Domestic Resurrection Circus's last year was 1998, when over 30,000 people attended. Since then, a smaller circus is performed every weekend during the summer.
Bread and Puppet is one of the oldest, nonprofit, self-supporting theatrical companies in the country.
Former Faculty, Trustee
Richard Schramm is a retired faculty advisor from the MA in Sustainable Business & Communities (SBC) program. He retired from Goddard College in February of 2013.
I have spent much of the last sixty years in higher education, first as a student (1953-1966) and then as a faculty member and administrator (1966-2013) and I have loved (almost) every minute of it.
My teaching and research has focused largely on building the capacity of local governments, non-profit organizations, cooperative enterprises and small businesses to plan and create vital and sustainable communities. Towards this end I taught economics, finance and community development to graduate students in business, urban planning and public administration programs at Columbia, Cornell, Tufts, MIT, University of Vermont and Goddard (1991-1998, 2008-2013) and to community development professionals in training programs around the country. I complemented this teaching with research on such topics as analyzing local economies, evaluating community loan funds and community development programs, and financing locally-owned and cooperative businesses, nonprofit organizations and local governments.
Linking higher education institutions and the larger community has also been a continuing interest for me. I founded and directed the Tufts University Management and Community Development Institute (1983-90), and helped establish and direct the Goddard College Business Institute (1993-95) and the University of Vermont - Burlington Community Outreach Partnership Center (1999-2003), to support community and cooperative development organizations and socially and environmentally responsible businesses. I coupled these efforts with increasing use of experiential education (“service-learning”) to help students ground their classroom learning and discover a lot about themselves, organizations and communities in the process.
At home, I have served on nonprofit and cooperative business boards (Valley Food and Farms, Hanover Food Cooperative, Local First Alliance, Woodstock Economic Development Commission) and enjoyed life in Vermont since 1991. I have four children and seven grandchildren, love hiking and conversations, and am active in my local UU Church.
Farewell words from Ann Driscoll when Richard retired from Goddard:
Richard is a gifted educator who has shared an extraordinary wealth of talent, experience and insight with our Goddard community. In all, Richard devoted more than 50 years of his life to teaching, community development and service.
Richard initially taught at Goddard from 1991-1998, first as Associate Faculty in the off-campus program and then as a Core Faculty member in what were then known as the on-campus and off-campus (limited residency) programs. Richard was a faculty advisor for students with interests in economics, finance, organization, leadership, business development, local and cooperative business ownership and community economic development. Notably, during this time Richard was also instrumental in the conceptualization and implementation of the Goddard College Business Institute, which he directed from 1993-1995. The intention of this educational innovation was to provide training for leaders from community development focused organizations and socially and environmentally responsible businesses.
In addition to 12 years at Goddard, some of the highlights of Richard’s teaching career have included professorial posts for 12 years at Cornell University in the City & Regional Planning Department as well as the Graduate School of Business & Public Administration, 10 years at the University of Vermont in the Department of Community Development & Applied Economics, 5 years at the Massachusetts Institute of Technology in the Department of Urban Studies & Planning, 8 years at Tufts University in the Department of Urban & Environmental Policy (where he founded and directed the Tufts University Management and Community Development Institute), and 2 years at Columbia University in the Graduate School of Business.
Richard has also taught community economics, finance and development to community development professionals in training programs as varied as the Neighborhood Reinvestment Training Institute, MS Foundation for Women and Community Development Institute, and the New School for Democratic Management.
During the last 10 years, Richard’s focus turned toward sustainability. He designed and taught the Sustainable Community Development core course at UVM’s Department of Community Development & Applied Economics, developed and taught courses designed to strengthen the local food system and connect farms, food and schools with the merits of going local, and he currently serves on the Advisory Board of Valley Food and Farm, an organization that links local farmers and local consumers. His interest in the impact of climate change on the environment, combined with his substantial experience in community economic development, was a wonderful prelude to his return to Goddard. After a hiatus to pursue other interests, in the spring of 2008 Richard joined the SBC (then referred to as the MA in Socially Responsible Business and Sustainable Communities Program) as a member of the faculty.
Richard’s dedication to the creation of socially responsible and environmentally sustainable communities and organizations is very evident through his myriad efforts to be of service to others. Examples of this are his committee and board roles with organizations as diverse as the Valley Food & Farm-Vital Communities Initiative, Hanover (VT) Consumer Cooperative Society, Vermont Children’s Forum, Economic Advisory Committee for the National Wildlife Federation, National Congress for Community Economic Development (Washington, D.C.), Advisory Committee on Community Economic Development for the John D. and Catherine T. MacArthur Foundation, Commission on Employee Involvement & Ownership (Commonwealth of Massachusetts), Committee on Women’s Economic Development for the Irvine Foundation, the Federation for Economic Democracy (Washington, D.C.) and his local Unitarian Universalist community.
In addition to a lengthy publication record, from the mid-1970’s to the present Richard has generously shared his know-how about the arenas of community economics and development in an array of consultancies to public, private, government, community and higher education institutions.
Richard has been a beloved member of the SBC community. He arrived at a formative time when the philosophical underpinnings of the program were being shaped and the culture of the learning community was being created. Throughout his tenure with the SBC Richard has been a highly sought after faculty advisor. Both students and colleagues have expressed great gratitude not only for his tremendous well of theoretical knowledge and his familiarity with student centered and democratic education but for his kindness, generous spirit, wit (particularly his jokes at cabaret), wisdom, and for his robust enthusiasm for learning and life.
All of Richard’s contributions to and efforts on behalf of the SBC and the College are greatly appreciated. The lights of joy, delight and exemplary teaching that he brought to our community will be dearly missed. We wish Richard well as he embarks on this new chapter of his life.
PhD and MS in Economics from Carnegie Mellon University (1966); B. Mechanical Engineering, Rensselaer Polytechnic Institute (1959); AB in Philosophy, Dartmouth College (1957).
Cecilia M. Espinosa
Residency Sites: Seattle, WA
I was born in Ecuador, South America and I have worked in the field of bilingual education since 1989. I have worked for many years as an early childhood teacher in multi-age, bilingual kindergarten through second-grade classrooms in Phoenix, Arizona. During these years, I presented at national and international conferences and published articles and chapters about teaching and learning in a bilingual classroom. In 1997, I left the classroom to coordinate a Title VII grant with my school colleagues and we developed a dual language program that strove to put teachers and children at the center. The core of my work with bilingual children and teachers, has been with Prospect’s Descriptive Processes at the Prospect Center for Education and Research in Bennington, VT.
Now as a teacher educator, I continue to work alongside bilingual teachers and children and often utilizes the Descriptive Processes in my teaching and research. My areas of focus are on collaborative research, in particular issues of literacies and biliteracies, teacher learning communities, the interconnections between art and literacy in an emergent curriculum in a preschool setting. I have taught courses on observation and assessment, teacher research, inquiry and literacy/biliteracy. For the last two years, I have lead writing seminars for teachers through the New York City Writing Project.
I have been published in the National Council of Teachers of English journals, Language Arts and Primary Voices, and in international journals such as, Lectura y Vida and Revista Mexicana de Investigacion Educativa. I have also collaborated with Carini et al. in writing sections of the book, Jenny’s Story: Taking the Long View of the Child. Currently, I am an Associate Professor in the Department of Early Childhood/Childhood Education at Lehman College, City University of New York.
PhD in Language and Literacy from Arizona State University, Tempe Campus; MEd in Elementary Education with endorsements in English as a 2nd Language & Bilingual Education, Arizona State University; BA in Elementary Education with emphasis in Early Childhood, Arizona State University; AA in Early Childhood Education, Scottsdale Comm. College.
Residency Sites: Plainfield, VT
I have been engaged as an artist for more than thirty years in a practice that includes visual art production, installation, writing, sound, book works, film, performance and socially-engaged community projects. This is how I make my living. Joining the faculty at Goddard in 1998, represented the first "job" that I’ve had since I became fully self-employed in 1984. I live in Newfoundland, the youngest province in Canada, and one of its richest in culture, history, and traditions of survival. It is both a challenge and a privilege to thrive as an artist in such an environment... distant from the wealthy centres, committed to the margin and the possibilities it holds. Most of my work, in one way or another, emerges from this PLACE—from the daily power of the North Atlantic and the challenges of living and working on its edges.
My art practice is extremely diverse... crossing boundaries of discipline, media, and process. I have worked in the landscape with site specific installations, in the studio with 2 and 3 dimensional media, at my computer with digital imagery, and out in the world at large, with sound recorder, a 16mm or video or still camera. I make meaning in whatever media seems best suited to place my work into meaningful encounter—sometimes within the institutions of the gallery or museum and often in non-art locations. I have installed transient works that lived in wheat fields in rural Alberta, mapped the domestic landscape of coastal British Columbia, the badlands of the Canadian prairie, and rural Japan. I have created work that emerged from, and now lives permanently in, small rural fishing communities, a university medical library, a coastal marine station. I have made books for children, produced drawings for banks, directed documentaries for festival audiences and designed feature films that share local stories in movie theaters. I have collaborated with other artists live and across great distance; medical students and physicians in residence in a medical school; fishers, knitters, fish processers, gardeners and moose-cutters in more than 20 rural communities; friends and total strangers to build a village through social media, or a House of Prayer across an entire province.
For me, this is one of the most provocative thrills of practice... finding ways to open spaces for dialogue, ways to make the overlooked visible and to invite or incite conversations that are larger than those exclusively about “art”. I am process and community-based—focusing more on ways of seeing, knowing and doing, than on the manufacture of rare and beautiful objects for consumption. I see art as social labour, as a research practice and as my best strategy for paying deep attention in a world that urgently needs more than a single vision or way of knowing, to restore a sustainable more-than-human world we might inhabit together.
I remain deeply engaged in the processes of "making" and "forming"; grounded in those rituals of a physical body interacting with the material world. I respect skill and muscularity whether it is material or intellectual and while my practice remains essentially non-commercial, I continue to exhibit in the public gallery system, in artist-run-centres, and my work has been shown locally, nationally, and internationally, and is in major public collections, including that of the National Gallery of Canada.
I am a practitioner... a working artist. I am also a theorist… a working thinker. My recent PhD examined the work that art might do in the world—investigating critically and recruiting visual art as a form of knowledge production. I am a feminist; a political and cultural activist, an anti-colonial, and an ardent learner who continues to transgress the boundaries which fragmented knowledge when I was a student—whether they are between Art and Science, male and female, rational and intuitive.
The perspectives I bring to my interactions with students are those of engaged, self-examined, and critical creative practice within communities, however they might be defined. I see myself as a second pair of eyes—a supportive ally who can step into conversation with other artists about their intentions, contexts, and audiences as they develop nimble and effective critical and creative strategies for their work in their worlds. My work with students continues to enrich my life and my practice immensely... enlivening my deep curiosity about how and why we make meaning, and the work that art might perform in the world. Like my other collaborations, working with students challenges my spirit, deepens my thinking , opens my heart, and re-invigorates my commitment to a community of diverse creators who are continuously engaged in learning.
I believe that artists in all disciplines have a crucial and fundamental role to play in the elaboration and representation of cultures, in the elaboration of cultural and individual voice, in the production and mobilization of knowledge, and in the re-enchantment of our relationships with the human and more-than-human others with whom we share the planet. It is a profound privilege to be part of a creative learning community that supports these beliefs and invites me to pursue them in such good company.
Current Research Interests: art as research and knowledge production; visual and material culture; space, place and ecology; local knowledges; medicine, health, the female body; embodied labour, vernacular practice; ethics and moral geography; art and science; the politics of cultural production; feminist and post-colonial studies; theories of knowledge, cognition and perception; progressive education; representation and cultural practice; post-capitalist community economies
PhD (Interdisciplinary), Memorial University of Newfoundland; MEd in Art Education, University of Alberta; BFA with distinction (Painting, Printmaking, and Design), Concordia University, Montreal.
Residency Sites: Plainfield, VT
One of the things I find most exciting about teaching—and about writing—is the process of discovery. As a writer, I believe deeply in connecting with the unconscious mind in the drafting process, in getting at what Robert Olen Butler has called, “the white hot center of you.” In my teaching, I find the discussion of process to be essential and find immense satisfaction in helping writers to discover what is inside each of them. I was fortunate to have the guidance of experimental writers as a graduate student, which was a serendipitous piece of good fortune. There I was encouraged to continue to push my work in a non-traditional direction, which I’ve often said might have happened on its own, naturally, but was certainly sped by their sensibilities and guidance. While I don’t advocate for experimentation for its own sake, I do encourage writers to take risks—to be bold—for it is only through risk that we can experience growth. These risks can of course happen within the realistic tradition, and I continue to find bearing witness to a student’s growth one of the most rewarding aspects of teaching.
In September of 2012, my sixth book of fiction, The Giant Baby, was published by Open Door Gemma Media, and my seventh novel, The Blue Girl, is forthcoming from Coffee House Press. Currently I live on Long Island with my husband and two children; I also teach in the low residency MFA program at Lesley University.
MFA in Creative Writing, Brooklyn College; BA, Binghamton University
When she came to Goddard, Hillary Webb had already written and published books on altered states of consciousness, but she wanted more academic experience and grounding. Her work in the low-residency MA in Individualized Studies Consciousness Studies Concentration, explored the question of what it takes for individuals and societies to make large shifts in consciousness from both intellectual and personal-experiential points of view.
A month after graduating, she began PhD work in the psychology program at Saybrook Graduate School. She is now Managing Editor of Anthropology of Consciousness journal and the former Research Director at The Monroe Institute. Webb is also now a current Trustee on the Board at Goddard College.
Hillary speaks about her Goddard education:
Hillary: I had been looking into graduate programs, mostly those in the religion or philosophy departments of various "traditional" universities. While most of them offered the academic rigor I craved, they did so at the expense of personal experience as a way of knowing. These programs were all head and no heart and I wanted both.
At my first residency, I found myself surrounded by faculty and students who, because of the almost limitless possibilities for innovation within one's work at Goddard, were exploring the field in ways that I never could have imagined. Having the opportunity to interact with and learn from others in the field of Consciousness Studies was definitely the high point of my experience at the college: I found myself engaged in conversations on subjects that were as diverse as they were fascinating, from cross-cultural perspectives on death and dying to socially engaged Buddhism; from postmodern philosophy and its relationship to the occult sciences to the history and practices of ethnomusicology.
Professionally speaking, Goddard prepared me very well to step into the field of Consciousness Studies in its wider context. On a personal level, my four semesters at Goddard taught me more about myself than I ever could have imagined, and this has, in turn, accentuated my professional work greatly.
From Hillary's thesis, Paradox and the Reconciliation of Opposites:
In general, belief systems can be distinguished by their relationship to the opposites. Some favor separation, relying, at least in part, on a strict dualism that emphasizes the antagonism of the polarities, with one side being responsible solely for all that is "Good" and the other side bearing ultimate blame for all that is "Evil" and must be destroyed. Anything that seems logically contradictory is considered to be, at best, a symptom of misinformation, or, at worst, an intellectual or spiritual perversion. German author Thomas Mann referred to paradox as "the poisonous flower of quietism, the iridescent surface of the rotting mind, the greatest depravity of all". Here in the West, it is often with this lens that we view the opposites of existence. Contradictions thus become treated as crises, something to be resolved so that the paradox no longer exists and we can go back to being comfortable in our one-sidedness. The core drama of heavily dualistic systems thus becomes the continuing confrontation between opposing principles that are seen as eternally at war with one another, with humankind acting as animae bona et mala sita-souls placed between Good and Evil, spirit and flesh. Under these systems of thought, each individual is expected to distinguish between what is "Good" and what is "Evil," and work to destroy the latter, with the price of wrong choice being eternal damnation.
The pressure! No wonder paradox causes us such angst, for, with our very souls at stake, the wrong decision has eternal consequences for us. Because of this ontological assumption we may find ourselves (consciously or unconsciously) performing all kinds of mental gymnastics trying to determine what choices will put us in the "right." And once we have made that determination, woe betide the individual who threatens to disrupt our conception of "Truth"!
But while some traditions consider paradox to be a spiritual and intellectual "perversion" that must be transcended, other cultures and belief systems seem to have taken a much different attitude towards the relationship of opposites, viewing paradox not as evidence of the frailty of human reason, but-quite the contrary-as evidence of certain ineffable truths about the universe. Some even see it as a gateway to experiencing Ultimate Truth. Now, this is not to say that any system is completely non-dual. Even so-called "non-dual" traditions make necessarily dualistic distinctions such as "inner versus outer" and "truth versus illusion" in order to articulate and give form to their cosmologies and practices. However, where they differ from their dualist counterparts is that instead of seeking to make one side of the equation absolute by attempting to eliminate the other side, these traditions have in common the belief that opposites are not antagonistic, but complementary and, even more importantly, dependent upon one another for their existence. Therefore, the overriding argument is that one cannot and should not be eliminated since each has meaning only in relation to the other; that the destruction of one side would lead to the inevitable destruction of the other. In addition, in many of these cases the paradox that polarity creates is seen as revealing their ultimate unification at higher levels of consciousness. Instead of acting as a hindrance to this ultimate reconciliation into Oneness, paradox can therefore be used as a tool by which one can achieve spiritual enlightenment.
Residency Sites: Plainfield, VT , Residency Sites: Seattle, WA
Education, both formal and informal, is at the center of most of our lives. Some of us choose to place it at the center of our work as well, and that is the case in my life. My motivation comes from believing that education creates opportunities to contribute to the larger community.My journey as a public school educator began as a math teacher in the eastside of San Jose, California and ended as the Superintendent of Schools in the small winter community of Provincetown, Massachusetts. Between these two positions, I served as academic math teacher, school counselor, school improvement director, curriculum coordinator, assistant headmaster and middle and high school principal.Of all my professional experiences, the highlights have been my work with colleagues in creating school-within-school options in the following large urban high schools: The Community School in San Jose and the Fenway Program and Multicultural Program in Boston. We built these learning communities on authentic relationships and engaged learning – learning that took place both inside the school walls and in the community. Many of us were called upon to push the boundaries of public school practice as we came to realize that educational acts are never neutral and that one’s active involvement determines whether education is a practice of freedom for all, or not.It was an honor for me to join the Goddard College Education Program in 2002. The structure of the Program and the College aligned with my core values; education is most meaningful when it is responsive to the individual student, creates supportive learning communities and explores how education is a means for a more just and humane society.In 2003 I began Program Director after serving as Faculty Advisor and Licensure Coordinator. The EDU faculty advisors are a remarkable group of colleagues with strong academic backgrounds and a diverse range of educational experience. Some, like me, ground their knowledge in practice, while others are rooted more in theory. However, we all honor the powerful and dynamic interplay among inquiry, action and reflection. Authentic relationship between faculty and student is at the heart of our experience together.Over the last five years, our program has grown, creating a second site in Seattle, Washington. This new site furthered our program's actualization of our vision to support racially, linguistically, and culturally diverse learning communities. At both the Vermont and Seattle site we embrace and learn from our differences and connect through our shared humanity. As you read about who we are, I hope that you will consider joining us, adding your unique talents and voice to our learning community.
Educational Background: EdD in Teaching, Curriculum, and Learning Environments, Harvard University; MA in Counseling Psychology, Santa Clara University; MA in Educational Administration, San Jose State College; BA in Mathematics, Bucknell University.
Ben T. Matchstick
Residency Sites: Plainfield, VT
Ben Matchstick is a student in the MFA in Interdisciplinary Arts program. He is a cardboard artist, performer, director, puppeteer, father, and geek, and the founder of the Cardboard Teck Instantute. He resides in Vermont.
Some of his current projects include: HADESTOWN, a Folk Opera in collaboration with Anais Mitchell and Michael Chorney; and The the Randomizojustificator, an interactive cardboard art exhibit at Goddard's 150th Anniversary Homecoming Weekend.
About The the Randomizojustificator:
This is it! The marbleous, oracular contraption known only as the Randomizojustificator! This monument of assemblage will give you instant quandary relief through its near-instant Randomizojustification powers. Unlike divination, the Randomizojustificator will not predict the future. And unlike vending machines, it does not exchange currency for snacks. This is the newest appliance for the modern thinking person- the only one that will give you that instant dose of moveonitude or a steady supply of sitightednest. If you are not satisfied with your Randomizojustification, you may wait a moment and receive another one, free of charge. Based on the ancient Sumerian design, 2000 BC (before cardboard). “Does it work?” You ask. Would you? If you were Randomizojustificating like this all the time? Don’t complain it or explain it! Randomizo-justificate it! Paid for by the Cardboard Teck Instantute’s Founding Professor Ben t. Matchstick. Donations Welcome.
Tracy O. Garrett
Residency Sites: Plainfield, VT
Interim Program Coordinator.
I hold a dual doctorate in Clinical and Industrial/Organizational Psychology from the California School of Professional Psychology. Currently, I am working at a human services firm in Washington, D.C. as Director of Quality Improvement and Behavioral Health Care. The major focus of my work is on program development, evaluation, and performance.
In addition, I oversee the implementation of quality improvement practices at all levels of the organization and develop improvements to processes and systems through the application of systematic techniques. As Director of Behavioral Healthcare, I supervise, motivate and guide the professional development of independent contractors providing clinical services and I have a small private practice. I have over twenty years of experience in the field of mental health and have worked in a variety of clinical, school and community settings.
I have been an independent consultant in the Washington Metropolitan Area for the last 10 years where I have provided training to schools, government agencies, non-profits, for profits, churches and professional organizations. My specialties are in the areas of community, team and organizational development.
I am on several non-profit Board of Directors and part of the Quality Council for a large Managed Care Organization and the Department of Mental Health in Washington, D.C. I am a member of Chesapeake Bay Organizational Development Network, and the American Psychological Association. My interests are in helping family and organizational systems develop strategies and interventions they can use to empower themselves and become more balanced and effective in their interactions.
My hobbies include tennis, traveling, bowling, singing and exercising.
PhD in Clinical and Industrial/Organizational Psychology, California School of Professional Psychology; MA in Industrial/Organizational Psychology, California School of Professional Psychology; MA in Social Psychology, Towson State University; BA in Psychology, Shepherd University.
Before attending Goddard as an undergrad, my educational experience was quite varied, to say the least. I must have attended umpteen community colleges in various regions throughout the United States, as well as a small private school in Boston, and two large universities in Maryland. Meanwhile, I had a baby, and I was a single mom. When I found Goddard during one of their one-day orientations, I knew I found home! I loved the 8-day residencies. It was my “vacation” away from home—not that we didn’t do any “work.” I was challenged by both my peers and the faculty to really dig into my interests, because Goddard wasn’t about telling me what to learn. I learned how to learn on my own, and how to follow my nose, and how to “read” a book (you can ask me about this one) and take notes in ways that a conventional college wouldn’t ever have you learn! The independent study program was perfect for me because no one was forcing a syllabus into my hands and interpreting material for me. As an undergrad, I “studied” Asian American Gender Studies and Music, and as a graduate student, I specifically “studied” the Filipina-American Identity through videomaking, poetry, painting and music. As I learned about racial-cultural-gender identity, I raised my biracial son…and to this day, we continue to learn about identity. Through the BA and MFA programs, I learned that I didn’t have to go outside of my interests for my research to be validated. As a student, my video work was shown at the Michigan Womyn’s Festival and my poetry was published in the Pitkin Review – and those works would not have been made if Goddard hadn’t gently guided me through my process!
Residency Sites: Port Townsend, WA
I am a performance maker and community artist, a witnessing critic and theorist, an educator and a disability culture activist. My journey as an artist emerges from a passionate exploration of performance ethics and community building.
What we call ‘art’ is up for grabs, needs to be re-thought, re-created, every time we step into the river of practice. I know this because as a disabled dancer living with pain and fatigue, I have to subvert the ordinary, have fun in unusual spaces, and find time out of time. For over twenty years, I have engaged community participants gently and with thought in process work. Some of these workshops happened in women’s centers, some in hospices, in mental health self-help groups, with youth groups, with traditional Weavers and Knitters Guilds, with politicians, with people labeled as ‘developmentally disabled’, with cancer survivors, in National Parks, in abandoned buildings, on the beach. In these art journeys, we use what becomes important to us: dance, theatre, poetry, video, mark-making, sculptural attention to material and space, sound art, installation and live presence. Together, we change the world, and create a more inclusive future.
These experiences, and teaching community arts in Wales, England, New Zealand, the US and Australia, created many questions and ideas, which I collected in a how-to tool-box, the book Community Performance: An Introduction (Routledge, 2007).
I am the Artistic Director of The Olimpias (www.olimpias.org), an artists’ collective. We create collaborative, research-focused environments open to people with physical, emotional, sensory and cognitive differences and their allies. In these environments, we can explore pride and pain, attention and the transformatory power of touch. Olimpias artists have deep insight and creative ability, but they might not be able to attend rehearsals regularly and extensively, and they cannot guarantee their presence at any one performance. We make this difference into a virtue, querying art and performance paradigms, and use new media and alternative performance structures to allow for an open work process. We film our process creatively and use multi-channel video installations or telematic approaches to have virtual if not always live presence.
We use presence, slowness, pedestrian movements, a poetics of words and bodies, and the deep affective register of touch to share our beauty and our critique. In most Olimpias sharings in the last year, we invited the audience members to sit in a circle with the performers, to physically engage. To give the gift of closeness, to be near someone whose embodiment is wholly different from yours and to be so in a playful way: that’s what we offer our audiences.
There’s tensions in Olimpias projects such as Anarcha (http://liminalities.net/4-2), an exploration of black culture/disability culture issues, medical ethics and the lasting effects of slavery medicine and racialisation; or Tiresias, a project based around issues of sensuality and sexuality. These tensions of identity and difference emerge in many identity politics and minoritarian art projects, and I am looking forward to fruitful and respectful exchange about art making, cultural identity and poetic politics with students and faculty at Goddard. The Olimpias call for disability culture while we are aware of the limits of this term, of the disconnect between individual experience, historical oppression and the cultural formations we speak into being.
I am a non-native English speaker, a first generation college student with a strong commitment to working class issues, and a feminist. I have lived in cultures where mythological connections to the land and multiple language communities have strong presence in everyday, political and art life. Fractured storytelling, willful mythmaking and an attention to the materiality of meaning-making are part of my creative attention to life.
I bring my attention to process, environmental location and ethical engagement to my pedagogy. My hope is that we can create journeys together towards personal and artistic growth. I see my teaching at Goddard as part of an artists’ conversation, giving and receiving, paying attention. Let us develop attention to the deep patterns that shape our desire to create art. Let us enable an exploration of the influences that shape the art maker and their cultural, historical and political embedment, in order to carry art practice into the future.
My art work, pedagogical labor, activism and critical writing are all part of a continuum. I believe that writing about art extends the circle of art’s reach and political vibrancy, and so I have published widely in journals such as TDR: The Drama Review, About Performance, Liminalities, Afterimage, the Quarterly Review of Film and Video, and differences. My books include Disability and Contemporary Performance: Bodies on Edge (Routledge, 2003), The Scar of Visibility: Medical Performances and Contemporary Art (Minnesota, 2007). I have also published a book of performance poetry, co-written with performance artist Neil Marcus and with photos by Lisa Steichmann, Cripple Poetics: A Love Story (Homofactus Press, 2008). In 2011, I published a book about the Olimpias arts-based research practices, charting our processes: Disability Culture and Community Performance: Find a Strange and Twisted Shape (Palgrave), and the book won the biennial Sally Banes Award from the American Association for Theatre Research. I've also collected many artist voices on the poetics and politics of embodiment in Somatic Engagement (Chainlinks, 2011).
Beyond my work at Goddard, I am a faculty member at the University of Michigan in Ann Arbor, where I teach in performance studies and disability studies. I spend summers in Berkeley, California, and perform or run workshops internationally.
PhD in Performance Studies and Feminist Theory, Falmouth College of Art; MA in Germanistik, Cultural Anthropology, Theatre, Film and TV Studies, University of Cologne; MA in Film Studies, University of Warwick.
As a trumpeter, composer, arranger and band leader, multi-instrumentalist Brian Boyes (BA RUP '95, MA EDU '11) has worked in Vermont for the past 18 years. As a member of a variety of award wining ensembles including the national touring jazz-funk act, viperHouse, he has been recognized for his soulful and intense approach to his trumpet.
Under his leadership the group TALA was recognized internationally for its hybrid blend of world music and jazz. Tala was a featured act of both the Flynn Space Vermont Artist Series and the Discover Jazz Festival. He also works with The 35th Parallel Mediterrasian Jazz Ensemble.
As an educator, Brian Boyes has twice received special recognition from the Vermont Alliance for Arts Education for his unique and creative approach to music education at Cabot School.
He has shared the stage with artists such as Lester Bowie, Trey Anastasio, John Sinclair, Jody Diamond, Josh Roseman, Michael Ray, and Marshall Allen. He currently co-leads and plays trumpet with Movement Of The People: The Fela Kuti Project.
Brian holds two degrees from Goddard College: BA in Music Performance & Composition (minor in Ethnomusicology); MA in Education (Infusing Performing Arts into Project Based Learning).
In December of 2012, Brian came back to Goddard leading the Saturn People's Sound Collective in concert as the featured alumni spotlight for the Goddard College/WGDR Concert Series. Scroll below to watch the video. The concert was a hit, and since then, Saturn People's have moved on to bigger venues such as the 2013 Burlington Discover Jazz Festival with a June 4th show at the Flynn Space.
Read an excerpt from Brian's blog all about his experience at Goddard and his new band, the Saturn People's Sound Collective, below:
"Nearly 20 years ago, I arrived in Plainfield reeling from the confines of the music conservatory experience. Convinced that I was done with music for good, he landed into the free-form unknown of Goddard College.
"Despite my best intentions to avoid music, I was instantly drawn to Don Glasgo’s Jazz Workshop group study where I was introduced to Sun Ra for the first time. Despite my having come up in Philadelphia just a few miles from the Arkestra’s Germantown home I had never heard of Sun Ra and knew nothing of the joyful noise regularly created by his creative music Arkestra for over 25 years. Through Don’s gentle and subtle tutelage, I was able to shed the notions of “right and wrong” in music.
"It was in the basement of the Goddard College music building and on the stage of the Haybarn Theatre that I was able to decipher my own musical voice and know that it was okay to do so.
"Life seems to be about full
circles spirals. Exactly 20 years later I am honored to have my new 20-piece musical project, The Saturn People’s Sound Collective premiere Goddard College’s latest artistic incubator - Goddard College Concert’s The Local Spotlight. Once again Goddard seems to be the creative catalyst furthering and supporting my musical path."
December 7, 2012 Concert at the Haybarn Theatre:
Residency Sites: Plainfield, VT
I treasure the opportunity to be a part of the HAS program at Goddard, where creativity, passions, ways of knowing, and dreams and concerns for our world and ourselves meet in vibrant collaboration. This is a place of deep honoring, curiosity, engaged conversation, mindful interaction, and commitment to collective well-being and transformation. Each of us participates as both learner and teacher. As a faculty member, I delight in nurturing that fertile growing edge of each person, sharing resources, diving into the depth and breadth of their cherished interests and concerns, witnessing the emergence of human beings and their studies that are unique and glorious expressions of their particular gifts.
I have worked for the past 25 years as a psychotherapist, teacher, and community organizer, in settings which include a prison, family therapy center, community-based counseling and action centers, universities, and private practice. Expressive arts therapy (particularly sandtray therapy, writing, family sculpture, authentic movement, drawing, and painting) is among the modalities I teach and practice. I see imagination and creativity, which infuse experience with beauty, mystery and wisdom, as humanity’s participation in the universal activity of creation that is life.
Another of the health-sustaining interests that fire my spirit is community: intentional communities, community ritual and celebration; mutuality of care and respect, reliable holding environments for making transitions through the lifespan, alternative egalitarian economies, restorative justice, healing communication and public dialogue, community involvement in social change and response to trauma, global community initiatives, interspecies community, and ecological identity and sustainability. I am currently collaborating with others in my part of Maine to create an alternative economy and an annual festival, which will integrate healing arts, applied arts, Puppet Theater, and rites of passage in celebration of and deeper communion with the natural world.
Educationally, my doctoral study was in ecopsychology. This work led to studies in psychology and transpersonal psychology, deep ecology, Native American traditions, Eastern faith traditions, feminist studies, and expressions of the shifting paradigm in consciousness, power and knowledge, relatedness, linguistic discourse, education, addiction, health care, and mental health care.
In divinity school, I engaged in cross-cultural, interdisciplinary studies of health and meaning making as they relate to medical practice, public health, mental health care, addiction, sacred ritual, education, and death and dying.
While Kundalini Yoga and anthroposophy (which underlies Waldorf education and biodynamic agriculture) are central spiritual practices and philosophies I have drawn from in my practice and teaching, I have studied and practiced a wide variety of approaches to yoga and meditation. Other healing modalities have included tai chi, acupuncture/acupressure, Ayurvedic medicine, exercise physiology, holotropic breathwork, nutritional therapy, anthroposophic medicine, homeopathy, EMDR, critical incident stress management, herbal remedies, and psychosynthesis. I have found illness, too, to be a powerful teacher.
I love to garden, paint, swim make and fix things; listen to rain, wind, birdsong, trees, and peepers; watch chipmunks, moose, flowers, mists, and the changing light; and celebrate life with ritual, food and friendship.
A thread running throughout all of the above is a profound concern with cultivating peace within and among us; grappling with questions about human nature, cruelty, suffering, and life-affirming response to them; examining the assumptions and dilemmas built into our social structures toward rethinking and transforming them; and restoring deep connection, wonder, and reverence in relationship with all of life.
Additional training: Kundalini Yoga Teacher Training, Kundalini Research Institute; Life-Span Clinical-Developmental Psychology, Clinical-Developmental Institute of Harvard Graduate School of Education; and Gestalt Therapy, Boston Gestalt Institute.
PhD in Ecopsychology, The Union Institute; MTS in Religion and Culture, Harvard Divinity School; MA in Psychology, Goddard College; BA in Art History and Sociology, Northwestern University.
TRUSTEE EMERITUS Peter Morse Donovan, CFA
Born: Washington, DC, 1943
Education: Goddard College, 1965 - B. A. Economics; Chartered Financial Analyst, 1987
Business Experience: Jones, Kreeger & Company, Washington, DC, 1965-66. Wright Investors’ Service, Milford, Connecticut, Investment Analyst, 1966; Managing Editor of ¬In¬vestment Publications, 1968; Assistant Vice President, 1969; Vice President, 1971; Senior Vice ¬President Administration and Finance, 1978; Executive Vice President, 1983; President, 1988-2002; Chairman of the Board and Chief Executive Officer 1996-present.
Chief Executive Officer of Wright Investors’ Service since 1996; Wright Investors’ Service is an investment man-agement, advisory and service organization, founded in 1960. WIS exercises direct respons¬ibility for the management of over $1.5 billion in pension and other investment funds including mutual funds. WIS also manages the investments of institutional investors and bank trust departments, and provides wealth management services to individual investors throughout the United States. Through its web sites www.wrightinvestors.com and www.corporateinformation.com WIS provides investment analysis of 30,000 companies worldwide.
Directorships/Trusteeships: Chairman of the Board of Directors, The Winthrop Corporation and Wright In-vestors’ Serv¬ice, Inc. President and Trustee of five Mutual funds that make up the The Wright Managed Equity Trust and The Wright Managed Income Trust.
Public Activities: Vice Chairman of the Board of Trustees of Goddard College, Plainfield Vermont; Chairman of the Board of Trustees of The School for Ethical Education, Milford Connecticut; Trustee of the Pequot Runners’ Club, Southport, CT. Former Trustee of Hall-Brooke Behavioral Health Services, Westport Connecticut and Former Member of the Advisory board of the Sacred Heart University School of Business, Fairfield Connecticut;
Author: Co-author of Worldscope Industrial Company Profiles and Worldscope Financial and Service Company Profiles.
Societies and Clubs: Member of the CFA Institute, The New York Society of Security Analysts, The Hartford Society of Security Analysts, The Army and Navy Club, Washington D.C., The Union League Club, NYC, The Pequot Yacht Club, and The Pequot Runners’ Club.
Address: Wright Investors’ Service, 440 Wheelers Farms Road, Milford, CT 06640. Telephone: (203) 783-4400 Fax: (203) 783-4401 e-mail: firstname.lastname@example.org
Residency Sites: Plainfield, VT
As a teacher, I try and discern where a writer is going, and then guide them towards the best form to carry the story--whether poetry, fiction or non-fiction. Once I have a good sense of the core ambitions and sensibility of the student, I rely on a range of literature that will point the way stylistically, shake them into a different perspective or let them know that they’re on the right track. The point is to inspire confidence in the search for the right form, and this may include trying on different genres or revising through exercises that range outside the expected narrative. I often ask writers of non-fiction to read poetry and dramatic monologues to deepen an appreciation of emotional tone, quick characterization or the impact of repeating imagery. Having poets try on dialogue or explore juxtaposing sections within a long poem also expands the conversation between narrative and lyric. Rewriting is essential to making a manuscript work and developing a relationship to the rewriting process may be the most valuable thing that can be learned.
I have taught inside and outside the academy--teaching writing to teenagers at Downeast AIDS Network supported by a Puffin Foundation grant; to elders in community centers and to women in prison as well as teaching undergraduates and graduate students at CCNY; NYU; Hampshire College and The New School. I have had residencies at the MacDowell Colony, the Millay Colony and the VCCA among others, and I have been nourished by collaborative experiences with composers, artists and other writers. I have published four books of poetry--the most recent, Ten Minutes, was published by Firm Ground Press in 2006 with an October Book Launch at the Bowery Poetry Club. The previous collection, In the Open, was a Lambda Literary Award finalist. I edited The Wild Good, Lesbian Photographs & Writings on Love, Anchor/Doubleday, 1996 which called on my experience in independent publishing at Granite Press. Two other poetry collections, Shooting at Night, supported by the Maine State Commission on the Arts & Humanities, and native tongue, were published in letterpress editions. My poetry has been widely published in magazines and anthologies, including The Women’s Review of Books, The Kenyon Review, Cream City Review and Things Shaped in Passing: More Poets for Life Writing from the AIDS Pandemic, ed. Klein and The World In Us eds. Georgiou and Lassell. I have written reviews for The Nation, Lambda Book Report and OutWeek, and published non-fiction in A Woman Like That, Avon Books, ed. Joan Larkin. As librettist and conceiver of the opera, The Singing Bridge, I received support, with composer Anna Dembska, from Meet the Composer/Commissioning Music USA/NEA; the Davis Foundation; the PatsyLu Fund of Open Meadows and LEF Foundation. The Singing Bridge premiered at Maine’s Stonington Opera House in 2005, produced by Opera House Arts and directed by Richard Edelman. I have co-translated contemporary Spanish poet Jesus Aguado with scholar/translator Electa Arenal, and we held Aguado's first bilingual reading at the Bowery Poetry Club in NYC to coincide with his first trip to the USA in November 2006. In 2003, Arenal & I received the Witter Bynner Translation Residency at the Sante Fe Art Institute to translate a selection of poems by Aguado entitled what you say about me. We have published co-translations from Aguado's poetry collections, Like the Oar That Cuts the Current: Poems of Vikram Babu and what you say about me in Poets Against the War, edited by Sam Hamill; Tarpaulin Sky and in Sirena, a publication of Johns Hopkins University. As Founder/Publisher of Granite Press (1973-89), an independent poetry publisher and letterpress print shop, I published Grace Paley's first book of poems, Leaning Forward, and the bilingual anthology, IXOK AMAR.GO: Central American Women Poets for Peace, ed. Zoe Angelsey. I curated A Different Light’s Poetry Series in NYC in the 90's, and I have spent many years working as a poetry advocate and thinking about the importance of poetry in the health of many cultures has marked my work and life. Please visit my blog, for more information on my work.
MFA in Poetry, Sarah Lawrence College; BA in Literature, Antioch College.
Residency Sites: Plainfield, VT
After 38 years in law enforcement, came to Goddard to study film, but his focus shifted during his first residency.
Maggie Cleveland Her studies in the Individualized Bachelor of Arts (IBA) program centered around writing, social justice, and social policy, culminating in the publication of The Kids Ate My Homework: A New Bedford (Massachusetts) Area Resource Guide for Adult Students with Children (2008).
After graduating from Goddard in 2008, Maggie returned to the Board as an at-large member. She took a year off from school to consider graduate work in a variety of practical areas, but despite the sideways looks given to her by members of her extended family, couldn’t stop herself from coming back to Goddard to immerse herself in the study of poetry. She was blissfully happy when she received an MFA in Creative Writing in 2011. Recently, Maggie’s poems have been published in qarrtsiluni, the Newport Review, Amerarcana: A Bird & Beckett Review, Out of Our, Flying Fish, Elephant, Wallet Scrap, and …like this.
Maggie lives in a house full of cats and children in the seacoast town of Fairhaven, Massachusetts. When she’s not furiously scribbling odd verses in the attic or organizing poetry readings in her community, she works as a writer for the National Elevator Industry Educational Program.
Before joining the Ford Foundation in 2007, Wayne was executive director of the Vermont Sustainable Jobs Fund. As its first director, Wayne grew the fund into an innovative economic development entity focused on helping communities and businesses in rural Vermont improve their economic base and sell forest and agriculture products in profitable markets. Previously, in the Clinton administration, he was deputy for program operations for the Farmers Home Administration at the Department of Agriculture.
Wayne served for 16 years as a representative and senator in the Oregon Legislature, concentrating on economic development in rural areas. He also owned and operated a pear and blueberry farm in Hood River, Ore., for 20 years. Wayne was an officer in the U.S. Air Force, including a tour in Vietnam. He earned a master’s degree from the University of Oregon.
Residency Sites: Plainfield, VT
All my life I have been drawn to books and stories. I see my work in clinical psychology as helping people to tell their stories, and to tell them in new ways, with new metaphors, new words, and sometimes with new characters. In college I studied religion, philosophy, and literature, changing my major to psychology in my senior year. I obtained a Master’s degree in social/personality psychology and wrote my thesis on gender and conversational dominance. During my pursuit of a degree in clinical psychology, I studied depression and cognitive biases and worked on finding commonality between cognitive and psychodynamic theories.
I completed an internship at McLean Hospital/Harvard Medical School where I remained part-time for about ten years as a Fellow and Assistant Attending Psychologist. I was taken by the relational work being done there, and at the Stone Center, which valued personal connection, empathy, and individual narratives. I also worked in an inner city community mental health center in East Boston. I was moved by the courage and strength of people struggling with homelessness, drug addiction, trauma, poverty, racism, and serious illnesses, such as schizophrenia. During that time I also worked with children of the city and was struck by their will to thrive and vitality in difficult circumstances. I have been in private practice in Portsmouth, NH since 1991 where I work with adults, children, families, and consult to community agencies and schools.
Although I have studied, cognitive, psychodynamic, and interpersonal approaches to psychotherapy, my work has been as influenced by listening, and learning from my clients. They can be good critics and teachers, too. In education, as in therapy, I seek to help people look at the assumptions underlying their beliefs and become critics of their own narratives. I believe community, connection, and developing a spiritual understanding are important to the process of growth and that both student and teacher can be changed in the process of education. I also believe that the process of scientific discovery can help us to see the world and ourselves in new and different ways (remember Galileo).
I serve as a contributing editor of Mars Hill Review, where I am responsible for the music section, but also publish occasional essays, interviews, and book reviews. My interests are primarily in folk, blues, gospel, Celtic, and music from other countries and cultures.
PhD in Clinical/Community Psychology, State University of New York at Buffalo; MA in Social/Personality Psychology, Connecticut College; BA in Psychology, Nyack College.
Residency Sites: Plainfield, VT
The above quote is excerpted from Monica's larger hybrid poetry/prose, text/image project called CLAIM.
Mónica Gomery lives in Boston, MA. She is a 2009 graduate of the BFA in Creative Writing program at Goddard College, and the Drisha Institute Arts Fellowship. Her writing has appeared in Shearsman Magazine, Scythe, Shadowtrain, Word For/Word, and Bridges Journal.
She co-founded and co-edited Never on Time Journal, a community poetry project in Philadelphia. Most recently she is studying ancient languages and learning how to pray, en route to rabbinical school.
Stephen B. Friedman
Stephen Friedman (BA RUP '68) has been recognized as leader in urban redevelopment. The American Institute of Certified Planners (AICP) named Stephen B. Friedman, FAICP, CRE to the prestigious AICP College of Fellows for his outstanding achievements in urban planning professional practice.
Friedman, who is President of SB Friedman Development Advisors, lives in Chicago, Illinois. He graduated from Goddard College in 1968 with a bachelor’s degree in Urban
and Community Studies.
The 40 honorees were inducted into the AICP College of Fellows this past April at the American Planning Association’s 2014 National Planning Conference in Atlanta, Georgia.
The College of Fellows recognizes the achievements of the planner as an individual, elevating the Fellow before the public and the profession as a model planner who has made significant contributions to planning and society. Fellowship is granted to planners who have been members of AICP and have achieved excellence in professional practice, teaching and mentoring, research, public and community service, and leadership.
For more information on the College of Fellows, please visit: https://www.planning.org/faicp
Casey Orr (BA GV '90) graduated from Goddard College in 1990. She now lives in England where she works as an artist, photographer, researcher and Senior Lecturer at Leeds Metropolitan University. She hold a PhD in photography.
Her work has been shown most recently at the Yorkshire Sculpture Park, UK, University of The Arts, Philadelphia, Jen Bekman Gallery, New York, and on the walls of HM Prison Leeds, the first time the walls of a prison have been used as a space for art. Her recent work can be seen at www.caseyorr.com.
In October 2013, Casey came back to the Goddard campus in Plainfield, Vermont, and hosted a community-based art project as part of the 150th Anniversary Homecoming Weekend. She photographed alumni attending the weekend celebrations and produced an impromptu exhibition. The exhibition was unscripted and playfully weaved portraiture into themes of Homecoming, Pilgrimage and Returning.
You can see Casey's portraits from that weekend here: www.goddard.edu/about-goddard/150-years-celebration
Crystal Zevon is the author of I'll Sleep When I'm Dead: The Dirty Life and Times of Warren Zevon (Ecco, 2007), an oral history of the life of her former husband and lifelong friend and co-conspirator, has been widely acclaimed by critics across the country. Crystal started writing her first novel when she was 9 years old, inspired by her grandmother's tales of how her family traveled in a covered wagon. She has written all her life and has file cabinets full of unpublished manuscripts. She set aside her aspirations to become an author when she met Warren Zevon in 1970. When her marriage failed in 1979, she devoted herself to mothering their daughter, Ariel, and to political activism around issues of human rights, environmental concerns and media bias. Later, she counseled disenfranchised youth through the criminal justice and school systems. In the late 1980s, she began writing screenplays and has one film credit, "My Little Assassin," based on the story of a mistress of Castro who was recruited by the CIA to assassinate him. Crystal lives in Barre, Vermont near her only daughter, Ariel, and her twin grandsons, Max and Gus. She shares her daughter's passion to promote local foods and local economy. Crystal Zevon graduated from Goddard's MFA in Creative Writing program in 1996.
Kris Gruen graduated from Goddard College's residential undergraduate program (RUP) in 1997. He is a musician and is the Director of WGDR, Goddard College Community Radio.
Jill Mattuck Tarule
I am a Professor the Leadership and Developmental Sciences department at the University of Vermont (UVM).
I grew up at Goddard (parents Robert and Corinne arrived during a snow storm in 1938 and stayed as faculty for the next 50 years). I also graduated from Goddard, taught at Goddard, was a dean at Goddard, and am married to a retired Goddard faculty member. Goddard and progressive ideals and education have been a guiding compass in my life and work. Not always at Goddard physically, I have been a faculty member, associate provost, dean and other leadership roles at Lesley College (now University) and at UVM. I have a masters and doctoral degree from the Harvard Graduate School of Education and an honorary doctorate from the University of New Hampshire School for Lifelong Learning. My publications include co-authoring Women’s Ways of Knowing: the Development of Self, Voice and Mind, co-editor of Knowledge, Difference and Power: Essays Inspired by Women’s Ways of Knowing and The Minority Voice in Educational Reform, An Analysis by Minority and Women College of Education Deans, as well as articles and chapters on adult learners, women as leaders and leaders’ moral decision-making. Among the awards I’ve received, three capture what have been abiding concerns and commitments: the Pomeroy Award for Outstanding Contributions to Teacher Education and the Gender Equity Architect Award from the American Association of College of Teacher Education and the Jackie M. Gribbons Leadership Award from the Vermont Women in Higher Education.
Hubert Tino O'Brien
Tino O'Brien is a Senior Consultant with Brimstone Consulting Group, LLC. In his 25 years of management and consulting experience, Tino has designed and delivered innovative change programs on several continents to clients such as Accredo, Ford Motor Company, Georgia-Pacific, IATA (International Air Transport Association), Pfizer and Shell Oil. His work in training managers and executives has focused on analyzing existing operations and implementing strategies and processes to improve organizational performance.
Prior to his work with Brimstone, Tino served as Manager of Human Resources for Ben & Jerry's Homemade, where he created and led the Human Resource organization at their primary production facilities. Before that, Tino was the Director of Human Resources at the Hurricane Island Outward Bound School in Maine.
Tino has a background in education and has taught in and consulted with schools, non-profits and small businesses in New England. His clients have included Burton Snowboards, Country Home Products, Vermont Natural Resources Council and Camp Dudley. He served for six years as Chairman of the Board of Directors of the Central Vermont Community Action Council and presently serves on the Board of the Vermont River Conservancy.
Tino received a BA in Psychology from Princeton University, and an M.Ed from the University of Massachusetts. He is fluent in Spanish and has lived and traveled extensively in the Middle East. Tino lives in Montpelier, Vermont with his wife, where he hikes, skis, snowboards, canoes and works with several conservation organizations.
Residency Sites: Plainfield, VT
Meg Hammond is the Events Manager at Goddard College. As a collaborative effort with WGDR Community Radio, she coordinates the successful Goddard College Concert Series at the Haybarn Theatre. Meg also coordinates the pop-up Goddard Art Gallery at 54 Main in downtown Montpelier, and other arts events both on and off campus. She was the former founder and owner of Montpelier's Langdon Street Cafe, a popular art house, coffeehouse, and music venue she and her partner ran for seven years. Meg sets the stage for anything to happen when she puts on a show at Goddard College! Meg Hammond | Events Manager Goddard College | Advancement Office 123 Pitkin Road, Plainfield, VT 05667 802.322.1685 | email@example.com
At a moment in time when hope appears but in distant horizons and compassion is held at close watch, it seems tantamount that we nurture a bond between the heart and mind to resist fatigue and pessimism. That being said, I feel an urgency to realize spaces that restores balance to fragmentation and disconnect; spaces that are tolerant, non violent, and kind. Within these spaces, I imagine great possibility; to restore and excite the mind and impassion the heart with question and concern.
To this end, I come with openness and encouragement. I am completely passionate about fueling a cannon that populates the world with spirited citizens who step forward without reserve to challenge complacency, hypocrisy and mediocrity.
I will draw upon the multiplicity of my lived experience to embark on a path as we breathe, think, live, and make with curiosity. I believe that there is unmeasured value in listening with intent and working without purpose. I am interested in every process and every mode of construction when coupled with thoughtfulness and care. I imagine no formulaic solutions when seeking clarity or resolve.
As a multi-disciplinary visual artist, educator, woman, friend, elder and mother, my world is diverse, expansive, ever shifting, and unstable. Perhaps it is a result of my history of immigration and migration that allows me to embrace instability as a normative state.
Having spent much of my life longing to (be)long, I have constructed a practice around alterity that seeks to refute conventional paradigms to make way for alternative modes of affirmation.
My art practice is multidisciplinary, often site-specific, experiential and at times theatrical. My treatment of materials is directed by a culmination of Western theory and Asian sensibilities that manifests in tension, and strange juxtapositions. There has always been a resonance of the tactile and ephemeral in my process. In recent years, the challenge to retain these sensibilities while creating works that withstands the rigors of public spaces has brought me to my current consideration of sound and performance work.
In closing, I have had an unquenchable thirst for connectivity to peoples and bodies of knowledge that work in tandem to mobilize wellness for humanity and in that vain, I assert the right to play, stumble, fail, laugh, cook, trust, sing, love, share, and celebrate.
MFA in Sculpture, Concordia University; BFA in Sculpture, Concordia University.
Goddard College holds an undeniable place in my writing/recording career. In 2000, I arrived with a plan of action, an objective: to explore what it means to be an artist in today’s world. I was admitted into the undergraduate program—when Goddard had a residential program— and later the M.F.A. in Creative Writing program. I left Goddard College in 2006, with a blueprint and a plan of attack to become successful. Early on in my studies, Professor Nora Mitchell instilled in me an old saying attributed to Mahatma Gandhi, "We must be the change we want to see in the world." After internalizing this quotation, I took it as a direct challenge to change the world from the frontlines of my art form, which was poetry. Not only did I set out to revolutionize poetry, I set out to place that revolution at the doorstep of the world.
Shaping a revolution, especially an artistic one, is built on planning and action. It’s mostly centered on the latter, so being an agent of change was easy. I decided long ago, at the age of nineteen, what I wanted to accomplish. I started a company called Guerrilla Ignition LLC—an independent recording, publishing, and film company. After starting the company, I started writing and recording at a rapid pace. Now, at this point in my career, I’ve recorded more than eighty solo spoken word albums and I’ve written ten books. I began public speaking at local high schools, teaching workshops, and facilitating poetry workshops and poetry festivals. Once I had broken new ground, and established new territory within the art, I began recruiting other poets and writers to join the movement.
Goddard College helped me to hone my craft and my voice. The institution allotted me the space to experiment and grow, as an artist. Much of my early production was created at Goddard College, which helped me to develop an ear for audio engineering and recording. Intense writing workshops, highly developed reading lists, and personal relationships with students and faculty contributed to my understanding of how artistic individualism can affect communities. My time at Goddard College was used to establish a method of turning tradition on its head.
Kelly Hedglin Bowen is an aspiring satirical writer turned reluctant memoirist. Currently, she is enrolled in the MFA in Creative Writing program in Vermont as a G4 (last semester student).
Kelly received her BA in Russian Language from the University of Massachusetts, Amherst. She spent an exciting time in the early 1990s working and living in the Soviet Union/Russia. This first-hand experience fueled her professional career, which focused on promoting international trade, economic development and foreign direct investment. As an International Trade Representative, she worked as part of a Massachusetts-based trade development team and managed offices in Germany and Israel. She was also a founding member of the U.S. Russia Chamber of Commerce of New England.
Living and traveling abroad drove her curiosity outside of the business realm and into a more creative space where she began to focus on writing non-fiction.
Kelly resides with her family in the hamlet of St. George, Vt. She is a stay-at-home mom and full-time graduate student and serves as Board Chair of the St. George School Board and sitting Director of the Chittenden South Supervisory Union board. Her hobbies include snowboarding, sailing, gardening, and, of course, writing.
Kelly began her term as Student Trustee in May 2014.
BA in Russian Language from the University of Massachusetts, Amherst.
Residency Sites: Plainfield, VT
I taught at Goddard in the 1990s, and spent those years teaching poets, fiction writers, memoirists and even playwrights while trying to write poems and finishing a book about life on the racetrack. In those early days of what would amazingly become a decade, I was in love with the possibilities in the genres we were teaching because so many students were making manuscripts they couldn’t call one thing. Fiction kept turning into non-fiction, poems kept turning into essays. My fiction students, in particular, taught me a lot in those days because I was anxious to continue my experiment in writing something longer than a poem without abandoning the music I could hear in poems.
In 2002 I fell in love with a human being and left Goddard to explore my new life of someone else in it because I had a life that only had me in it for a very long time which is probably why I got so much writing done. Some of it was good, I think. I was writing poems here and there then but mostly, if I remember right, I was trying to write essays after having written a memoir. As far as output goes, I had finished one book, Track Conditions (Ballantine) about my life as groom to the Kentucky Derby winner (1984) Swale, and started working on what would become The End of Being Known (University of Wisconsin) a collection of linked essays about - for lack of a more pedagogical way to say it - sex and friendship. The two books are very different from each other and the book of poems I wrote in 1993, 1990 (Provincetown Arts Press), which is my first book, is even more different. That book was my MFA thesis (Vermont College, 1990) and since then I have a new manuscript of poems called, corollary-ly enough, 2001. It is still looking for a publisher and I take breaks from submitting it because every time I look at it I want to change things in it and there finally comes a time when you have to stop or you won’t ever write beyond what you wanted to change to something that has already been written. I’m also writing a book of non-fiction called When I was a Twin which is a meditation on the death of my twin brother and how the world fills with that absence at times that are surprising. It’s a memoir about him and about the life that sort of shattered around him.
In the time I’ve been away from Goddard, I’ve been teaching every summer at the Fine Arts Work Center in Provincetown. Those classes have really kept me tethered to the dialogue I think writers have to have in order to write something truthful about the world. Everybody is an adult, but I always had someone who cried during the memoir class, and I always had someone who left in a huff in the poetry class. Does that give you an idea of how different these forms are? I’ve had private students from those classes as well and every once in a while I get in my car and drive up the Sawmill River Parkway to Katonah, New York to sit with two psychotherapists who want to write poems and talk about poems they didn’t write. They pay me! Imagine!
Teaching and writing for me are two activities that bless each other and dare each other. The way I “learned” to be a writer was to read and to listen (to language and the music of language, and also to the music of music: jazz, mostly). I tell students to read a lot of different kinds of books and find out what the obsessions of the writer are. In that way, they begin to find out what their own obsessions are and how they can write something that is both musical and authentic to how they see and feel.
To paraphrase e.e. cummings: “whenever we think, or know, or believe, we’re lots of other people. It’s only when we feel that we are no one but ourselves.” I think that’s what I would like to help the writer do in a time and in a world that resists that impulse every chance it gets. Writing is a daring and utterly radical enterprise and that’s the joy of it.
Visit Michael's website at http://www.hauntedimportantly.com.
MFA in Writing, Vermont College of Fine Arts.
Pamela S. Booker
Residency Sites: Plainfield, VT
Choreographer Twyla Tharp reminds us that “Gathering chaos into a satisfying order is a daunting challenge. You have to train for this struggle.” I value deeply her observation as an affirming call to action. Like many of our students, I also completed my undergraduate studies as an adult learner. Over the course of my journeying as learner and educator, I've discovered that our relationship to the pursuit of knowledge is often based on the fear of what we lack, need, mislaid. It excites me to support my students in naming their fears and mining the “chaos” through practices and stages of learning that are adaptable and carefully considered. When inspired to read/see/hear/migrate across disciplines, boundaries and taboos, we move closer to mapping and perhaps finding solutions for addressing the ethical and moral dilemmas that drive human nature. When asked to name myself I respond: Artist/Scholar; Trans-disciplinary Writer and Knowledge Worker. My passions as an artist and scholar are worn as theoretical undergarments and concerned with how we really “wear” our most compelling ideas. As a trans-disciplinary writer, my fiction, essays, and performance-based works have been published and staged in the United States and internationally at universities: Oxford, Rennes, Málaga and Mὕnster. Recent writer fellowships and residencies include: (VCCA) Virginia Center for the Creative Arts, (FAWC) Provincetown Fine Arts Work Center, the Norman Mailer Writers Colony and group art shows in Kuala Lumpur, Malaysia, and Singapore. My creative and intellectual practices synthesize the arts and sacred-ethics/rationalism, human sustainability, and literary, social, and cultural theories. Theories that explore race, gender identities, class and community-building, when partnered with creative sites, are powerful tools. When examined as hybrid/integrative narratives, we see them in performance and literary texts, sound design, technology and social media, architectures/design and visual arts. In storytelling they might be called: (auto)ethnography, fiction/novel, orality/spoken-word/poetics, memoir/truth-telling and reconciliation. The point is - they transform us - challenge myths, dilute assumptions, insist upon justice, and encourage (out)rage and laughter. When wedded to critical thought, trans-disciplinary practices remain vital ways of exploring structures of consciousness and human potential. Critical thought, compassion and reasoning are more vital now, during a particularly heightened time in the world when nearly any thinking that instigates questioning beyond the obvious or relies on intuited gifts, is seemingly less valued. It requires daring and courage to be curious. How do you practice, imagine and write change? Usually it requires dissatisfaction or betrayal to finally ask an effective question. What colors your voice, your wisdom? How do you unpack complex and difficult thoughts without losing the joy in which the experience or resistance might be contained? How do you respond to and demystify power and dominance? How do you shape tools of expression? How are you grounded? Where's your tree? Currently I'm pursuing the Ph.D. in Leadership & Change at Antioch University, and Writing Faculty in Arts & Science at New York University. My studies focus on issues of sacred intellectualism, creative practice and ethics for navigating the post-modern eras. Websites: http://about.me/pamelabooker AfroBeat journal Barnes & Noble Book Blog
Residency Sites: Port Townsend, WA
James R. Gapinski (MFAW '13) was the Editor in Chief of the Pitkin Review, the literary arts journal published biannually by Goddard's MFA in Creative Writing students, for the Spring 2013 issue.
Gapinski's writing has appeared in Burdock magazine, Oak Bend Review, Pudding Magazine, Line Zero, and elsewhere. He is Managing Editor of The Conium Review, and he teaches a story course at Mt. Hood Community College.
He graduated from the MFA in Creative Writing program at Port Townsend in July 2013. He lives in Portland, Oregon with his partner and the obligatory two cats required of every good bio.
Says James about his Goddard experience:
“In the Goddard MFA program, I’ve received tremendous individualized support from my advisors, Ryan Boudinot and Darrah Cloud. Each semester’s study plan is crafted to meet my educational needs. Goddard College encourages students to take ownership of their own learning. There are no one-size-fits-all curricula at Goddard; every student comes away from individual advising sessions with something unique.”
Sebastian Marino is hereditary chief of Hatohobei State, a small island and a coral reef in the West Pacific Republic of Palau. He has been working with his community to develop a shared vision for the Helen Reef Conservation Area - the largest marine conservation area in Palau. His Goddard MA in Individualized Studies thesis examined the importance of indigenous conservation knowledge and described the process he used to build this community vision. The results of this project now serve as a road map for his community's work to protect the reef.
Watch Marino on Climate Change TV!
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Art Chickering’s contributions to higher education are almost too numerous to include here. He was the Coordinator of Evaluation for the Ford Foundation Experiment in College Curriculum Organization at Goddard College and a faculty member at Goddard from 1959-1965.
He continued to work in higher education, has received numerous honorary awards, degrees and distinctions from Lourdes College, University of New Hampshire, International Council for Innovation in Higher Education, American College Personnel Association, Council of Adult and Experiential Learning, Empire State College, Council for Independent Colleges, and more.
He has published in many academic journals and authored several books on higher education. He was Special Assistant to the Goddard Presidents Mark Schulman and Barbara Vacarr, and has been an active and loyal support of Goddard College for many years. Art also graduated from Goddard College's MFA in Creative Writing program in 2013.
Lynn Larned is a school nurse and teacher in an elementary school in Rhode Island. Her goal when she entered the low residency MA in Individualized Studies program was to become a proficient dreamworker. Her thesis, named from a phrase given by a venerable spider in a dream, was about using dreams as a guide for psycho-spiritual growth and recovery. Since graduating, she continues to practice as a school nurse and teacher but her teaching strategies have changed. She has developed assessments that allow her students to use their strengths and interests in individual ways, where students are allowed to be as creative as possible in demonstrating their knowledge. She also facilitates dream groups.
Mary Ellen Dale
In inner-city Cleveland, Mary Ellen Dale has created Dale House, a program that delivers life-changing therapy to teenagers entirely through the performing arts.
I was looking for a program to help me train for working with young people, and Goddard allowed me to choose what I wanted to learn. The program here gave me hands-on experience. You get caught up in it. Then I interned at a family clinic in Cleveland, where I was able to put in practice all I had learned.
I was working with teenagers—but many of my clients didn’t want to be there. I started asking them, “What do you want to do with your life?” And they started telling me. “ I want to be a writer, I want to be a singer, I want to be a dancer.” That’s how Dale House was born.
My whole premise is getting these kids on stage, because that’s where the real therapy comes in. We work all year for the summer community festivals—we dance, sing, read poetry. The children dig within themselves: they find their passion, and we build on that. Kids come to us from all over the city. Once we find the good, we bring it out.
Goddard allows you to use the talents you have, and come out with something you really love—to develop a passion. In the beginning, I wasn’t sure that was going to happen. But after I got started, it was beautiful.
Residency Sites: Plainfield, VT
Pete Hocking is an interdisciplinary artist, activist, and teacher based in Providence, Rhode Island & Provincetown, Massachusetts.
His studio practice focuses on personal narrative and the construction of identity within the context of contemporary social and political life. He is co-founder and collaborator on several community-based initiatives, including New Urban Arts, Community MusicWorks, Project Eye-to-Eye and Equity Action. In addition, he has served on many boards of directors, including Southside Community Land Trust, AIDS Project Rhode Island, and The Rhode Island Council for the Humanities. At New Urban Arts he was an Artist Mentor Fellow from 2007-2009 and periodically serves as a Community Story Teller.
From 2007 to 2011 he served as interim director of Rhode Island School of Design’s Office of Public Engagement. Prior to that, for more than seventeen years, he was on the staff of the Howard R. Swearer Center for Public Service at Brown University, where he served as director from 1992 to 2005. As the Swearer Center's director and as an Associate Dean of the College, he worked to develop university-community partnerships, innovative leadership pedagogy, undergraduate research opportunities, social entrepreneur projects, and to integrate community-based learning with academic study. In addition to teaching at Goddard College full-time, he periodically offers courses in social practices in the arts, leadership, Queer Studies, Illustration, and ecology/sustainability at Rhode Island School of Design.
Teaching Philosophy and Areas of Interest:
As a teacher, I am committed to the intrinsic dignity and value of each of us as learners. I believe that we rarely acknowledge and embrace what we truly know. We are taught not to value what we know; instead being directed to trust on facts, figures and experts who tell us that they know more. The process through which we come to understand ourselves as theoreticians, meaning makers, and actors-in-the-world is sacred to me. I am committed to understanding how we "own" knowledge, and believe the arts to be a critical means through which we can articulate and convey our knowledge to others. I believe that artists hold a special trust in our culture as makers of critical meaning, as translators of ideas, as theoreticians, and as seers.
My theoretical preoccupations include Progressive Education and arts pedagogy; the American Transcendentalists and American intellectual history; Queer Theory and LGBTQ history; Phenomenology; ecology and sustainable systems; the public engagement of artists; and documentary practice. As an adoptee, I am interested in adoption rights and the effects of trauma on identity formation. I primarily work as a visual artist and writer. I love comic books.
MFA in Interdisciplinary Arts, Goddard College; BFA in Illustration, Rhode Island School of Art and Design.
Larry Yurdin (BA RUP '67) graduated from Goddard College in 1967 and returned in 1969 as a faculty member. He then organized the 1970 Alternative Media Conference, held June 17-20, 1970, with Goddard students as part of a hands-on course centered on alternative and underground media. (photo at right: Larry Yurdin at the 1970 Alternative Media Conference at Goddard College).
Following his time at Goddard, Yurdin was the manager of Pacifica Radio in Houston, the News Director of KMET in LA, and was a major contributor at many other radio stations. He has a long history in radio, digital media and communications and was an innovative pioneer in the groundbreaking fields of free-form and progressive radio.
Yurdin came back to the Plainfield campus on May 18, 2013 to attend the 2013 Alternative Media Conference, and presented a history and slideshow about the original conference. See the video below!
Residency Sites: Port Townsend, WA
Teaching writing at the MFA level for me is an empathic act that amounts to entering my students’ imaginations as companion and mentor on their writing journey. My task is to see the project through their eyes and then enhance their efforts with my own skills and perspective, which serve as a container within which to bring the project to fruition. “Rules” of good fiction and dramatic exposition must be acknowledged but also, once the craft is mastered, questioned. Genres can be opened up, reshuffled, combined into meta-genres. Working in familiar forms and creating new ones both require literary sophistication. I encourage my students to read in a wide international and historical arena to broaden their perspective from the last few decades of American realism, appreciate the aesthetics of other forms and possibilities, and sharpen their critical faculties.
My writing career includes works in a number of literary genres and subjects. They represent, in effect, a series of developmental memoirs. Even as I wrote works of fiction, literary criticism, film scripts, a writer's book (On Writer’s Block), and a memoir (My Time in Hawaii), all belonged to only one genre informed by the same narrative structure--the bildungsroman of a person or cohort group (writers and artists; writers of grotesque literature; a generation of young Americans who came to the Pacific, etc.). My teaching experience ranges from university to workshop to one-on-one in a variety of settings: the universities of Hawaii, California, and Minnesota; the California College of the Arts; proposal writing in the historic first all-Maori small business seminars ever held in New Zealand; the Honolulu Model Cities program, and other venues. The imaginative and the analytical have been mutually reinforcing realms in my development as a writer. Writing The Secret Life of Puppets, a critical study of the supernatural grotesque, became a means of constructing a genealogy for myself as an imaginative writer and locating my own literary sensibility within a philosophical tradition. Many of the diverse subjects of that book were drawn from previous fictions I had written. My latest efforts in fiction indirectly echo and extend these concerns. My first collection of stories, Wild California, was published in the United Kingdom. A second story collection, A Bestiary of My Heart, will appear in fall 2011 from Inkerman Press, also in the UK.
Gothicka, my critical study of the Gothic genre in twenty-first-century fiction and film, was published by Harvard in 2012. It is a companion volume to The Secret Life of Puppets and traces strands of alternate spirituality in the fictional realm of vampires, space aliens, and other supernatural entities.
I have written seven screenplays, with one optioned (and have adapted my script of Balzac’s mystic novel, Seraphita, as a theater piece with staging designed in collaboration with Mabou Mines puppetmaster Jane Catherine Shaw). I have found writing screenplays an exciting complement to writing prose fiction because both, for me, are intensely visual and landscape-oriented mediums. Writing for film has the advantage of a larger visual canvas of action and spectacle; writing novels and stories allows for more subtle psychological and interior effects. As a screenwriter I am drawn particularly to science fiction and the supernatural precisely because these genres allow a skillful writer to exteriorize the psychological life of a character so that "dealing with one's inner demons" takes the literal form of not-so-alien monsters the character must openly meet and engage. As a prose fiction writer, I have found myself (until recently) sticking closer to what we call “reality.” As a writer of memoir and criticism, I endeavor to bring as many of the techniques of imaginative writing to bear on my work as I can. As a teacher, I try to communicate the common principles that inform all these forms.
MA in English, University of Toronto, BA in English, University of California, Berkeley.
Residency Sites: Plainfield, VT
In 2009, City Lights published my twelfth book, American Romances, a collection of gonzo essays that put Brian Wilson (of the Beach Boys) and Hawthorne on the same page and reveals the secret sex life of H. G. Wells' The Invisible Man. My previous books with City Lights include The Last Time I Saw You (2005) and The End of Youth, (2003). My book Excerpts From A Family Medical Dictionary (Granta, UK and University of Wisconsin Press, USA) was published in February of 2004. I am also the author of The Gifts of the Body, The Terrible Girls, Annie Oakley's Girl, The Haunted House, The Children's Crusade, and What Keeps Me Here. My work has been awarded the Boston Book Review Award for fiction, The Lambda Literary Award, The Pacific Northwest Booksellers' Award, and a Washington State Governor's Award and a Stranger Genius Award. It has been widely anthologized, including stories in the Norton Anthology of Literature by Women. Five of my books have been translated into Japanese where they are published to much acclaim. My work has also been published in Great Britain and translated into Danish, Norwegian, German, Italian and Dutch. I have also co-edited a couple of books. These include Experimental Theology, with Robert Corbett of the Seattle Research Institute, an anthology that contains poetry, fiction, essays, academic stuff and theater about God and god-substitutes and Looking Together: Writers on Art, with Mary Jane Knecht of the Frye Art Museum was published by University of Washington press in March 2009.
In recent years I have been collaborating artists in different disciplines. I wrote the a libretto for The Onion Twins, a dance opera by Better Biscuit Dance that premiered in 2005. In 2005, my first two act play, The Toaster, premiered at the New City Theater in Seattle. My book The Terrible Girls was adapted for theater by About Face Theater in Chicago and performed there in 2001. I have also written performance texts for Launch Dance company. The Los Angeles New Short Fiction Series adapted four pieces from The End of Youth for performance in November 2003. For a number of years I did a series of irreverent public talks sponsored by the Seattle Opera that offer pop culture/feminist/literary and goofy analysis of opera. With painter Nancy Kiefer, I made a book of text and image called Woman in Ill Fitting Wig. I have read on book tours across the USA and in Italy, Germany, the United Kingdom, Austria and Japan.
I have taught for more than 25 years in numerous settings including the University of Washington, Extension, Pacific Lutheran University, Naropa University in Colorado, prisons, senior citizens' homes, libraries, and bars. For four years I was the Creative Director of Literary Programs at Centrum, an arts center in Port Townsend, Washington. For two years I was Writer-in-Residence at the Richard Hugo House Literary Center in Seattle where I served as Senior Teacher, met community members for writing consultations, and curated an eclectic reading/performance series. I have also curated readings for The Jack Straw Foundation, Red and Black Books, and my local NPR affiliate. I have served on selection panels for the Millay Arts Colony, The King County Arts Commission, the Bumbershoot Arts Festival, and the Washington State Arts Commission where I have championed the work of both traditional and non-mainstream writing. I have been awarded residencies at the Yaddo Colony, the Hawthornden Castle Writing Retreat in Scotland, the MacDowell Colony, Centrum, The Millay Colony, and Hedgebrook Cottages for Writers. For many years my criticism, reviews, and essays appeared in the Seattle-based arts weekly The Stranger. I have lived in London and Italy and now make my home in Seattle with my spouse, our cats, and an impressive collection of rock-n-roll, classical, and weird CDs.
MFA in Creative Writing, University of Virginia; BA in English, George Washington University.
Jill Magi graduated from the MFA in Creative Writing program in 2011. She is a writer and visual artist based in Chicago.
Jill Magi works in text, image, and textile. Her books include Labor (forthcoming from Nightboat), Slot (Ugly Duckling Presse), Cadastral Map (Shearsman), Torchwood (Shearsman), Threads (Futurepoem), Shroud (unlimited edition of a project with Jen Hofer), and numerous chapbooks and handmade books.
Her work has appeared in the following anthologies: The Eco-Language Reader (Portable Press/Nightboat), Letters to Poets (Saturnalia), and Fiction from the Brooklyn Rail (Hanging Loose Press). Recent work has appeared in The Brooklyn Rail, Rattapallax, The Columbia Poetry Review, Drunken Boat, The Michigan Quarterly Review, and Common-place: Journal of the American Antiquarian Society.
An extended essay on a textimage theory and curriculum is due out from Moving Furniture Press/Rattapallax in 2014. Her visual works have been exhibited at Counterpath, the Arcade 6 Gallery of Columbia College, The Textile Arts Center Brooklyn, The Brooklyn Arts Council Gallery, apexart, AC Institute, and Pace University.
She was a resident artist at the Brooklyn Textile Arts Center, a writer-in-residence with the Lower Manhattan Cultural Council, and an arts grant recipient from the City of Chicago Department of Cultural Affairs.
From 2002-2012 she ran Sona Books, a community-based chapbook press, and for her publishing work, was recognized by Poets & Writers magazine as among the most inspiring authors of 2010.
Jill has taught literature, writing, poetics, visual art and culture at The New School, Goddard College, The City University of New York, The School of the Art Institute of Chicago, and in 2012-13, she was the Columbia College Chicago MFA Poetry visiting writer. In the fall of 2013 joins the faculty at New York University in Abu Dhabi.
MFA in Creative Writing, Goddard College; MA in English, The City College of the City University of New York; BA in Sociology, University of Maryland at College Park
Anna Bálint is the author of Horse Thief (Curbstone Press, 2004), a collection of short fiction.
Her earlier publications include a book of poetry, Out of the Box (Poetry Around Press, 1991); and spread them crimson sleeves like wings, poems and stories (Poetry Around Press, 1993).
She co-edited Poets Against the War, an anthology of poems protesting the Gulf War, 1991. Her stories and poems have appeared in numerous journals including, Calyx, Briar Cliff Review, Clackamas Literary Review, Raven Chronicles, Caprice and Stringtown.
In 2001, Bálint received the Starbucks Foundation “Leading Voices Award” for outstanding work with urban youth in the Puget Sound Region in the field of creative writing.
In October of 2012, she was the featured reader at Lit.Mustest, a reading series at the Richard Hugo House organized by Goddard College MFA in Creative Writing students.
She lives in Seattle, where she teaches creative writing in Antioch University’s First Nations program with the Muckelshoot tribe and at the School of Recovery in Seattle.
Residency Sites: Plainfield, VT
My most recent book, The History of My Shoes and the Evolution of Darwin's Theory, was published by Carroll and Graf and received the Outstanding Book Award from the Gustavus Myers Center for the Study of Bigotry and Human Rights.
I recently completed In The Province of the Gods, a new book of creative nonfiction that uses the prism of being a gaijin, a foreigner, with a disability in Japan, to look at how a particular culture views difference. I received a grant in innovative literature from the Creative Capital Foundation, and grants from the Toronto Arts Council and Ontario Arts Council to support the completion of the book.
I wrote the libretto for "The Memory Stone," a chamber opera, commissioned by Houston Grand Opera. "The Memory Stone," composed by Marty Regan and directed by Matthew Ozawa, premiered at Asia Society Texas Center in Houston in April, 2013.
I have been a Fulbright Scholar to Japan, as well as a Creative Arts Fellow of the Japan-US Friendship Commission and the National Endowment for the Arts. While in Japan, I wrote "In the Gardens of Japan," a sequence of poems, and collaborated with composers Takechi Yuka and Takahashi Kumiko, and singer Kimula Mika, in setting these poems for traditional Japanese instruments and voice, culminating in concerts in Tokyo, Yokohama, and New York. The poems were also printed as a limited edition Japanese tenugui (traditional Japanese cloth towel) designed by Yasuda Yugo.
My experience in Japan has seeped into my work, renewing my writing and thinking in both content and form. Transforming one's experience into writing that is meaningful to readers, finding the intersection between one's life and the world in which one lives, are what I always keep in mind, both as a writer and a teacher of writing.
As a teacher, I hope to guide my students through the process of writing what is difficult to write by encouraging them to wrestle with what viscerally engages them, to keep the stakes high, and to hone the crucial editorial skills once the initial creative arc has been forged. I aim to help each student find and develop the voice that lifts the work off the page into the reader's psyche.
I stress the importance of reading deeply and widely, and of gaining familiarity with other media, especially visual art and music. No matter the subject, no matter the genre, I am concerned with the organic: how form and content reflect, affect, and interact with each other; how details inform the whole; how the entire work relates to its collected parts.
Much of my work the past fifteen years has been concerned with the body, as both subject and metaphor; as the place where the personal becomes the universal; as the site of memory, language, and desire.
In 2012, I received a Canada Council for the Arts Disability Arts Travel Grant to Helsinki, Finland, where I researched the work of painter Helene Schjerbeck at her centennial exhibition at the Ateneum National Museum and met with Duv Teatern, a theatre troupe of primarily developmentally disabled performers.
In addition to the above, my work includes: Body, Remember: A Memoir (Dutton, 1997; Plume paperback, 1998; new edition, University of Wisconsin Press, 2003); Staring Back: The Disability Experience from the Inside Out, (Plume, 1997), the anthology of writers with disabilities which I edited; Desert Walking: Poems (Advocado Press, 2000); Anesthesia: Poems (Advocado Press, 1996); The Healing Notebooks (Open Books, 1990), a sequence of poems for which I received the Gregory Kolovakos Award for AIDS Writing; an earlier book of poems Night After Night (Beaux-Arts Press, 1984); and the play A Human Equation, which premiered at La Mama E.T.C. in New York City.
My work continues with Works on Paper, a new book of poems. My website is www.kennyfries.com.
MFA in Theater Arts-Playwriting, Colombia University, School of the Arts; BA in English and Literature, Brandeis University.
Residency Sites: Plainfield, VT
Walter Butts, a beloved Goddard faculty member and dear friend, passed away on March 31, 2013.
Everyone who encountered Walter has a special story to tell about him. He had a memorable way of connecting that was deep and personal. Walter served as faculty in Goddard's BFA in Creative Writing program for 5 years. He shared so much of himself with us; in his writing as a poet, in program blogs, with his students and colleagues. At his passing, he was the presiding New Hampshire State Poet Laureate.
Our love and support go out to Walter's wife, the poet, S Stephanie, their daughter Amy and her family. And condolences to all in the Goddard community who were touched by Walter and his work.
Walter's Faculty Bio
I am committed to a responsive, student-centered approach that recognizes strengths and potential, focuses on personal interests and goals, and, hopefully, leads to significant creative growth. As a graduate of the low-residency MFA in Writing Program at Vermont College, I greatly value the learning opportunities unique to individualized studies.
For me, the student-teacher relationship evolves in the same sense that the activity of writing seeks discovery. Regardless of pedagogy, the objective should be self-affirmation through the exploration of language and development of critical thinking skills. I believe my task as a teacher is to establish a dialogue with each student that facilitates personal inquiry within the context of both traditional standards and experimental options. Comprehensive readings of relevant literature should be incorporated into this process, with subsequent learning actualized through student writing. The student therefore becomes aware of both the possibilities and limitations inherent in language, and gains familiarity with a range of writing strategies, ultimately arriving at one’s own voice and style.
Writing is my way of engaging with the world around me and making connections between the inner-self and our social environment – essentially, investigating what it means to be human.
The recipient of two Pushcart Prize nominations and a Massachusetts Artists Foundation Award, I have published poems in several literary journals, including Atlanta Review, Cimarron Review, Mid-American Review, and Poetry East, and my work has been anthologized in the Anthology of Magazine Verse & Yearbook of American Poetry (Monitor Books, 1996), Open Door: A Poet Lore Anthology 1980-1996 (Writer’s Center Editions), Under the Legislature of Stars: 62 New Hampshire Poets (Oyster River Press, 1999), An Endless Skyway: Poetry from the State Poets Laureate (Ice Cube Books, 2011), and elsewhere. I am the author of Cathedral of Nervous Horses: New and Selected Poems (Hobblebush Books, 2012), Radio Time (Cherry Grove Collections), named poetry winner at the 2011 New England Book Festival, Sunday Evening at the Stardust Café, which was selected as a finalist for the 2005 Philip Levine Prize in Poetry, and chosen winner of the 2006 Iowa Source Poetry Book Prize, and other books and chapbooks.
I have given readings and conducted poetry and multi-genre writing workshops for various institutions and organizations including the University of New Hampshire, Southern New Hampshire University, Colby-Sawyer College, New England College, Cornell College, Philips Exeter Academy and The Unitarian/Universalist Fellowship of the Poconos (where I spoke on “Secular Faith & the Poetic Spirit”).
In March 2009, I was appointed to a five-year term as New Hampshire Poet Laureate, and am therefore engaged in ongoing efforts as an advocate for community based literary activities throughout the state In October, 2011, I hosted the New Hampshire Writers’ Project “Poetry & Politics Conference.” Poets Laureate from across the U.S. gave statewide reading tours and gathered for panel discussions. I have taught courses in film studies and the humanities, and have an active interest in Eastern philosophy, myth, religion, literature, the cultural influences of African American music, and race relations in urban America.
MFA in Writing, Vermont College.
Residency Sites: Plainfield, VT
I was in a Masters program in Education when I felt a wave of wanting to be in spiritual practice. A gifted professor wove together Toni Morrison, Freud, the myth of Psyche and Cupid, and the professor’s own interviews with 9-13 year old girls. Voice, resonance, relationship, democracy. "The honesty of things is where they resist." This is it. Raised Jewish, I didn’t speak Hebrew, didn’t know if I believed in God. Can I be a Rabbi? I heard that some Jews see God as the relationship between people. Arms linked. That is where I see God.
The Ven. Bikkhu Bodhi, a Theravada monk living in New York, says that truth telling is something Buddhism can offer social engagement. What are the relationships, processes, and institutions that encourage truth-telling?
And I thought, well, since I don’t believe in God and don’t speak Hebrew, I’ll become a professor. Same thing as a Rabbi, right? I didn’t find it there easily, at least in the rest of my graduate school experience. It was only while on faculty at Goddard that I undid my head and connected to my whole being, since that is what our pedagogy is about.
Since 2005, I've been a member of the Community Economies Collective, a group of about twenty scholars in the U.S. and Australia documenting non-capitalist economic spaces. My focus has been money and banking systems, in particular. I love worker co-ops. I am a fan of auto-ethnography, testimonio, storytelling in its many forms --from cantastoria, song cycles, puppet shows, and comics to storytelling circles, podcasts, and documentaries.
These days my focus is writing about socially engaged spirituality and practicing Zen Buddhism. I was away from Goddard for almost two years directing a socially engaged Buddhist project with Bernie Glassman at Zen Peacemakers. Until recently, I was an accordionist in a band, and now I'm learning ukulele. My prior research is on art activism.
I am very interested when people say, "This is what democracy looks like." I think we don't yet know what it looks like, and I am drawn to models like sociocracy and consent forms of decision-making. I am devoted to democracy as a spiritual practice and to learning how to do it well.
PhD in Sociology, Brandeis University; MEd in Human Development and Psychology, Harvard Graduate School of Education; BA in Medical Anthropology, Brown University.
Goddard provides a unique educational experience—largely self-directed--in a unique format that allows each student immersion in their study interests. My three foci were visual arts and spiritual practice within the context of honoring international humanitarian agencies. My faculty advisors were collegial and supportive, and they prompted greater depth and breadth in my work. The residencies were an opportunity to build community with amazingly talented artists in all disciplines from around the United States and Canada. Some will be life-long friends. My practices are now part of my daily discipline.
Residency Sites: Plainfield, VT
Though both of my parents were teachers, I never imagined that I would become one. After studying biology as an undergraduate, I devoted the decade of the ‘90s to grassroots organizing for social and ecological justice, often in collaboration with community groups in other countries. During those years, I led several training programs for new organizers, but I never thought of that work as “teaching.” In the tradition of Paulo Freire, I was simply helping people discover what they already knew. I finally came to understand that’s what teaching is. In 2000 I shifted from full-time organizing to full-time writing and editing. I began teaching in 2006, while continuing to work as a writer and editor.
Just as social movements are born and come to fruition through small steps taken each day by regular people, so do works of literature and art. (That is to say, I’m an aficionado of the practice school of writing.) Fastening words to the page (or screen) is an essential part of every workshop or seminar I lead, just as it’s an essential part of a writer’s quotidian life. As a writing mentor, I bring a toolbox, both literal and metaphorical. It might include literature translated (or not translated) from a language you’ve never heard of; a connection to a writer or artist on the other side of the continent; or concepts borrowed from anthropology, biology, ecology, linguistics, or sociology. It might also include kitchen utensils; glue stick and scissors; postcards or advertisements; original works of art; bottled scents or raw vegetables; or items from a recycle bin, garden, toy box, or thrift shop. In writing workshop—whether our shared space is physical or virtual—I open the box, offer some tools, and we build things (good, bad, and most of all, instructive) together.
I co-edited Telling True Stories: A Nonfiction Writers’ Guide (Penguin, 2007) with Mark Kramer. My book No Word for Welcome: The Mexican Village Faces the Global Economy (University of Nebraska Press, 2011) won the Grub Street National Book Prize for Nonfiction and the International Latino Book Award for Best History / Political Book.
I’ve long been interested in photography and book arts; I’ve recently begun experimenting with audio; and I’m thrilled by the possibilities of digital books and online literature. I have studied these media at the Instituto de Artes Gráficas de Oaxaca, Jack Straw Productions, Penland School of Crafts, and elsewhere. My prose began firmly grounded in narrative, but it’s begun bending toward the lyric. Recently, I’ve been writing about indigenous-language literature in Mexico, grief and loss, our national park system, and my neighborhood.
I have lived in Seattle’s Columbia City neighborhood since 2005, just a few blocks from Goddard’s Seattle-based MA in Education program. I moved to the Columbia City for the same reasons that Goddard did. Having grown up on military bases in six states on all three coasts (Atlantic, Gulf, Pacific), I spent a childhood immersed in communities that were culturally, economically, and linguistically diverse. The first time I attended a school in which white people like me were a majority, as an undergraduate, it was a shock. That was not the America I knew.
I write (usually daily); I edit books (usually various shades of nonfiction); I translate poetry and short fiction (usually by indigenous Mexican writers); and I teach (usually in non-traditional settings). Always, no matter the practice or the place, each writer’s social engagement is paramount for me.
I look forward to collaborating with Goddard students to bring good, meaningful literature into being, to share it with a wider community, and to help one another discover what we already know.
MFA in Creative Writing, Bennington Writing Seminars; BA in Biology, Oberlin College
John Christian Sevcik
Residency Sites: Port Townsend, WA
Photo credit: Angie Whidden.
John Christian, or as his friends know him, JC, organizes Lit.mustest, a Goddard student reading series in Seattle, WA, along with fellow students Chelsea Werner-Jatzke and Marty Stegner.
During his time at Goddard, JC has worked as a genre editor on the Pitkin Review. He has also served on Goddard's student council for two semesters, acting as co-chair for one.
He lives in Seattle, Washington.
Says JC about Goddard College: "Goddard is one of those rare places that makes it easy for you to be the best version of yourself. This is in no small part thanks to the amazing staff and faculty, the strong sense of community, and the school's incredibly progressive educational model and philosophy. But really? It's the people. More than anywhere else I've been, here you will find people giving the very best of themselves--personally, professionally, creatively--students, faculty, and staff alike--which can't help but encourage the same."
BA in Writing, Literature, and Publishing from Emerson College; AS in Recording Engineering from Full Sail University.
Before she came to Goddard Nancy Morgan worked in arts administration: she managed an arts council, an artists in schools program, and an art gallery, and was program director at the Smithsonian Children's Theater. She now facilitates writing and manages the Arts in Healthcare program at the Lombardi Medical and Research Center in Washington DC.
Nancy: After writing my way through personal crises, leading workshops and witnessing the empowerment people experienced after a day of expressive writing, and after enduring professional careers at odds with my own passions, it was time for Goddard. There I found people who had also experienced the power of words and could guide me along a path of individualized learning, self discipline and discovery that led to my current work. I loved the different perspectives and areas of expertise of my semester advisers - writers, psychologists, environmentalists, all enriching and supporting my investigation of writing and health. I so appreciate the emphasis on a totally individual approach to meeting learning objectives. The ability to choose the resources, practicum and thesis focus, with guidance but not coercion, freed me to really focus my energy on what I wanted to learn and achieve. This approach motivates one to continue learning after the degree is earned.
My thesis entitled Cancer Stories began with a synopsis of crises related to cancer in my own family, crises I interpreted and resolved through writing. Part two was a review of literature related to the health benefits of writing. Part three was a series of short stories and poems. Goddard moved me to the center of creativity, gave me confidence in my ability to write and to teach others. Transformative Language Arts at Goddard was magical, inspiring, exhausting, life-affirming. It was the hardest work I've ever done, especially because the outcome mattered so much to me. Other degrees are tucked away somewhere. My Goddard diploma is on my mantel.
The job I now have at the Lombardi Cancer Center is a synthesis of my personal and professional life and very close to a perfect fit. I give workshops and meet individually with cancer patients, their family members, chaplains, nurses, medical school students, and congregations. I release people from the burden of critiquing so they can express themselves freely and beautifully. I've helped people at the end of life compose letters to their infant children. I also conduct research about the health benefits of writing, based on the work of James Pennebaker and others.
From Nancy's thesis, Cancer Stories: Evidence of the Transformative Power of Language:
I recognize the faces of the newly diagnosed
shell-shocked, clutching a spouse's hand
anguish a small blue flame
lighting the deepest layers of the soul
birthplace of the new self.
I had a very positive overall experience at Goddard. I’m a great fan of Harry Potter; and Goddard was my “Hogwarts.” I’m a playwright and I wrote a musical for my thesis project. I owe a great debt to my two advisors. I was allowed to chart my own direction, learn from my mistakes—but always with the knowledge they were there to catch me when I fell, or set me upright and send me on my way again. The residencies were short (too short), intense, but full of laughter, tears, and camaraderie. I made friends I will have forever. I entered Goddard saying, “Why am I here? I’m not a writer.” I left saying, “I am a writer, and I do belong.”
The IMA program allowed me to combine and explore my interests in environmental and progressive education with my love of and foundation in art. Although I had a very clear vision of what I wanted to accomplish and stuck to it my idea gained a great deal of depth due to the rigor of the program and advice received from my advisors.
My work at Goddard has allowed me to enter the fields of progressive and environmental education with the confidence that what I have to say is innovative, important, and meaningful and to present a product that will actually help change the way environmental education is taught and the way children interact and connect with nature. While at Goddard I wrote and published a book, Wings, Worms and Wonder: A Guide for Creatively Integrating Gardening an Outdoor Learning into Children’s Lives. By embracing the fact that my learning reached such depth in the field, I gained the confidence to apply to present the work at multiple international conferences over the next year (and I was accepted to present at all of them!) and create a business that allows me the creative freedom to do what I love - create holistic outdoor learning experiences with students, teachers, and parents.
A 2012 graduate of the MA in Individualized Studies (IMA) program at Goddard College and a graduate of the Savannah College of Art and Design, Kelly has participated in the development and facilitation of multiple successful school and community gardens. She teaches at Montessori Tides School and in the University of Richmond's Nature and Sustainability Institute.
She is actively involved in her local garden club, her community children's garden, Slow Food First Coast's garden grant committee, The North American Association for Environmental Education, the Association for Experiential Education, and the American Montessori Society.
Kelly is an artist, surfer, musician, gardener, and seasoned Montessori teacher in Neptune Beach, Florida, where she can often be found riding her beach cruiser with her sidekick, Sean.
Visit her website for more information: www.wingswormsandwonder.com
MA in Individualized Studies, Goddard College, 2012; Bachelor of Fine Arts, Savannah College of Art and Design, 1998.
Residency Sites: Plainfield, VT
My experiences in teaching span from the early years, elementary, middle, and high schools, to college and university. This includes public and private settings plus a stint as a de-schooling parent. My teaching and research interests include reflective practice, applied philosophy, the notion of emancipatory relationships, and the radical potential of care. I have been a faculty member at Goddard College since 1990. At Seneca College, I teach courses in curriculum theory, interpersonal communication, philosophy of education, and anti-bias education. My personal interests lie in health and fitness. I am a certified Spinning instructor and personal trainer. I am always interested in pushing the envelope with my fitness and my learning and have recently addressed both by learning various kinds of dance. I am a volunteer coach and I am a board member at a progressive school in Toronto. I am the mother of two daughters and realize that parenting is, for me, a place where one can accomplish far-reaching, radical feats.
EdD in Curriculum, Teaching, and Learning, OISE-University of Toronto; MA in Women’s Studies and Psychology, Goddard College; BA in Education and Psychology, Goddard College.
Residency Sites: Plainfield, VT
Larken is running a campaign to bring medicinal plants, and the skills to use them, to kitchens and medicine cabinets everywhere! Watch the video below to learn more about her "Plant-based Wellness Revolution."
Larken Bunce (BA RUP '98) is a clinical herbalist and health educator in Central Vermont, where she co-directs the school/clinic, the Vermont Center for Integrative Herbalism (VCIH).
Emphasizing whole-person healing, her “medicine bag” includes Western herbal medicine, healing foods and functional nutrition, the biological sciences, Traditional Chinese Medicine, bodywork therapies, and mind-body techniques (meditation, breathing exercises, journaling, drawing, mindful eating).
As a graduate of the country’s first accredited Master of Science degree in Herbal Medicine, she has studied both evidence-based and traditionally supported clinical applications of herbs in Western, Chinese and Ayurvedic traditions.
Additional Training: Mind-Body Skills, Center for Mind-Body Medicine, Washington, DC; Foundations of Nutrition, Rooted Wisdom Center for Wholistic Living, VT; Traditional Herbal Diagnosis, Matthew Wood /Sunnyfield Herb Farm, MN; Avena Institute Herbal Studies Internship, Deb Soule, ME; Swedish/Esalen Massage Technician, Heartwood Institute, CA; Zen Shiatsu Acupressure & Whole Foods Nutrition, Heartwood Institute, CA.
MS in Herbal Medicine, Tai Sophia Institute for the Healing Arts; BA in Sustainable Health, Goddard College.
Elaine Terranova (MFAW '77) was born in 1939 in Philadelphia, Pennsylvania. She came of age in a working class neighborhood. She received a Bachelor's degree in English from Temple University in 1961 and an MFA from Goddard College in 1977.
Her first full-length collection of poetry, "The Cult of the Right Hand" (Doubleday, 1991), was chosen by Rita Dove as the winner of the 1990 Walt Whitman Award from the Academy of American Poets.
Porschia Librecht Baker
Residency Sites: Port Townsend, WA
Porschia Librecht Baker is an interdisciplinary artist writing an existence in her own vision. Baker's poetry is included in the book CHORUS: A Literary Mixtape. Currently, she is working on completing her full-length play. She is based in Los Angeles, CA.
Artist's Statement: Self-sovereignty is an option with which I thrive and build upon to create an existence in my own vision. I reclaim my birthright to build alternate realities inherent with deeply rich complexities. Central to creating is a malleable livelihood that allows for questions and transmutations so that I remain faithful to naming nations within, faithful to what resonates, faithful to my truth. This is my medicine. I invest in reshaping boundaries while acknowledging the potential limitations in their constructs. I work with the variations of what I know and harp my perspectives of existence. I aim to be communally inclusive so the works' words seep mantra-like with their stories' universality. I maneuver with an assemblage of personal, researched and witnessed cargo. My sensibilities reach from the pit of my desires where what appears to bone black bones is a nourishing container for herstories that arrived before as well as those yet to be midwifed to their breath. These aspects I share are leaves summoning branches rooted in servicing what I believe. This is my self-ordained privilege and a threshold I remember, comeback to, and journey through in order to arrive invoking actuality; a practice of summoning my whole self. With offerings of the celebrations, challenges, teachings, and growths I've been continuously gifted, I return to open space for healing.
MFA in Interdisciplinary Arts, Goddard College.
Residency Sites: Plainfield, VT
I have just published an erotic novel, Milk, as well as a memoir, Easter Everywhere. These two topics, sex and religion have always fascinated me and continue to be themes in my work. My most recent novel, Jesus Saves, was a New York Times Notable, as was my first novel Up Through the Water. Suicide Blonde was translated into seven languages. I have written extensively for magazines, including Spin, Art Forum, George, The London Guardian Magazine, Mirabella, and The Village Voice. Currently, I teach in the graduate program of both Columbia University and the New School in New York City. In teaching I focus on close readings of master stories to help students work through problems in their narratives. I’m also interested on a prose level in matters of word choice and clarity. But best of all I teach risk and try to help students find their own particular window ledge to jump off from.
MFA in Fiction Writing, University of Virginia; BA in English, Goucher College.
Alumna Mary Johnson (MFAW '02) speaks with Chris Matthews on MSNBC's Hardball on the first night of the conclave, March 12, 2013. Watch the video below!
Mary Johnson is the author of An Unquenchable Thirst: Following Mother Teresa in Search of Love, Service, and an Authentic Life. This memoir tells the story of Johnson's twenty years as a Missionaries of Charity, the group commonly known as the Sisters of Mother Teresa of Calcutta. After leaving the sisters in 1997, Johnson completed a BA in English at Lamar University and in 2002, completed her MFA in creative writing at Goddard College.
Johnson's need for support while writing was the inspiration behind the A Room of Her Own Foundation (AROHO), a group that champions women writers. Johnson serves as Creative Director of AROHO's retreats and is a fellow of the MacDowell Colony.
Her work has been featured in O: the Oprah Magazine, The Christian Science Monitor, The Toronto Post, The Denver Post, Fourth Genre, MORE Magazine, and others.
Mary Johnson on MSNBC's "Morning Joe" March 14, 2013:
Residency Sites: Plainfield, VT
I am a young scholar and artist with one foot in the academy and one foot hovering over the simultaneously open and dense space that can broadly be called aesthetics (a space whose density and largesse encompasses poetics, performance, and old school stuff like drawing). For the last six or so years I’ve called the work I do “Queer Science Fictions,” or QSF for short. QSF uses a variety of strategies (personal, surreal, and scholarly) to think about and make artifacts related to race, desire, and technology. On the broadest level, QSF thinks about the ways techno science impacts and is impacted by queers and people of color. In my dissertation work at the University of Texas at Austin, for example, I tell stories about chat rooms, addiction, race, publics, fantasies, and violence to think about how desire, difference, and death shape one another in both abstract and everyday ways. I ground these stories in recent local histories that track the disappearance of public spaces, the circulation of sex as a public problem, the effects of HIV/AIDS on gay men, and the increased use of virtual space as means to make contacts and have encounters.
My dissertation project, like most of the work that makes up QSF, is interested in liminal spaces and bodies and things, in the bleed between real and virtual life, between public and private, between hybrids and perverts, between desire and death, and so on. If this brief biographical sketch regarding my interests seems unclear, let me be more to the point: I am well-trained in “strong theories” that critique racism, sexism, homophobia, imperialism and other technologies of power and normatively which render forms of difference as problems requiring management, commodities to be branded, or pathologies demanding treatment. I therefore welcome working with students who are interested in learning more about the theories and everyday politics of race, gender, sexuality, and globalization.
At the same time I continue to work from and with these strong theories, I have also begun to open myself up to the possibilities represented by “weak theories,” the speculative and adventurous strategies whose routes and conclusions are rarely predetermined and often unpredictable. Opening myself up to weak theories means that I have increasingly made space for my heart, intuition, and empathy in all the work that I do. However, I rarely, if ever, know where these things will lead me; I wander and sometimes get lost. My commitment to “weak theories” thus means that I am also very interested in working with students with backgrounds in creative writing, art making, and performance (or those who are interested in such practices) who are looking to deepen creative practices with scholarship or who are looking for ways to make their academic work more creative.
Whether working in traditional or creative academic contexts, I believe that my responsibility as a teacher is not to spoon- or force-feed, but to facilitate and encourage the fruitful exchanges of ideas and the production of work so that I and the students with whom I work can grow more fully into ourselves. Currently, I’m reading 1970s science fiction and Shakespeare. I spend a lot of time these days thinking about longing, loss, immanence, intelligent design, and infinite possibilities. I’m also working on professionalizing myself within the academy (student loans don’t pay themselves). When not working or daydreaming, I’m doing yoga and swimming.
PhD in Social Anthropology, University of Texas at Austin; MA in Social Anthropology, University of Texas at Austin; BA in Studio Art, Grinnell College.
Residency Sites: Plainfield, VT
I am the author (with Ping Chong) of Cry for Peace: Voices from the Congo, which had its world premiere at Syracuse Stage and was produced at La MaMa Experimental Theatre in New York City.
I am a two-time recipient of the New York Foundation for the Arts Fellowship, including the 2010 fellowship in playwriting (for my play Name in the Street), a finalist for the Princess Grace Playwriting Award (for my play Wind in the Field), and a Pushcart Prize nominee (for my play The Heart of Fear).
My other plays include Fall/Out, produced by the Kitchen Theatre; The Heart of Fear, published in the journal Stone Canoe; and Northeast, which appeared in the journal Callaloo. Armory Square Playhouse produced Portraits, an evening of my monologue plays Theory of Night, directed by Playwright’s Horizons founder Robert Moss, Love Is a Blue Velvet Box, and Spoons, which was previously produced by Appleseed Productions. My one-man play Carver at Tuskegee was produced as part of Syracuse Stage’s BackStory! series.
My writing has also appeared in the journal Folio, among others, and in the anthology Alchemy of the Word: Writers Talk about Writing. I am Drama Editor for the award-winning journal Stone Canoe for which I have edited for publication plays by Kenneth Lin, Rogelio Martinez, and Chiori Miyagawa.
Since 2009 I have been the resident dramaturg for Syracuse Stage and have worked with Ping Chong on the creation of Tales from the Salt City, which had its world premiere at Syracuse Stage, and with writer Lauren Unbekant on the creation of the one-woman play Woman in a Blue Dress, produced by Syracuse Stage and the Everson Museum of Art in conjunction with the Impressionist exhibit “Turner to Cezanne.”
I have served as dramaturg on more than 15 Syracuse Stage productions, including Moby Dick, The Brothers Size, Red, Caroline, or Change, Radio Golf, No Child…, Fences, The Price, Little Women, The Diary of Anne Frank, and Picasso at the Lapin Agile.
I have been Visiting Writer at SUNY Oswego and have appeared as a guest on National Public Radio’s “Tell Me More,” discussing race in American theatre.
In addition to teaching at Goddard, I teach playwriting at Syracuse University and at Colgate University. I hold an MFA in Playwriting from Goddard College. I am a proud member of the Dramatists Guild of America.
MFA in Creative Writing, Goddard College; BA in English with a concentration in Creative Writing, SUNY Fredonia.
The flexible nature of the MA in Individualized Studies program at Goddard allowed me to integrate my love of speculative fiction, cultural studies, and human nature and develop it into a viable, academic pursuit. My thesis consisted of a completed novel and an extensive context paper that argued speculative fiction as having a significant role as a critic of dominant western culture. The residencies at Goddard were always stimulating and were integral to the development of my study plan. The friends I met there and the seminars offered provided continual opportunities for me to refine my study goals and consider alternative views. Working so closely with faculty allowed the exchange of ideas to flow in a very organic and individualized manner. All the faculty I had the privilege of working with, though willing to impart their knowledge, always made me feel as though we were learning from each other as well. My experience at Goddard changed the way I see and know the world. It has also helped me to organize and articulate the knowledge and passion I have into a meaningful and effective finished product. I look forward to speaking with you soon!
As I update this narrative in early 2009, I ask whether I still feel as optimistic toward Goddard College as I did when I was completing my BA in 2003. Without hesitation, I answer that the IBA Program profoundly affected me and continues to have positive impact on my life. I studied creative writing, women’s history and feminism. I could not have been happier with the school, from its administration, to the campus, to the advisors and fellow students. Even those advisors with whom I did not formally study were helpful to me when I had questions that pertained to their particular interests and expertise. The residencies were busy and productive. I always looked forward to them. Even with the busy schedule, I made time to write and to explore the campus, the library and downtown Plainfield. My final IBA product was a novel with a creative process paper. Often, when I talk to prospective Goddard students, they express concern about having time to “go to school.” Here is my answer. If you want to make the time, you will have the best times of your life because you will be involved in a program that has far-reaching and long-term impact on the way you act and react, on the way you go about living. When I did the IBA, I was a single mother, full-time employee and freelancer. It all worked out and I was able to get the packet work done. In fact, I enjoyed the packet work. The Goddard community taught me to how to engage with the beautiful and limitless possibilities that result from rigorous, critical engagement and experimentation, from reaching beyond one’s current ideologies and practices to experience personal and professional growth. Please, if you have questions or concerns send me an email.
Residency Sites: Plainfield, VT
I am the first of the first generation of North Americans on my mother's side of a large extended family. I love language, poetry and story, and understand, from my earliest home, the power of narrative, the centrality of culture, the magic of art, to shape our imagination of self and social possibility.
My life's work has been a deep engagement with the wonders of learning and community building, within a "griot" or bard tradition. As an artist and a scholar - a poet, a writer, a storyteller, a teacher, a cultural historian, a librarian, a researcher, an animator - my work has been, at heart, an interdisciplinary course of study in how we might name ourselves, dance, sing, sculpt, recreate ourselves, into a just world.
My "field" is feminist, "Africanist", humanist, and generalist. I've tutored neighborhood kids and assisted in coordinating international cultural education projects, written about the hermeneutics of "black" vernacular performance and struggled to find the form for teaching and learning in our most embattled social locations. I currently serve as a teaching artist, assistant professor and resident storyteller on the faculties of Eugene Lang College, and The Hayground School. I remain a student of language, poetics and ancient performance texts. I received a National Endowment for the Humanities fellowship for my work in African American history and the Griot tradition.
I've done undergraduate work at Sarah Lawrence College; graduate work in librarianship and women studies at St. John's University and The City University of New York respectively; doctoral work in African American history at The Graduate Center; and lots of learning and teaching in public libraries and schools. I've learned from my "students" that each place of pedagogy is a location for magic and metamorphosis. This keeps me going, writing, imgaging, searching.
My publications include the books Khoisan Tale and Bridge Suite: Narrative Poems Based on the Lives of African and African American Women in the Early History of These Black Nations. (Storm Imprints, 1998); the novella "Medea"; We Stand Our Ground: Three Women, Their Poetry, Their Politics, a collaborative book with Kimiko Hahn and Susan Sherman (Ikon Press, 1988); and co-editor of Art Against Apartheid: Works for Freedom.(Ikon Press, 1986).
PhD in English, University of the West Indies, MALS in Liberal Studies, City University of New York, MLS in Library and Information Science, St. John's University; BA in Liberal Arts, Sarah Lawrence College.
Residency Sites: Port Townsend, WA
BFA in Film with a minor in Visual Effects, Savannah College of Art and Design, May 2012.
Residency Sites: Plainfield, VT
Her Goddard senior study, “Unwrapping Chocolate: An Ethnobotanical Study of Theorama Cacao,” had prepared her well for winning the Food Network's "Sweet Genius" competition in 2012.
Having worked for several years as a chocolatier, Neely was familiar with cacao beans – the seeds harvested from fruit on cacao trees. (Theobrama cacao, the Greek name of the tree, translates as “food of the gods”).
During her first semester at Goddard, Cohen honed her culinary arts skills by training at the Natural Gourmet Institute in New York City. For her second semester at Goddard, she landed a placement as Executive Chocolatier at ChocoMuseo, a museum in Cusco, Peru, devoted to understanding the history and production of chocolate. While there, Cohen had the opportunity to spend time in the Amazon rainforest and to see cacao trees in their native habitat. Like an artist getting to know her raw materials, she learned how to roast and ferment cacao seeds and to create cacao paste. At ChocoMuseo, Neely created chocolate recipes and taught visitors the bean-to-bar process.
Her senior project expanded on her Peruvian experience with research on the historical, agricultural, medicinal, and folkloric aspects of cacao.
One of Neely’s future goals is to open a chocolate café where people can enjoy creative varieties of chocolate while also learning about the bean-to-bar process. In the meantime, anyone can try one of Neely’s brilliant desserts by visiting Cambridge, Massachusetts, and heading over to Central Kitchen, where she is Executive Pastry Chef.
My writing focus at Goddard was to become a playwright. I'd always felt quite alone in my dedication to writing. No one I knew worked at it the way that I did or thought about writing as I did. And, everything I wrote was amazing. It was like being five years old and having every creation pinned to the refrigerator. Going to Goddard not only introduced me to people who were serious about their writing, but also helped me to find the critical skills I needed to continue to grow. I honestly feel it would have happened nowhere else. To say that my experience at Goddard has changed my life is an understatement!
When Claudia Turnbull's children were grown, she decided to learn more about a meditation practice stemming from Vedic teachings she had been following for thirty years. She needed either a low-residency or a distance learning program that would allow her to study wherever she was. She chose Goddard's low-residency MA in Individualized Studies degree program, where she explored concepts of consciousness within Indian philosophy and wrote A Spiritual Memoir for her thesis.
Wm. Anthony Connolly
Residency Sites: Plainfield, VT
I was born in Knoxville and grew up in Blount County, Tennessee, in the foothills of the Smoky Mountains. Since then I’ve lived in Baltimore, Roanoke, Austin, San Antonio, New York, and now Norfolk, Virginia. I’m the author of three books of fiction: the novel Bitter Milk (2005) and the short story collections Born on a Train (2003) and Stop Breakin Down (2000), all with Picador USA. I won the Whiting Writers’ Award in 2000 following the publication of Stop Breakin Down. My stories have appeared in Ploughsares, The Harvard Review, The Oxford American, American Short Fiction, Tin House, StorySouth, and Grist, among other journals. I’ve been teaching at Goddard since June 2007.
Describing my teaching philosophy can seem almost as difficult to me as writing a novel (which is to say, difficult!) but I’ll try. In a writing class I like to start by asking each student what she most ardently wants to accomplish, so that I can devise an individual strategy to help her see that goal to fruition. It’s my aim as a teacher to foster an environment in which no one abandons an idea simply because its execution seems too strenuous. I urge writers to keep the stakes high in their work and explore without fear, because I firmly believe learning to revise in the true sense of the word—seeing anew—can result in startling and remarkable effects that may have previously seemed impossible. A great teacher of mine, the novelist David Bradley, organized the class I took with him around the principle that “Anyone can write; professionals revise.” When I tell students that I throw away more than ninety percent of my own output, it gives me a platform for encouraging them not to deem a page precious simply because they’ve written it. Several times I’ve taught specialized revision workshops that aim to revise how students think about revision, starting with the etymology of the word revision itself. A writer brings in a story that has lain untouched awhile; after it has been examined, the class generates assignments for new scenes, conversations, and descriptions that must be written. Given a story in the point of view of X, who murders her husband Y because he's been sleeping with her sister Z, the class might direct the author to "write the scene where X goes to buy the rat poison," or "write a paragraph in Z’s POV describing Y physically," or "write the scene where X, Y, and Z all head to the beach to play mini-golf," because while these are experiments rather than prescriptions, in my experience the average X-Y-and-Z story draft fulfills only a smidgen of its tragic, comedic, and situational potential.
I realize it can seem anti-artistic to treat a text as a mechanic treats a car on the hydraulic lift—something to be scrutinized, disassembled to find out what is and isn’t working—but that is how I’ve most often succeeded in revising my own work. As a child I was lucky enough to attend a Montessori school where we literally cut up sentences and arranged the fragments in piles marked adverb, prepositional phrase, noun; sometimes I think back on this exercise when helping students identify elements of a story that help it to cruise forward, lurch, or screech to a halt.
I grew as a writer by paying heed to other writers’ techniques, but I also became a better reader by learning to read like a writer. Once I’d developed a writer’s sensibility, reading seemed to me like an aspect of the craft, as did other activities in my life: observing, dreaming, walking, waiting. Thus I try to impress upon my students that refining how they conceive of the act of writing can transform the very way they regard themselves and the world around them—and of course I tell them I believe this is a consequence to be desired.
MFA in Creative Writing, Michener Center for Writers at the University of Texas at Austin; MA in English and Creative Writing, Hollins University; BA in English, Goucher College.
Alumni, Former Trustee
Andrea Leebron-Clay is currently vice-president and partner in Regency Pacific, Inc., which provides senior residential services in Washington, Oregon, Idaho, California and Hawaii. Trained as a Gerontological Nurse Specialist with additional credentials in physical rehabilitation, Ms. Clay has teamed with her husband, James, to focus Regency Pacific’s corporate culture on the maximization of human potential, whether for residents or employees. She has implemented innovative programs focused on physical and cognitive rehabilitation including participation with the National Institutes of Health in programs for prevention and treatment of incontinence. Projects recognized by the National League for Nursing include rapid physical assessment strategies and nursing algorhythms for accelerated rehabilitation of common geriatric diagnoses.
Leebron-Clay received an MFA in Creative Writing in 2002 and an MA in Sustainable Business & Communities in 2009 from Goddard College.
Philanthropic activities include board memberships for Sustainable Connections, a local organization that serves as a national model for sustainable local living economies and Project Education, an NGO co-founded by Leebron-Clay to foster sustainable communities and education in Kenya. The Clay Foundation and ClayforEarth are vehicles which also provide consulting and support for a wide variety of both animal welfare and sustainable development projects. When not otherwise engaged, Ms. Leebron-Clay creates documentaries to advance not-for-profit organizations.
The Clays have seven living children, ten grandchildren, and four very spoiled dogs that share space with the ever-present orphaned cats.
Residency Sites: Plainfield, VT
My main interests have to do with helping students rigorously challenge popular assumptions about education by employing thoughtful methods of research and sound reasoning. Politically I am committed to social justice education based on a class analysis and working towards evidence based methods. I am particularly interested in working with students who are willing to engage in wide interdisciplinary study of the longue durée and exploring progressive methods of the teaching of Big History. I have been a faculty member at Goddard College since 1990 and a Liberal Studies professor in Toronto. I am also board president the John Howard Society Toronto, a non-profit organization committed to social justice by helping men in conflict with the law.
PhD in Education, The Union Institute; MA in Psychology, Goddard College; BA in Education and Psychology,Goddard College.
Don Mayer (BA RUP ’75) is the founder and CEO of Small Dog Electronics, a socially responsible company specializing in Apple products, based in Waitsfield, VT. Don was the keynote speaker at the Fall 2012 Vermont Businesses for Social Responsibility Conference and will be opening a new retail store in Rutland, VT in April.
Based in Waitsfield, VT, Small Dog Electronics is New England’s largest Apple Specialist and one of the top Apple resellers in the United States. Small Dog is a socially responsible company focused on constantly improving their impact on the environment, their community, their customers and employees in addition to maintaining their profitability.
Nearly 30 years ago, Mayer moved to Vermont to study alternative energy sources at Goddard College where he studied wind energy. When asked how Goddard influenced his life and career Don said,
“The Goddard experience was truly life-changing for me. Goddard gave me space to explore and a professor who took an interest in me as a person and gave me the tools I needed to learn, excel and succeed. My Goddard experience was a watershed moment in my life.”
Don started North Wind Power Co. (now Northern Power Systems) shortly after he graduated in 1974. In 1988 he sold Northern Power Systems and started Maya Computer Co., which sold Macs in the Mad River Valley. In 1995 he founded Small Dog Electronics and began hiring employees.
Small Dog’s mission is to “create amazing products to improve people’s lives.” The website says: “We are a socially responsible company, which means we have a multiple bottom line. The effect we have on our environment, community, customers, and employees is just as important as maintaining our profitability.”
Small Dog recently installed a large solar photovoltaic array that powers 100% of the electricity of the South Burlington store and a significant percentage of the Waitsfield location. They have also installed a FreeAire cooling system that uses outside air to cool their server.
Small Dog also holds several free eWaste Collection days every year. During the first one, held on Earth Day in 2006, they collected 50 tons of eWaste. Now Apple completely funds Small Dog’s four annual eWaste collection events. In 2010, Small Dog lobbied for and was a major reason that the most comprehensive eWaste law in the nation passed in Vermont.
Small Dog will be opening a new retail store in Rutland, VT this spring. “We believe that we can play a major role in the revitalization of downtown Rutland with renewable energy technologies while promoting energy conservation. We’re excited to bring our business to this dynamic city, which we believe is teeming with untapped potential,” Don Mayer said.
Compliance Publisher, Registrar Publisher, Staff
Maria Chaudhuri was born and raised in Bangladesh. She received her MFA in Creative Writing from Goddard in 2009.
Her memoir, Beloved Strangers, which was her Goddard thesis, was published by Bloomsbury UK in 2014.
Her essays, features and short stories have been published in various collections, journals and literary magazines. She lives in Hong Kong.
Bachelor of Arts in Philosophy and Religion, Mount Holyoke College; MFA in Creative Writing, Goddard College.
Jessica F. Morris
Residency Sites: Plainfield, VT
So much of psychology involves thinking on multiple levels, attending to the smallest details while keeping an understanding of the whole. I bring this perspective to working with students, both as a method of teaching and a skill to teach. My goal is to work collaboratively with students to identify specific areas of learning within the larger context of professional objectives.
I am a licensed clinical psychologist and certified health services provider in Massachusetts. My career is a combination of teaching, clinical work, research, writing, and professional activities. Conducting psychological testing and assessment, I work with children and adults. My background in psychotherapy has been primarily with adults in individual cognitive-behavioral and behavioral therapy. I also have experience with substance abuse treatment, group therapy, couples and family therapy, brief therapy, and feminist therapy. Most clients with whom I work have been low-income in both rural and inner city settings.
My primary area of research is in lesbian psychology with a particular focus on the development and disclosure of lesbian identity. I examined the relationship between mental health and being out for lesbian and bisexual women. For my research, I have received a number of awards. Recently, the areas on which I have focused include, lesbian and bisexual women of color, lesbian and bisexual mothers, and the role of the ex-gay movement and reparative therapy on public policy. For many years I have been active in, and dedicated to, the work of Division 44, the Society for the Psychological Study of Lesbian, Gay, and Bisexual Issues, serving on the Executive Committee and as the 1999 Division 44 Convention Program Chair.
PhD in Clinical Psychology, University of Vermont; AB in Psychology and Women's Studies, Vassar College.
Isla McKetta (MFAW '10) is a novelist and book reviewer by night and a blogger by day, occasionally writing for Written Word. She earned her Master of Fine Arts in Creative Writing at Goddard College and worked in various capacities for the literary magazines Pitkin Review and Farfelu. In 2009, Isla was a guest reader with the Artsmith Salon Series in Doe Bay, Washington.
A native of Moscow, Idaho, Isla’s undergraduate studies included Bachelor’s degrees in Political Science and Sociology from the University of Washington and a certificate in literary fiction from UW Extension. Isla lived in Poland and Chile and speaks several languages. She makes her home in Seattle where she is on the board of Richard Hugo House.
Her book, Clear Out the Static in Your Attic, co-written with Rebecca Bridge, was published by Write Bloody Publishing in March 2014, and her novel, Polska, 1994, is forthcoming from Editions Checkpointed in May 2014.
Evalyn Cora Bates was one of the first two graduates of Goddard College’s four-year undergraduate program in 1943. Her 1957 graduate thesis from the University of Chicago -- "Development of the Goddard College Adult Education Program" -- was the first clear articulation of a low-residency, progressive education program.
In 1963 the Adult Degree Program was founded at Goddard College largely because of Evalyn's vision and hard work. It formed the basis for the many low-residency adult degree programs around the country.
Evalyn Bates opened the door to higher education to thousands of adult and non-traditional students, so we are proud to have her name grace our front door. Her thesis proposed that the Goddard model of education would:
- Evaluate progress and discuss successes and failures;
- Provide time to search for meaning;
- Provide situations for motivated students to achieve their goals;
- Provide opportunity for satisfying personal and social relationships;
- Encourage students to become who they truly are, expand their potential, and increase confidence with peers, allowing for continual life growth benefiting the individual and society;
- Be based on key situations that are part of daily life;
- Be imaginative, creative, and bold in design.
Residency Sites: Plainfield, VT
Steve James is the Interim Academic Dean.
I have been teaching at Goddard since 1993. I left clinical practice to devote my professional efforts to teaching, research, and consulting. My academic interests include: ethnic minority issues, human sexuality and sexual orientation, hospice counseling and death & dying, community psychology, family therapy and mixed-race/adoptive family issues, violence prevention, ethics, qualitative research methods, cultural competency, psychology and films, and gestalt therapy.
My philosophy of teaching centers on a commitment to meet students where they are at in their development as scholars and psychologists, while maintaining a realistic understanding of the demands of the professional marketplace and our profession’s ethics. I am interested in our graduates being license-eligible and being competitive applicants to doctoral programs. I am also interested in our students and graduates being effective agents for improvements in the field of psychology (clinical, community, and educational) and their communities.
My research interests, publications, and grants focus primarily on: community interventions for the prevention of violence against gay and lesbian youths; family systems related to the special issues of gay and lesbian parents and children, adoptive and foster families, and mixed-race families; AIDS and hospice care; and cultural competence in mental health services. I have a personal interest in Native American spiritual practices in mental health.
In addition to consulting to professional organizations and businesses, I have worked as: The clinical director of the Boston Gay and Lesbian Adolescent Social Services, the managing partner in two group practices, a trainer for the American Psychological Association in AIDS Psychology, a substance abuse counselor, a mental health counselor in two psychiatric hospitals, and as a counselor to other Peace Corps volunteers in Benin, West Africa. I have served as an Associate Editor for an APA journal, Cultural Diversity and Ethnic Minority Psychology.
I am a former Trustee of the American Psychological Foundation (APF). I am President Emeritus of The Society for the Psychological Study of Lesbian, Gay and Bisexual Issues of the American Psychological Association (APA). I am also President Emeritus of The Society for the Psychological Study of Ethnic Minority Issues of the APA. I have experience in APA governance, as a member of the Committee for Lesbian, Gay, and Bisexual Concerns. I am a member of: The American Counseling Association, the Council of Graduate Departments of Psychology, The Society of Indian Psychologists, The Division of Family Psychology (APA Division 43), and the American Association of University Professors. My husband, Todd, and our sons, Greg and Max, live on Cape Cod.
PhD in Clinical Psychology, Union Institute; AB in Psychology and AB in Philosophy, Dartmouth College.
On October 6, 2013, Goddard College bestowed the third annual Presidential Award for Activism to Olympic gold medalist, educator and activist Dr. Tommie Smith. View the slideshow of photos below or scroll down to read Dr. Smith's bio.
Watch news interview:
Tommie Smith (MA '74) began life quietly, born to Richard and Dora Smith on June 6, 1944 in Clarksville, Texas, the seventh of 12 children. Tommie Smith survived a life-threatening bout of pneumonia as an infant which allowed him to carry out the work that God intended for him. Today, his historic achievements make him a nationally and internationally distinguished figure in African American history. He is the only man in the history of track and field to hold eleven world records simultaneously.
During the historical 19th Olympiad in Mexico City in the summer of 1968, Tommie Smith broke the world and Olympic record with a time of 19.83 seconds and became the 200-meter Olympic champion. As the Star Spangled Banner played in the wind at the Mexico City Summer Olympic Games, Tommie Smith and John Carlos stood on the victory podium, draped with their Olympic medals, each raised a clinched fist covered in a black leather glove in a historic stand for black power, liberation, and solidarity.
This courageous, unexpected worldwide event propelled Tommie Smith into the spotlight as a human rights spokesman, activist, and symbol of African American pride at home and abroad. Cheered by some, jeered by others, and ignored by many more, Tommie Smith made a commitment to dedicate his life, even at great personal risk to champion the cause of oppressed people. The story of the “silent gesture” is captured for all time in the 1999 HBO TV documentary: "Fists of Freedom" and in 2008 Documentary “Return to Mexico City” by ESPN.
Tommie Smith’s courageous leadership, talent, and activism have earned him well-deserved acclaim and awards. Some highlights are included here:
- featured in Sports Illustrated, Ebony, Time, and Newsweek;
- 1969-1971 Tommie played for the Cincinnati Bengals;
- 1978 member of the National Track & Field Hall of Fame;
- coaching staff of the 1995 World Indoor Championship team in Barcelona, Spain;
- 1996 inducted into the California Black Sports Hall of Fame;
- 1999 Sportsman of the Millennium Award;
- May 1999 inducted into the Bay Area Hall of Fame;
- November 1999 inducted into the San Jose State University Sports Hall of Fame;
- 2000-2001 the County of Los Angeles and the State of Texas presented Tommie Smith with Commendation, Recognition and Proclamation Awards;
- 2004 the French Government named a Gymnasium and a Youth Sports House in March 2007 in Paris in his honour;
- In 2012 Tommie was inducted into the California Sports Hall Of Fame;
- AAU Legend Sports Hall of Fame 2012;
- 2012 Texas Black Sports Hall of Fame;
- Goddard College Presidential Award for Activism, October 2013.
Since the games of the 19th Olympiad, Tommie has enjoyed a distinguished career as a coach, educator and activist. Tommie started his college teaching and coaching career at Oberlin College in Oberlin, Ohio serving for 6 years and in 1978 re-located to Santa Monica, California. He served as a faculty member at Santa Monica College, Santa Monica California for 27 years, teaching and coaching and serving on academic committees. Tommie has dedicated a total of 37 years to educating and teaching our children. In June 2005 he retired and move to Georgia. He continues to travel nationwide giving of himself to all.
The Tommie Smith Youth Initiatives partner with Delo 2K Enterprise is in its 10th year in the Northern California and 5th year in Washington DC. Dr. Smith continues the struggle by helping bring awareness to our youth about Health and Wellness. Dr. Smith completed his Autobiography titled Silent Gesture published by Temple University Press in January 2007, which was nominated for an NAACP Image Award in the literary category Autobiography and Biography, The Peace Abby Courage of Conscience Award April 2008, and The ESPYS Arthur Ashe Courage Award July 2008. The Trumpet Awards in 2007.
Tommie Smith received his Bachelor of Arts degree from San Jose State University in Social Science with double minors in Military Science and Physical Education. In 1974 he received his Master's Degree in Sociology from Goddard College, Cambridge, Massachusetts. As a college student, Tommie amazingly tied or broke a total of 13 world records in track. However, realizing the importance of education, Tommie went on to obtain a Master's Degree in Sociology. Tommie was awarded an Honorary Doctorate Degree (LHD) from his alma mater, San Jose State University in May 2005.
Residency Sites: Plainfield, VT
I love working with Goddard students, for like you, experiential learning has been a life-long passion for me. I enjoy helping students find ways to use the world around them as the classroom. I also love the challenge of working with students who have a lot of different interests and want to find ingenious ways to cross the traditional discipline boundaries.
My work is in psychology, in movement arts, and living on the land raising goats, vegetables and chickens. I am a psychotherapist in private practice. In the past I was director of the Northeast Organic Farmers Association of Vermont. Before moving to Vermont I lived in other countries for many years.
I am fascinated by the human psyche, amazed by the wisdom of the moving body, and find hope in the growing worldwide movement for a sustainable planet. In my work as a therapist, I am constantly surprised, for I find our multi-layered human psyche to be endlessly fascinating. I’m amazed at how our experience of being a person changes throughout our lives – and even from moment to moment!
The questions I am now researching in psychology are: How to use body awareness and expressive movement as a way to more deeply understand our experience? How do psychotherapy, spirituality and the imagination intersect? And, what are the ways that psychotherapy can work more on the front edge of social change? The tools I use in my practice are: depth psychology, expressive therapies, self-state therapy, Jungian psychology, and body-oriented psychology.
When I teach Tai Chi, Aikido and Authentic Movement, the question I’m exploring is how we can directly connect to the life force that runs through our bodies and the Earth. I love asking questions and I love working with the questions students are asking. I wonder about everything. What is the nature of the self? What is the meaning of life? I love especially the questions that open up into deeper questions and hold us in that tension between our yearning to experience the world as meaningful and knowable, and our yearning to experience it as infinitely mysterious.
In the 1960s and '70s I put a pack on my back and hitched through Asia, the Middle East and Europe looking for answers. What I found were more questions. I settled in Paris for 8 years – a city that thrives on questions. Returning to Vermont in 1979 I joined the movement for sustainable communities and social justice.
For the past 20 years I’ve been a practicing psychotherapist – a profession that is in love with questions. And out in the country on a hillside, my dream has come true of living on a small farmstead with my spouse, raising goats, chickens and vegetables. Here on this little piece of Earth, I find myself wondering about sense of place and the human spirit, and what happens when they intersect. And what happens when they don’t.
Formal Education: Licensed Clinical Mental Health Counselor; MA in Psychology, Norwich University, 1990; Graduate work in Chinese Studies, University of Michigan, 1966-67; BA in Far Eastern Studies, Earlham College, 1965.
Life Learning: The most important learning experiences for me have taken place outside of the university. I have learned from people and their stories in many different places from an Appalachian coal mining camp where I lived as a community organizer, to the rainforests of Borneo where I had the privilege of being invited into tribal villages. I learn from the honesty and openness of my clients in my therapy practice. And, of course, I learn from you, the students and faculty members of the Goddard community who don’t stay with the easy answers, who celebrate the imagination, and who do things that really matter to you and to the world.
MA in Psychology, Norwich University; BA in Far Eastern Studies, Earlham College.
Susan Merson has authored a nonfiction book (written at Goddard College) entitled Your Name Here: An Actor/Writer's Guide to Solo Performance (Star Publish, 2004) and is a working actor, writer, producer, and educator.
Residency Sites: Plainfield, VT
In addition to my new role as BA in Individualized Studies Program Director at Goddard College, I am an adjunct professor in Curriculum and Instruction and Technology and Education in the School of Education of Lesley University. I served as core assistant professor for nine years, teaching courses in teacher action research, learning and teaching, equity, leadership, and emerging technologies for education. Most recently I served as the Program Director of Elementary Education at Keiser University in Sarasota, Florida.
I have taught at the college level in the traditional format, intensive weekend, hybrid and online environments. I have many years of experience as a diversity/educational generalist trainer/consultant. As a graduate student at UMASS, and while a full-time faculty member at Lesley University I coordinated several research projects and evaluation efforts including one for the University of Vermont.
I am a graduate of the University of Rhode Island (BA), the Heller School at Brandeis University (Masters of Management in Human Services - M.M.H.S.) and the University of Massachusetts Amherst (Ed.D). I was a co-investigator of a major Carnegie Corporation grant to improve interethnic relations among youth, and the Director of the USENIX technology grant to mentor youth in three Boston area Computer Clubhouses. Prior to relocating to Sarasota, Florida I served as the education coordinator and Study Skills teacher of the Alternative Education Program (AEP) Summer School for at-risk 8th graders in Woonsocket, Rhode Island for three years. A chapter on my experience will published in an upcoming book on inclusive education in August 2011.
My areas of interest include the use of technology in education, racial and cultural identity formation (youth and adult) and educational strategies to improve the academic and social achievement of “at-potential” youth. I developed a curriculum on Cultural Identity Groups for use in anti-racism programs in schools. I am passionate about faculty professional development and enjoy working with educators at all levels of the profession. I am a multicultural curriculum specialist and a consultant for Sarasota County Government’s management leadership academy in Sarasota, Florida where I reside.
My passions are gardening, reading, walking, contemporary jazz, learning to paint on silk and enjoying family and friends.
EdD, University of Massachusetts Amherst; MMHS, Heller School at Brandeis University; BA, University of Rhode Island.
Residency Sites: Plainfield, VT
I value art for its ability to create a kind of knowledge. Art allows us to look at something in a new way. I do not set out to represent what is already known, but to look at what is there through different lenses. Art can tell stories that otherwise remain untold. We are able to say things that would otherwise be unspeakable and hear from multiple perspectives. Art is a way to test a thesis. As often as not I am faced with an opening of possibilities rather than any definite conclusion. Time based and installation works draw us into these possibilities using sound, light, space and motion. Visual associations create meaning using histories, dreams, visions and emotion. The marrying of these elements in unexpected juxtapositions can destabilize the compulsion to stay with the familiar and allow the incomplete and uncertain to be savored and explored…
My work attempts to make the familiar strange and the strange familiar. I am fascinated with how people make meaning, and how that meaning is applied in our lived lives. At its core my work deals with the relationships between memory, nostalgia and meaning and how this complex web plays out socially, politically and emotionally. At its most obvious, my work deals with issues that I am passionate and curious about: race, gender, sexual orientation, class, mass amnesia, the effects of new technologies on our collective consciousness and visions for creating new possibilities.
My philosophy informs my practice…
“... the function of art is to do more than tell it like it is—it’s to imagine what is possible.” bell hooks envisions art in the way that I embrace my role as an advisor-as an engaged, dynamic practice. My work is grounded in the experience that learning is interactive. Transformative learning is most likely to occur when we are personally engaged with the material and perceive the subject matter to be directly relevant to our own lives. I work with students to contextualize their work within the world.
I have often said that what I really do is translate, remind people of what they already know and empower them to use it and develop it further. I facilitate. I see my role as a “teacher” in a similar fashion. I am not there to “deposit” knowledge, but to co-create it. . This is an interactive process that involves discussion, reflection and action. It begins with questioning what we “know” and continues with an acting out our preoccupations and curiosities. How did we come to know what we believe to be true? How can we expand our signifying systems?
Other interests: I have practiced social work in residential centers and city schools for the past 17 years. I will be moving these skills in 07-08, to commit more time to working at the college level and to give more time to my own practice. I am also the founder and director of an international artist and activist group, the Evolutionary Girls Club. The group is an inclusive group of artists and activists. Anyone can join. The name is a play on the old boys club. Wo(men) have been represented by male verbage throughout (his)story. The “boys” get to be honorary “girls” for a change.
We have done shows in many countries around the world, usually as fundraisers or in conjunction with events that take on social issues. The group has published compilations and books. We are working on obtaining a space that would also function as a community arts center/gallery in the city where I currently reside, Rochester, NY.
PhD in American Studies, University at Buffalo; MFA in Media Studies, University at Buffalo. MSW in Social Work, Syracuse University; BS in Social Work, Nazareth College.
Residency Sites: Plainfield, VT
I grew up in a family of gardeners and have been growing food organically all my life. In thirty years of off-grid homesteading in Vermont, I learned about living in partnership with nature, producing and storing all our vegetables and fruits, growing shiitake mushrooms, green building, energy efficiency, and renewable energy, and I home schooled my two children K-12. I continue to research year ‘round greenhouses, relocalizing the economy, legislative policy to protect the earth, and ecosystems as models for sustainable human communities.
I joined the Goddard faculty in 1997 and have been working in the BA and MA in Individualized Studies, BA in Sustainability, and Health Arts and Sciences programs. I am very grateful to be part of the Goddard community, and I love collaborating in the enthusiastic learning that is part of self-directed studies.
In response to student interests, I developed the BA in Sustainability Program that includes presentations by sustainability leaders and field trips to local farms and businesses. Since its formation in 2007, I have chaired the Goddard Sustainability Committee as we work to increase campus energy efficiency and reduce carbon emissions with a goal of carbon neutrality by 2020.
I created and manage the Sustainability Entrepreneurs’ Grant Program and the Sustainability Listserv. I am a member of the UVM Sustainability Faculty Fellows Program that is working to advance sustainability education, the Vermont Citizens’ Climate Lobby, and my town energy committee.
Before coming to Goddard, I was in private practice as a therapist for twenty years with a focus in holistic health counseling, psychotherapy, dream analysis, family systems, conflict resolution, communication skills, and bodywork. In health counseling, I use the principles of Chinese medicine, Ayurveda, vegetarian nutrition, and mind/body healing; in therapy, I use transpersonal, archetypal, cognitive, systems, art therapy, and hypnotherapy approaches; and in bodywork, I do neuromuscular therapy. My work is also based on a practice of daily meditation, yoga, study of spiritual traditions, and trips to meditation retreats in India that I began when I met my spiritual teacher when I was 20. Working with people making major changes in their lives or healing from serious illnesses such as cancer has taught me about the power we have to overcome daunting challenges, change our ways of thinking and being, and take our lives in a new direction.
PhD in Consciousness Studies, The Union Institute; MA in Counseling Psychology, Vermont College; BA in Transpersonal Psychology, Goddard College.
Residency Sites: Plainfield, VT
My interests as a writer have always had an international focus, and my plays, musicals and screenplays have often used theatrical conventions and forms from around the world to explore contemporary American subjects.
For example, I have written a Japanese Noh Drama about Elvis Presley (Blue Moon Over Memphis); a musical comedy inspired by world mythologies and Saturday morning cartoons (Coyote Goes Salmon Fishing); and a contemporary drama about the aftermath of terrorism written in the form of a Greek tragedy (The Women of Lockerbie). My play, Into the Fire, draws on the methods of magic realism from Latin American novels to dramatize life in an Alaskan fishing town.
This eclecticism informs my teaching. I try to expose my students to conventions and techniques found the world over in order to build a flexible tool kit that will help them create works that can speak to our global community.
I take a “mechanics” approach in my teaching as well. I like to rip apart plays and movies to see how they work technically and I encourage my students to do the same. I believe that there are no limits to what you can do on the stage, screen or page.
I also believe that the audience is quite adventurous. This comes from producing theater in Alaska for 15 years. I was one of the original company members and the producing director of the Perseverance Theatre, where I learned over and over that audiences will follow you just about any place you want to go provided you prepare them through your craft for the journey.
Recent works include: The Poetry of Pizza, a comedy about love, which is currently being produced in regional theatres around the US; The Blue-Sky Boys, about NASA's Apollo engineers, which will premiere at the Barter Theatre in Virginia in 2010, after winning first place in their annual new play festival; The Velvet Weapon, a backstage farce about the Velvet Revolution in Czechoslovakia , written with a grant from CEC ArtsLink and a playwriting fellowship from the NJ Council on the Arts.
I am currently working on three new projects: Crossing Over, a hip hop musical set in Amish country with composer Stephanie Salzman; an opera based on Edgar Allan Poe stories, with composer Patrick Soluri, which has been commissioned by the American Lyric Theatre; and a new play about military families commissioned by Virginia Stage Company in Norfolk, VA.
Previous plays include: The Women of Lockerbie, published by Dramatists Play Service. It was originally produced off-Broadway after winning the silver medal in the Onassis International Playwriting competition and the Kennedy Center Fund for New American Plays award. It is translated and published in numerous languages and is produced each year around the US and internationally. Blue Moon Over Memphis is published in Japanese by Musashino University and in the U.S. by Applause Books in The Best Short Plays of 2004. Signs of Life won the Jane Chambers award and was a Pinter Review Prize for Drama gold medalist. It is published by Samuel French, as is Into the Fire, which won the Weissberger Award.
Screenplays: Covered Dishes, written with a commission from Fox Searchlight and Goat Cay productions; and Mexico in Alaska.
Musical works: Coyote Goes Salmon Fishing, with composer Scott Richards, winner of the 2001 Frederick Loewe Award. King Island Christmas, an oratorio written with composer David Friedman, also the winner of the Frederick Loewe Award, which is regularly produced around the U.S. and was recorded in a cast album by 12-time Grammy winner Thomas Z. Shepard; and Goodbye My Island, also with David Friedman.
MFA in Playwriting, Brown University; MFA in Musical Theatre Writing, New York University's Tisch School of the Arts; MA in Political Science, Kent State University; BA in English and Political Science, Kent State University.
Residency Sites: Plainfield, VT , Residency Sites: Port Townsend, WA , Residency Sites: Seattle, WA
Rachel Van Fossen
Residency Sites: Plainfield, VT
I am a polite Canadian and an unruly American--or is it the other way around? I live in Quebec and I am sometimes clumsy.
I am interested in bringing together diverse ‘truths.’ I am drawn to investigating tensions that arise from contradiction, conflict and multiple possible meanings in myself and in the collaborative worlds I inhabit. I am a ‘context-specific’ artist; I adapt forms and processes to immediate human circumstances.
I am an interdisciplinary thinker, with a disciplinary background and an established practice as an artistic director, writer, and director of theatre performance. I frequently collaborate with artists of diverse backgrounds on projects in various mediums and settings. I am drawn to work with people on photography and video projects, contemporary dance, writers’ groups, sound installation, music composition, and commissioning visual artists to create for thematically conceived performance events.
In the 1990’s, my practice shifted to participatory, collaborative, community-based performance forms. I am passionate about engaged art practices, especially those that welcome a diversity of perspectives and dare to hope they will contribute to social, personal, and political change.
I like to listen to other people.
I have learned much from working with farmers, sex trade workers, youth, seniors, politicians, lawyers, and others.
Sometimes, I talk about myself to other people. Like now. In 1993 a group of us formed Saskatchewan’s Common Weal Community Arts. I was the artistic director. I guided Common Weal's transition from primarily theatre performance to its current multi- and interdisciplinary mandate. I relocated to Montreal in 1999 to assist with curriculum design for the then-new specialization in Theatre and Development at Concordia University. I have served as the artistic director of Black Theatre Workshop (2001-2005); I am a founding member and artistic associate of the Collectif MOYO--an artist collective with a mandate to assert cultural and intercultural diversity in Montreal’s arts ecology; and I continue to teach part-time at Concordia.
Often, I talk to myself about myself. Sometimes, I listen to what I am saying to myself.
I am interested in creating various kinds of work based in oral histories, and in public, site- and context- specific performance. In my writing I seek to blur distinctions between academic and/or performative writing, and writing for performance. My work has been published in anthologies of plays, in academic journals, and in collections of essays.
My recent projects include the Rights Here! International Exchange Project in Theatre and Law for Human Rights (2007.) Currently I’m working on a more intimate piece-in-progress which involves a collaborator in performances of our own and each others’ multiple and often contradictory identities. Now and then I perform as an arts consultant and researcher, including work for the Inter-Arts and Equity Offices at the Canada Council for the Arts, and for the MAI (Montréal, arts interculturels.)
When I am not reading trashy murder mysteries, I like to read critical theory.
Integration of theory and practice is important to me. Reading about relational and dialogical aesthetics, feminist, gender, and post-colonial theory, performance studies, and books by anthropologists and neurologists, provides inspiration for creative work.
I live in Montreal. I am downwardly mobile: I inhabit the upper half of a duplex. My parents live in the lower half, because they have a harder time with stairs. I live with my partner of twenty years, and with our teenaged son, who has fairly large feet. My daughter comes to visit when she needs to do laundry, and dirty laundry often coincides with times she wants to talk to me. All of us like to harvest strawberries, basil and tomatoes from the garden.
MFA in Interdisciplinary Arts, Goddard College; BA in Drama with honors, McGill University.
Shortly after graduation, I was telling an acquaintance about the low-residency Goddard program. “Oh, a distance program,” she remarked, with some disdain. I continued on, saying that in the Goddard program, I spent more face-to-face time with faculty than in a traditional classroom-based program and experienced deeper and more meaningful dialogue than I had with faculty in the classroom. And in the end, my learning in the MFA-IA Program turned out to be the most valuable learning experience in my life. Living in Tucson in 2004, I applied to the program in response to a lack of fulfillment in my art practice. In this practice, I created visual art and exhibited it in juried exhibitions in the U.S. While my resume was getting longer, my heart was getting smaller. I’ll never forget the day that I received a letter of acceptance from the Program Director. Elated, I then proceeded to calculate the total cost of enrollment in five semesters. Fortunately, I had the wisdom to step through the fear of the financial burden and to go off to my first residency. Later, I realized that my fear was not so much about the cost, but about the fear of opening up to new perspectives, about the fear of letting go of my established way of making art. With each succeeding semester, I opened my eyes more and more to myself and the world around me. Now I see how my close relationships with faculty and fellow students made this possible. Today I continue to practice art in Tucson—now with an open heart. It’s a practice that invites others to participate in the creation of art. Increasing self-understanding in me and in others leads to greater openness and lessens the gap between self and other. I no longer care how long my resume is. I do care that my art practice is of service to others. Please call or email me and I would be delighted to tell you more about Goddard and answer your questions.
Goddard was a perfect fit for me. I am a self-motivated person and Goddard allowed me to follow my interests, with the added benefit of wonderful guidance from my advisors. I formed close friendships during the residencies, and consider that a very significant part of the program. I feel much more confident as an artists, and much clearer about my direction. The entire institution, with its non-institutional atmosphere, also contributed to my experiences.
Alexis M. Smith
Alexis M. Smith (MFAW '07) is the author of the novel Glaciers (Tin House Books), a finalist for the Oregon Book Award and the Pacific Northwest Booksellers Association Award, and a World Book Night 2013 selection. Glaciers has been translated into Spanish and Italian, and was recently published in the UK.
Smith grew up in Soldotna, Alaska, and Seattle, Washington. She studied literature at Mount Holyoke College and Portland State University, and received an MFA from Goddard College in 2007.
Houghton Mifflin Harcourt will publish her second novel, Marrow Island, in early 2016. In the meantime, she is also working on a series of children's picture books with illustrator Amy Martin.
Residency Sites: Plainfield, VT
Wendy Phillips, PhD, LMFT is a psychologist, psychotherapist, researcher, and a practicing visual artist. She is a Licensed Marriage and Family Therapist. Her work is informed by principles of Depth Psychology and she has found that depth perspectives provide an excellent frame for her ethnographic research.
Her clinical interests include culturally relevant psychotherapy, culturally informed conceptualizations of mental illness, group work, the ritual as a psychotherapeutic intervention, dream work in groups, and the incorporation of the Expressive Arts in psychotherapy and community work. She is the Coordinator of the Expressive Arts Emphasis in the Psychology and Counseling Program at Goddard.
The history of Psychoanalysis and ways in which Freudian and Jungian analytic practices may be made relevant to clients of diverse backgrounds in general and to immigrants to the U.S. from Latin America specifically are also the foci of her current clinical work.
Wendy’s research interests include the metaphysical beliefs and traditional healing practices of women of African and North American indigenous descent. Her research project along La Costa Chica of the Pacific coast of Mexico combines phenomenological interviews with photographic processes. She has recently published papers on healing rituals related to beliefs in totem animals and on the archetypal conservation of a deity from the Yoruba religious pantheon in the Afromestizo communities of Mexico.
Wendy’s paper, “The Hip Hop Video: An Example of a Traditional Indigenous African Ritual performed in Cyberspace,” co-authored by her son Carson, has been recently accepted for publication in the journal Screening Noir (University of California Santa Barbara).
Wendy’s artwork has been exhibited widely, including “La Sombra y el Espiritu,” a two-person exhibit in collaboration with the Dominican painter Lucia Mendez, at the Sonja Haynes Stone Center for Black Culture and History at The University of North Carolina at Chapel Hill; “La Limpia,” in conjunction with the Festival Afrocaribeno, Fototeca Juan Malpica Mimende, Instituto Veracruzano de la Cultura, in the Puerto de Veracruz, Mexico; and at the Museum of the African Diaspora in San Francisco.
Wendy is beginning her third year of training in the New Orleans Jungian Seminar, part of the first phase of Jungian Analyst training. She has also completed one year of training in the Embodied Imagination program led by Jungian Analysts Robert Bosnak and Jill Fischer.
In March 2014, she attended the International Expressive Arts Therapy Association (IEATA) Regional Meeting in Antigua, Guatemala. There she received training from therapists from Guatemala, Argentina, and Mexico. She also recently completed a workshop in Intermodal Expressive Arts Practices at Expressive Arts Florida.
Visit her website at www.diasporacitizen.com.
PhD in Psychology, Georgia State University; MS in Physical Therapy, University of North Carolina at Chapel Hill; MA in Psychology, Georgia State University; BS in Physical Therapy, University of Pennsylvania.
Vincent DiPersio was in Goddard's Residential Undergraduate Program (RUP) from 1973-76. He now works in television as a writer/director/producer.
His documentary "The Kennedy Detail," which he produced and directed, was nominated for an Emmy in 2012, and his new series, "Bomb Patrol Afghanistan," which follows a Navy Bomb Disposal Unit through their entire deployment, was nominated as Best Limited Series by the International Documentary Association (IDA).
DiPersio is originally from Philladelphia. Says DiPersio: "I was a kid from a tiny row house in Philly and Goddard changed my life, filling me with a life-long sense of curiosity that's led to 3 Oscar nominations and two Emmys! And I can honestly say that if I hadn't been struck by Goddard's lightning in the seventies none of that would have happened."
Carla Norton graduated from the MFA in Creative Writing program in 2009. She received her BA at Raymond College in journalism and writing and began her career in Tokyo, working as an associate editor with the Japanese edition of Reader’s Digest.
When an incredible story hit headlines: A woman claimed she’d been held as a sex slave—most of the time in a box—for seven years, Carla took action. She returned to California to cover the kidnapper’s trial. She later wrote Perfect Victim in collaboration with the prosecutor. It was put on the reading list for the FBI’s Behavioral Sciences Unit and became a #1 New York Times bestseller.
Over the years, Carla published articles in newspapers and magazines. She worked with the San Jose Mercury News, editing special sections. She edited the autobiography of a former Soviet Spy.
To get help writing fiction, she enrolled at Goddard College in 2007 for the Master of Fine Arts degree in Creative Writing.
The next year, she started writing The Edge of Normal, her debut fiction now published by Minotaur Books.
Residency Sites: Port Townsend, WA
Students are often instructed to “write what you know.” I prefer the suggestion, “Write what you deeply and truly want to know.” I write in order to understand. This process began with the diaries I kept as a child. At age twenty-five, I sought through my memoir Solitaire (Harper & Row, 1979) to understand anorexia nervosa – years before “eating disorders” became a household term. In my first novel, Face (Warner, 1994), I explored the identity collisions that so often occur within mixed-race families. My second novel, Cloud Mountain (Warner, 1997), was my attempt to comprehend two grandparents I had never known and, through their story, a father who always seemed an enigma to me growing up. In my third novel, Flash House (Warner, 2003), I struggled to make sense of the unintended consequences that so often occur when well-intentioned people – and cultures – attempt to “rescue” those who don’t necessarily wish to be rescued. And most recently, in Gaining: The Truth About Life After Eating Disorders (Warner, 2007), I’ve tried to make sense of all that I could not understand about eating disorders when I was recovering from one back in the 1970s.
I believe writing is a journey as varied and unpredictable as each writer’s curiosity. In my opinion, the role of a teacher is to offer students support, encouragement, and constructive criticism to facilitate that journey. What a writer needs to hear is not so much what a teacher likes as what works, and what doesn't. Does the piece hold together with a consistent and authentic narrative voice? Is the world as created on the page believable and vital? Are the characters and their problems compelling? Is there passion in the prose? Of course, when the answer to these questions is no, the job of the teacher is to offer suggestions for fixing the problems – but not to explicitly spell out how the fix “should” be done. I believe that good writing can be nurtured. It can be assisted. It cannot be imposed. My goal as a teacher, then, is to equip students with the necessary skills to make the writer’s journey. They must dig deep within themselves to discover where that journey will take them. My own writing career has led me in many unexpected directions both on and off the page. My fiction and nonfiction have been published in periodicals ranging from Self and Cosmo to the literary magazine Other Voices, as well as in several recent anthologies. I’ve served as president of the national writers’ organization PEN USA, and mentored young novelists through PEN’s Emerging Voices program. At UCLA Extension’s Writers’ Program I’ve taught a variety of classes and workshops. And at age 50 I decided to earn my MFA through the Bennington Writing Seminars. Returning to school for this degree was a gift to myself and to my career. The journey is ongoing. For more information, please visit my web site at: Aimee Liu.
MFA in Creative Writing, Bennington College; BA in Fine Arts, Yale University.
Dr. Mario Borunda currently serves as dean of the School of Educational Leadership & Change (ELC) at Fielding Graduate University in Santa Barbara, California. He earned his doctorate degree from Harvard Graduate School of Education in 1992, his master’s from Boston University, and his undergraduate degree from Whittier College.
Before joining Fielding Graduate University, Dr. Borunda held dean positions at the School of Education (SOE) at Lesley University, and at the Graduate School at Wheelock College, both in Massachusetts. At Lesley, he shaped the direction of an institution with 11 degree programs in Massachusetts, and five programs in over 100 sites across 22 states, with a nation-wide enrollment of 3,000. He tripled enrollment in the PhD program, oversaw a budget of over 32 million dollars, and helped Lesley obtain a gift of 10 million dollars to its School of Education—the largest in the university’s history.
Before his appointment to Wheelock College, Dr. Borunda served as special assistant to the president of Harvard University, where he was a policy analyst and wrote reports on faculty employment rates of women and minorities in higher education.
Dr. Borunda served as vice president and director at Isaacson Miller, Boston’s largest diversified retained executive search firm, which managed the search and selection of some of the most important educational positions in the country, including the dean of Columbia Teachers College and the president of the National Board of Teaching Standards.
Throughout his career, Dr. Borunda established and maintained strong connections to educational partners, state agencies, schools, and school districts. He was appointed by Governor Patrick to serve on the Massachusetts Board of Higher Education. Dr. Borunda has served on several boards, including the Board of Elementary and Secondary Education (DESE), the Board of the Reading Recovery Council of North America, and the Board of MathPower, a nonprofit organization inspired by the work of civil rights activist Robert Moses.
Dr. Borunda served as vice president and director at Isaacson Miller, Boston’s largest diversified retained executive search firm, which managed, the search and selection of some of the most important educational positions in the country, including the dean of Columbia’s Teachers College and the president of the National Board of Teaching Standards.
Dr. Borunda obtained his doctorate in administration, planning, and social policy at Harvard Graduate School of Education, completing his thesis entitled “The Emerging Hispanic College.” At Harvard he was chair of the editorial board for the Harvard Educational Review, founder of the Center for Urban and Minority Education, and chair of the Minority Advisory Committee. At Boston University, he obtained his master’s in human development and education. After obtaining his bachelor of arts in biology at Whittier College in Southern California, Dr. Borunda earned his teaching credential at the University of California, Irvine. Before pursuing his advanced degrees, he served as an elementary and middle school teacher in underserved schools in southeast Los Angeles and Orange County.
Dr. Borunda has led a life committed to diversity, inclusion, and social justice, and brings extensive leadership and management experience from all segments of education. He was a first-generation college student, growing up in inner-city Los Angeles and speaking only Spanish until kindergarten. Dr. Borunda states that he has always been “keenly aware of the strengths, advantages, and disadvantages of living in a diverse and multicultural community.”
Dr. Borunda has a passion for working with a team toward fulfilling its mission, and he works hard “to foster a team-learning atmosphere that can leverage everyone’s strength and talents in building a well-run university that appears effortless in serving the students and its university partners. “
<p>Ed.D., Harvard University</p>
Residency Sites: Port Townsend, WA
Going to high school in the 1960’s, it was easy to get caught up in the rich mix of music, politics and art of the times. Those times shaped my world-view. I absorbed the tenets of the Black Panther Party, as well as, the beliefs of the Black Arts movement. From those progressive and radical platforms, I learned and internalized that “One should leave their community more beautiful than they found it.”
Since that time I’ve aspired to create environmental artwork that honors, communicates to and inspires communities. I feel very strongly art that can be a source of neighborhood pride as well as a tool for social and cultural development. These fundamental principles guide my artmaking practice and undergirds my educational philosophy.
My home/studio is an old cigar factory in the Frogtown neighborhood (formally called the Thomas Dale community) of St. Paul, Minnesota. From there I create distinct artwork in a variety of mediums, that is informed by research and observations made on several different trips throughout the African Diaspora, to understand how the descendants of Africa shape and order space.
In form, my work has evolved from mural making to abstracted sculptural reliefs on walls to free standing sculptures and sculptural installations. Over the last ten years my practice and career is more focused on public infrastructure, so the materials of my work, are the materials of streetscapes and landscapes. The mediums of my art now include cast concrete, metals, stone, cast paper, wood and clay. My most recent commissions have also become more sophisticated and have required complex working drawings that help translate my ideas to a crew of fabricators. I use Computer Aided Design (CAD) software to create working drawings, pencil and maker illustrations, CAD drawings and maquettes to present my ideas. These skills have aided me in creating 30 large-scale works of art and communicating my ideas as the first artist-in residence for the City of Minneapolis. A role that I’ve held for the last three years.
In addition to this my large-scale public artwork I also work as a scenic designer. I create work for stage much like creating any other large-scale public artwork. My works for stage are sculptural installations that I create in collaboration with a director and many times a group of scenic craftspeople. Most of my theatrical work accompanies plays with non-linear or abstracted themes or ideas. The abstracted texts in these plays compliment my own minimalist aesthetic for visual storytelling. In 1995 the Theater Communication Group and the National Endowment for the Arts recognized my work as a scenic designer with the award of a Designer Fellowship. While this was very important accomplishment, and while my theater work has consistently received favorable reviews, the real accomplishment is that theaters and directors continue to ask me to collaborate with them to create works for stage. In fifteen years I’ve created over 25 works for stage.
To increase my knowledge of plant materials I enrolled in the University of Minnesota’s Extension Program’s Master Gardener Core Course, which provided a foundation in soils, botany, entomology, plant pathology, herbaceous and woody plants and vegetables. After becoming a Master Gardener, I realized I needed to learn even more in order to use this understanding of the world in my art practice and set out to study landscape design and environmental history. This formal study increased my understanding of the natural environmental and ecological systems.
For ten years I’ve worked with a group of gardeners in Frogtown to “greenline” our neighborhood. The term “greenling” was developed as a counter to redlining, which is the practice of refusing to do business with in low income, or communities of color. Greenlining is the act (sometimes without permission) of increasing the amount of plants and trees in those same neighborhoods. This group of gardeners/activists have engaged in greenlining as a small part of a larger movement towards environmental justice. In fact, we are inspired by the work of Nobel Peace Prize winner Wangari Maathai, whose Green belt Movement in Kenya planted 3 million trees, our modest goal in in 2009 is to plant over 1000 trees in Frogtown.
My educational path has given me new tools to draw from to blend art and nature to create a better world. As a result I am morally committed to the practice of designing an educational program to meet a student’s personal needs. Teaching allows me to share my experience, knowledge and artistic practices with students. What I ask students in return, is to change the world. I believe my experience and world-view matches the goals of Goddard College and the MFA in Interdisciplinary Arts Program.
MLS in Environmental History, University of Minnesota; BS in Landscape Design, University of Minnesota.
I left teaching in June of 2001 and entered the Creative Writing program at Goddard in July. It took me two years to earn an MFA in Creative Writing, and was the most positive life changing experience I ever had. I focused on long fiction and ended up with a novel that was published in 2004. At the residencies I made friends from all over the country that I see regularly. The residencies were so amazing, so energizing that if they had lasted longer, I sometimes felt as if I would explode. My faculty advisors listened to me better than anyone in my life except my wife, and used what they learned from me to direct my studies so I really got the most out of the program. I am now a writer. I have one published novel, one I'm revising, one I'm going to revise, and one I'm working on. I love Goddard College and work hard to attend the alumni Clockhouse Writers' Conference each summer, which overlaps the residency. If you are thinking about attending Goddard, I would love to talk with you! I'm available most days, but if I'm out, I'll get back to you as soon as I can.
S. B Sowbel
Residency Sites: Plainfield, VT
Do call me Sowbel (rhymes with global), those who know me well do, and I expect after working together, we will indeed know each other well. If the spelling trips you up a bit, think in terms of “sowing wild oats”.
Not long ago, at a seminar run by one of my mentors, we were asked to introduce ourselves by sharing what we believed our work in the world to be—not our jobs mind you, not what our paychecks said was worthy activity, but what we believed we could and hoped to contribute to whatever we defined as the world. I loved this activity because we each pondered, then shared our deepest desires and visions for ourselves and our various communities.
My work is engaging, supporting, facilitating, motivating, challenging and sharing in the uncovering of new ideas, new capacities, new ways of perceiving, hidden fears, unexpected delights, and the fortitude for finding one’s way and one’s work in the world. The primary templates or archetypes that guide my actions are those of the artist, the thinker and the teacher but I believe the relational element of learning together also invokes the template of the traveler. And I love to travel (literally and metaphorically)—joining another’s jaunt into some unusual place of study can be as exciting as hopping a train to a new country.
Some of my “countries” of study and practice include: empathy, emotions, moral development, attachment theory, adult learning—theory and practice, learning styles, addictions, the function of fear in learning, HIV/AIDS, complementary and alternative healing practices (eye movement desensitization and reprocessing, sound, herbs, shamanic traditions, visualization, metaphor, rhythm, guided imagery and music), public health (promotion, prevention, social marketing), psychology and counseling (individual and group), human services, conflict and mediation, , the psychology of dreaming, the construct of difference and the other, group facilitation, stress reduction, metaphor, tolerating paradox, women’s psychology, women’s health, humor, creativity and the senses, expressive arts, poetry, printmaking, painting, and drawing. Facilitating your work in any aspect of one of these “countries” or a combination of several would be a delight.
Some other “places” that might serve as locations for your inquiries, that I love and continue to visit but know in a bit less detail, include: social cognitive neuroscience, group relations, diversity and authority, post-partum depression and psychosis, gender, sex ed, pre and post-verbal trauma, empirical aesthetics, kundalini yoga, siddha yoga, vipassana meditation, house building (from living in a community that designed and built an octagon house and individual shelters—I favored a, kind of upside down basket woven with sweet-smelling ferns), ham radio (N2QNA), rock-hounding and lore, Esperanto (universal languages), and organic gardening. Speaking of places, I was born and spent a good portion of my life straddling the Mason-Dixon line in the diverse city of Baltimore, MD. Baltimore is the home of the world’s largest ball of string, independent film-maker John Waters, The Collegians--an all accordion band that had its own TV show, the Hubble telescope, and marvelous poets and writers such as Lucille Clifton, Adrienne Rich, and A. K. Joyce. So Baltimore, with its many ethnic neighborhoods--part small town, part urban center--is a place of great seriousness and great silliness. As a result, I come well practiced in the shifting of perspective and the dialectics of difference. To my relatives in Wallace, North Carolina, we were northerners, to friends in Nashua, New Hampshire, we were southerners, and to affluent uncles in Brazil, we were poor but, inexplicably, had a refrigerator.
These shifts in perceptions and identities with their various implications, prepared me to bridge, balance and translate seemingly incompatible, opposing or unrelated disciplines and abilities. For example, I’m wild for the sciences (neuroscience, botany, endocrinology) and the arts. I’ve worked in both domains and I let each inform the other. I’m comfortable with formal, traditional education yet have experience as a learner and facilitator in unconventional and informal learning situations. I have experience working at, and have thought about, “jobs” (the low-wage positions we often leave off our resumes) and “professions” (the salaried positions that are given social value). I was brought up in a very conservative household and have worked in some very radical fields (for their time). I believe all aspects of who we are and what we experience, even those that seem in conflict, are ripe for discoveries. I value any setting and any study that allows as many, and hopefully all, of our parts to contribute to inquiries and goals we set for ourselves.
PhD in Art and Psychology, Union Institute and University; MS in Education: Counseling Psychology and Adult Learning, Johns Hopkins University; BA in Literature and Fine Arts, College of Notre Dame.
Residency Sites: Plainfield, VT , Residency Sites: Seattle, WA
Sharon Cronin has over twenty-five years of experience in bilingual and culturally relevant early childhood and elementary education. She earned her Bachelor of Arts Degree in Bilingual Education with an emphasis in African American Studies from the University of Washington; her Master of Arts Degree in Human Development with a specialization in Bicultural Development from Pacific Oaks College Northwest; and her Doctoral Degree in Curriculum Instruction majoring in Bilingual Education, Multicultural Education, and Literacy, with cognates in Special Education, Caribbean Studies, Anthropology, and Sociology from the University of Washington. At the Center for Linguistic and Cultural Democracy, Dr. Cronin co-leads the Teaching Umoja Participatory Action Research 15-Year Commitment, examining the ethnic identity, bicultural, cross-cultural, and tri-literacy development of children of color, along with a team of 40 co-researchers from across the United States and Port Royal and Moore Town, Jamaica.
She is co-author of Soy Biling_e: Language, Culture, and Young Latino Children. Through the Soy Biling_e Network, Dr. Cronin further develops and promotes the Soy Biling_e Adult Dual Language Model for early childhood and elementary teacher education. She is currently lead faculty for the San Francisco State University CAD (Child and Adolescent Development) Head Start Dual Language Program and faculty with the Praxis Institute for Early Childhood Education and Praxis at Goddard College. Sharon is a founding member of Seattle-based Grupo Bayano (African Caribbean Music and Dance).
PhD in Curriculum and Instruction with a focus on Literacy and Bilingual, Multicultural, and Special Education, University of Washington; MA in Human Development with the Bicultural Specialization, Pacific Oaks College; BA in Bilingual Education with a minor in African American Studies, University of Washington.
During the course of my studies at Goddard, I focused on creating peace in education and integrating the arts into elementary classrooms. This information was vital to me as I am creating an alternative school for students 3-12. My advisors pushed me to do my best work and encouraged me every step of the way. They guided me by making helpful suggestions and supported my process. The residencies re-charged me. They inspired me with the workshops, peer discussions, and special speakers. I became focused and motivated also. My experience at Goddard gave me confidence and a powerful feeling that I am capable of being the change I want to see in the world. Studying at Goddard was hard work ,but was also a joy. It was the best choice I could have made for what I wanted to study. Absolutely!
Residency Sites: Plainfield, VT
BA in Individualized Studies, Goddard College.
Juliana Borrero is a Humanities and Language teacher in the Universidad Pedagógica y Tecnológica in Tunja, Colombia. She began looking for a degree in creative writing, but when she saw the way the low-residency MA in Individualized Studies program integrates the theoretical and the creative, she felt she had found her place. Since she completed her Goddard degree, her creative and research projects have changed radically.
Juliana: I came into the program asking "Can subjectivity play a role in research? Can my writing have a role in my academic work? Can academic language be more vital?" My larger question was: "What can be the relationship between academia and life?" I answered these questions in theory in my second semester; in my last two semesters I began to live them, to embody them. The main shift that happened for me at Goddard - and it changed everything - was away from "this is what I have to do" and toward desire and the body. I've always been a good girl, dutiful. In this program I was asked: "What do you want? What do you want to do with all this?" and then nurtured, inspired, pushed to take it forward in the bravest possible way.
As a writer, I recovered the possibility of play in language. Of loving to write. (One thing I never ceased being in awe of: there are amazing writers in this program, there is amazing writing being done.) I explored the unknown and scary: the question of woman, of mother, of pleasure. Goddard allowed me to work from my edge. I didn't know the edge was so important for me.
Right now, I am making tunnels between embodiment, psychoanalysis, philosophy, art, and reflection on language. I am working to propose a conversation I feel everyone locked up in their little disciplines is evading. This is hard work, it requires understanding, shattering, and the thrilling construction of ways of bold, honest, and beautiful ways of knowing and being.
At the university in Colombia where I teach I have formed the Language and Peace project with a group of students. This project is based on the idea that if we are aiming at a community where things can be expressed and the recognition of difference is possible, then the conception we have of language and the relation that we have to it, must be drastically remodeled. As a group, we explore the questions we find in theory through the practice of writing; questions like: what does it mean to be incommunicated? what do we know about the other? what do we have to say about the experience of being women? what roads has writing from the body sent us down? We then take this writing 'beyond the page' in the form of installations, performances, and actions in order to incorporate the community in our reflections. These actions have been widely attended, producing passionate responses, silent awareness, and often harsh criticism, which has served to make us stronger and more mature as performers.
Within the university curriculum, I am now giving classes in epistemology that start with the questions "What do you love?" and "What did you know in the womb?"
Finally: I say at this moment that I am an artist at work, a writer and theorist, shyly but surely delving my tongue into performance art. My dream is to organize a living web of artists and writers who think like I do, that thought is inseparable from creation, that creation is inseparable from creating oneself - that this is the work, the most exciting work of all.
Excerpt from Juliana's thesis, Autobiography of my tongue: towards a new language myth:
1. The making of an academic. Or the unmaking. This is the story of my evasions. The story of my rebellion. This is the story of coming into dialogue, into language, struggling for an academic existence committed to the social world, for a persona not detached from body, desire, life. It is the story of the explosion of certainties, the dynamiting of lies, the shedding of skins, the coming out into a theory and practice of language fresh and vulnerable and new- that is only beginning to show its moist, green bud. So much has been done, but almost everything is yet to be said.
2. Oh, dear, I had almost forgotten: I am a woman. I had never really stopped to think about it; I mean, I had never thought that it might have something to do with the sensation of being educated with a knowledge that never quite fit. I never thought it had something to do with the feeling of never being home, always being strange, foreign, stranger. Speaking in a language that always was like speaking in tongues. Crazy woman, opening up drawers inside herself and getting celebrated for those drawers. And what when I pulled them all out. What would I find there? Would I be bold enough to make sense of the air running through my hollows? With only these air holes, these empty spaces (not language), to invent, to reinvent, the self.
3. I am a woman thinking about language in academia. Anyone who wants to understand this quest will have to hear the story of the flood. How I had language and loved language, but the more I had it the more I wanted it to be true. I wanted powerful language, magical language, melodic language, and thus all the false words started to fall away, every day a new handful of them, until the distressful moment when I realized that the only word I still wanted was on the other side. I had spoken of breaking language in order to find a language for myself but I hadn´t reflected on what would happen if I pursued this mission beyond simply stating it as a kind of cheeky comment. Sailing through the walls like Alice. Learning that stillness is really movement. I became a sort of witch and when I arrived at the other side, I was all alone with my one word and no other. I was all alone and afraid, and alone, and lost and nothing made sense anymore.
4. A woman is walking in a thunderstorm under a red umbrella. Her face is completely placid, as if she knew home was far away, her feet were already wet and she was enjoying the drumming of the rain on the surface of the umbrella. Everyone else on the street is either taking a taxi, running hysterically, or locked up in their homes. Yet she walks on, like an angel of the times, an angel against the times, an art form, a performance, a cry, a complaint so sure of itself it is uninterested in others' reactions. If this is what it means to be human, this hysterical running into taxis, this locking shut of doors, then I am with the rain. I am with beauty and I will offer no excuses for walking at my own pace. So let the thunderstorm come in. Let my language open up and swallow it whole. Let the storm come in, the contradiction. Let all the water in heaven come down, and make the grass grow, make the plants inside me grow. I want to open myself and show these words like wild flowers, this garden, and not have to argue, and not have to justify. It is all there. Look anywhere. Follow the tracks of the authors. It is written in the "corpus" of academia. There is the howl for a sense of living. For a return to what palpitates. Let this old form crack open, fall to the sides of me, and leave only the impossible text. Woman in a rainshower. I have been pressing these pages under my jacket, tightly against my breast, to keep them dry. It is impossible. I am all wet. When a woman writes with full knowledge of what it means to write as a woman, every single page gets soaked. The letters blur. Rivers run down the pages. The text overflows into a larger structure. The page is only one point in the constellation that is text. The rest is cosmos, forest, body, other, full-fleshed life force refusing to be ignored.
5. [Real, I say and dump a glass of cold water on his head. You are real she says and gently bites the tip of my shell. I know it´s real, he says, and her eyes well with his tears. Will we be brave enough to embrace what we want when it is in front of us? Will we be able to make home in the moving ground where it all comes together? Or will we consequently dissociate... multiply... dissolve? Will we be smart enough to re member the intelligence of affection? ]
With scars like tattoos. With language like rain. Silent rages and essential disbelief. And nothing but lies to redeem them. Language like eyes, piercing the masks we have so carefully fabricated. Its sound sonority, caressing all of our abortions like a plaster of wet herbs, all of our unknowing, our blindness, our imprecisions, our pretension, stories swallowed up and stored in boxes like teeth Only language, its soothing undertones, to woo to sleep this ocean of evasion. Language being filled with such desire for truth spelled out as love, embraced as life If only our words could be used to ask forgiveness for so much ingratitude. How will we know when the lying stops?
Residency Sites: Seattle, WA
Alex is currently pursuing a BA degree in Education with a concentration in Community Education. Alex has been supported in pursuing Assessment of Prior Learning (APL) credits from his learning experiences gained prior to joining the Goddard community.
He works as the Program Coordinator for Hope For Youth El Centro De La Raza, where he is Teacher/Coordinator and Co-Founder of the Youth Civil Rights History and Hip Hop Poetry Curriculum in the Seattle Public Schools and serves as a Mentor/Coach for Youth Services Staff providing cultural enrichment, academic counseling, service learning and college readiness to approximately six-hundred students annually.
"It has been a wonderful journey and I have become a joyful learner," says Alex. Here is more about his Goddard experience in Alex's own words:
"As I continue to work on my degree, my studies will continue to evolve as I later would like to transition into the Master's program and eventually the Teacher Certification. Since I have worked as a curriculums teacher coordinator with El Centro de la Raza and the Seattle Public Schools for the past 14 years, I genuinely have a passion for understanding the educational process of students and to find strategies that improve upon student learning and best practices in integrating culture and community as part of the learning process.
As my former Program Advisor and Mentor, David "Doc" Frisby, always encouraged me to dig deeper and to create an awareness among others about how education can become a liberatory process for oneself, particularly for students working with historically oppressed communities. Doc encouraged us to educate ourselves and others about the barriers that poverty creates and how it affects young people from reaching their true potential in education."
Alex recently presented and lead a "Poverty in Education" session at the Fall 2013 Seattle Residency. Click here to view a copy of his presentation outline.
Residency Sites: Plainfield, VT
Transformative Education is a tool for social justice and storytelling is a vehicle for social change. These are my two loves. I am the product of a large, east coast, urban school system. By the time I was born, educational opportunities for Black people in America had increased so that I had opportunities that were even beyond those of my older siblings. My family had established a relationship with schools and schooling (albeit that of tolerance rather than of mutual embrace) and a clear intention of acquiring all that integrated education promised. My parents understood education as an American institution that we could use against oppressive forces. My parents, both great storytellers and each teachers in practice and by passion although not by trade, taught us-encouraged us-to articulate our understanding of the world.
So as Martin and Malcolm and the Kennedys were assassinated, as the images of the Vietnam War were aired on nightly news, as Southern churches were being bombed and hoses were turned on civil rights and anti-war protesters, dialogue was being held in our household. Central to Friere’s work is the idea that both teachers and students are agents engaged in the process of both constructing and reconstructing meaning. I live in the recognition of each individual’s ability to interpret and articulate reality through naming, reading, and thus owning and knowing that reality. Like so many who hold membership in marginalized populations, we were able to use school as a tool for production of meaning and still resist and reshape the hegemony of the institution.
Thus, at 10 years old, I channeled the terror of seeing girls my age napalmed and the obituary photos of little colored girls that perished in church bombings, who could have been me or my baby sister into framing in the language of my 5th grade social studies texts an anti-war, humanist, and feminist stand. Listening to my parents “grapple” with the issues developed my ability to think critically and to self reflect – critical to theories of transformative education.
My early teachers (Sunday school, dance class, art enrichment) were friends and family. I had always been in learning settings with family and community members. I found “real” school a lonely and hostile place. The first time I was ever hit by an adult was in school by my kindergarten teacher. While I was always an A/B student, I hated school and felt that school was out to break me. Nevertheless, I graduated in the top 10th percentile of my city’s graduates in the mid 1970s.
Imagine my shock and appall when I landed at Wellesley College ill-prepared for this culture of privilege, inexperienced with blatant racism and unwilling to bend to the rules of power. Here is where my transformative education, which began in my home, was augmented by traditional education settings. I began to investigate why I had “made it” while my peers, just as smart as I was, barely made it to community colleges. Why was I struggling with my courses, even though the content itself was not difficult to master? Why was I struggling while my more affluent (and often less academically excellent) counterparts were not? Why are women, the poor, people of color and gay, lesbian and transgendered typically on the margins of society? What role does education have in this set-up?
My experience of having matriculated and served on the faculty at the traditional environments of Ivy League institutions, state-supported institutions, and in the progressive environments of institutions emphasizing education for mid-career adults informs the exploration of these questions. The question of how different educational environments influence academic achievement, professional development, and personal fulfillment for different people bring me to my work, which is my love.
Because of my humanist upbringing, my feminist consciousness and experience in the world as a Black woman rooted in both working and middle-class society, I have always been conscious of the complexity of race, class, ethnic, and gender oppression. I seek to create ways to raise issues of social responsibility and oppression that affect both the marginalized and those that hold membership in socially/politically privileged groups.
I want to help students critically explore their own experiences as Black, Asian, Lation/a, and White people; as male and female members of society; and as individuals from privileged, working-, middle-class, and family in poverty. Using storytelling and narrating personal experience is a way to critique these values and to critically examine the ideologies of dominant culture that many of us regard as “common sense” knowledge. I seek to help create practices in schooling that will begin to change social structures and create new patterns that accommodate difference. I see this work as necessary, challenging, and rewarding.
EdD in Educational Leadership and Change, Fielding University; BA in Multicultural Education, Goddard College; AA in Sociology, University of Pennsylvania.
The mantra of Goddard College, “Trust the Process,” began for me during my first telephone interview with an advisor after I submitted my application for enrollment. I was looking for a graduate school that would not only accommodate my continued studies in researching exceptional human experiences, but would also accommodate and honor my personal life as well.
Goddard College was the perfect fit for me, a woman in her mid-fifties, who was told 10 years prior by a neurologist regarding injuries sustained in a car accident, that I would never finish my college studies. With the guidance of supportive faculty members who recognized my determination to fulfill my dreams and succeed in all aspects of my own “exceptional human experience," I proudly completed my Individualized Master's Degree in Consciousness Studies.
With this degree come the tools and experiences to assist others to consider the challenges one may face along the journey toward their dreams and all it encompasses. Goddard College was the guiding light that helped me to stay “illuminated” and believe in myself both academically and personally. The roots of my connections to Goddard run deep and the family tree continues to branch out to this day as I stay in touch with faculty and colleagues.
Lucinda Garthwaite (MFAW ’96) is a writer and consultant focusing on emancipatory systems change. She is the founding partner of the consulting collaborative, ChangeMakers Partners, working to increase the impact of emancipatory social innovation in education, non-profit and business.
Lucinda held a variety of positions at Goddard from 2002-2011, beginning on the faculty of the individualized BA program. She served as interim dean for community life, co-director of the Individualized BA program and founding director of the Bachelor of Fines Arts in Creative Writing program, special assistant to the president for enrollment management, and, most recently, as academic dean.
Lucinda was also interim academic dean at Vermont College of Fine Arts, associate dean for student life at the University of New Hampshire, program coordinator at Outright GLBTQ youth-adult partnership in Portland, Maine. She has taught writing and women’s studies at the University of New Hampshire, Bradford College and Granite State College. She and her sister, Lynn G. Olsen (M.Ed ’96), founded Teachers’ House, an all-volunteer nonprofit supporting teachers as thinkers and leaders on the ongoing evolution of education for positive social change. Lucinda was also a founder of the Clockhouse Writers’ Conference at Goddard.
She lives in Plainfield, Vt., with her partner Shelley Vermilya (ADP ’79, MA ’80; former Goddard faculty ’89-‘11) and Shelley’s children Zora and Dashiell.
BA in Sociology and MEd in Counseling from the University of New Hampshire; EdD in Leadership for Change from Fielding Graduate University.
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Residency Sites: Plainfield, VT
Lisa Wells graduated from Goddard's BFA in Creative Writing program in 2012. She is the author of the poetry chapbook BEAST (Bedouin Books, 2012) and a book of essays, Yeah. No. Totally (Perfect Day Publishing, 2011).
Her work has appeared at Omniverse, The Rumpus, The Nervous Breakdown, Coldfront, Plazm Magazine, Ecotone and others. She’s received support from Caldera Arts, the Regional Arts & Culture Council, Hypatia, and the Vermont Studio Center.
Born and raised in Portland, Oregon, she currently lives in Iowa City where she holds a Provost fellowship in poetry at The University of Iowa Writers’ Workshop.
Lisa recently appeared on an episode of Late Night Library. Click here to check it out.
BFA in Creative Writing, Goddard College.
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Residency Sites: Plainfield, VT
Born in shadow of the Shoah, the stories about home repeatedly told within the culture of my youth emphasized the losses incurred during the Polish pogroms and the forced displacements of the Soviet Gulag era. In attempting to make sense of these intergenerational narratives, I have come to identify three separate yet interconnected loci where home is imagined and experienced: within the body, amidst sentient relationships, and in association with place. At the center of this inquiry into the ontology of home is a series of reflections about home’s properties, associations and manifestations (or lack thereof) in the political, cultural, emotional, and embodied realms.
Once the fracture of home becomes part of individual and communal history, how can a new connection to dwelling be cultivated and affirmed in wellness? This question is both pressing for me personally and I believe central to the ethos of the 21st century: My history is not very different from many peoples’ histories around the world whose internal sense of home has been fragmented and whose houses have been destroyed through domicide. To effectively catalyze and support wellness relative to forced dislocation is a question of some urgency as more than 22 million people are living as refugees or internally displaced persons.
As a Social Sciences and Humanities Research Council of Canada (SSHRC) funded Humanities PhD Candidate at Concordia University’s Centre for Interdisciplinary Studies in Society and Culture my project entitled Radical Beauty for Troubled Times: the (un)making of home examines the role that beauty plays in the process of homemaking in the aftermath of forced displacement. More specifically, this work entails a critical reflection about the ambivalent role of beauty in identity politics: how beauty, while vital in sustaining communities, can also be used to perpetuate fixed identity reflexes stemming from the need to survive dislocation. Working with a variety of research/creation methodologies – including live art community performance and oral history – my analysis involved an examination of how the narratives of home created by cultural projects such as the “Jewish Home Beautiful” community pageant (written in the 1930s and performed ever since in Jewish congregations across the United States and Canada) have shaped the settling at home of Jews in the “Promised Land” and the ways in which this settling has led to the uprooting of the Palestinian people and the destruction of their way of life.
Along with Johanne Chagnon and Louise Lachapelle, I co-edited Affirming Collaboration: Community and Humanist Activist Art in Québec and Elsewhere (Engrenage Noir / LEVIER, LUX Éditeur and Detselig Enterprises Ltd., 2011). I have co-directed LEVIER from its inception in 2001 through its closure in 2012. For the past ten years LEVIER has been funding community art and activist art collaborations while developing pedagogical material aimed at supporting socio-politically engaged art practitioners and the communities with whom they collaborate while moving the field further with respect to critical thinking and theoretical analysis about this practice.
Other recent publications include: “Close Proximity” (in Performing Ethos: An International Journal of Ethics in Theatre and Performance, 2010); “Performing Beauty, Practicing Home: Collaborative Live Art and the Transformation of Displacement” (in Creative Arts in Interdisciplinary Practice, Inquiries for Hope and Change, 2010); “Performing Aesthetics, Performing Politics: ‘The Jewish Home Beautiful’ and the Re-shaping of the Jewish Exile Narrative” (in Crossings: Journal of Migration and Culture, 2010); “The Sensuous is Political: Live Art Performance and the Palestinian Resistance Movement” (in Somatic Engagement, 2011); and “Once a Russian, Always a Jew: (Auto)biographical Storytelling and the Legacy of Dislocation” (in Storytelling, Self, Society: An Interdisciplinary Journal of Storytelling Studies, 2012); “Too Many Aboriginal Women ‘At Home’ in Canadian Prisons” (in À Bâbord, 2012); and “Co-Activating Beauty, Co-Narrating Home: Dialogic Live Art Performance and the Practice of Inclusiveness” (in Creating Together: Participatory, Community-Based and Collaborative Arts Practices and Scholarship Across Canada, forthcoming).
My involvement with the Montreal Urban Aboriginal Community Strategy NETWORK began in 2008 and has continued ever since. Currently I am a member of the NETWORK’s Steering Committee, the ART ∙ CULTURE Committee, and the Ad hoc Committee working to establish an Aboriginal community, cultural, art venue in Montreal.
In April 2011, I assumed a two-year appointment as a member of the Visual Arts, Media Arts and Arts and Crafts Advisory Board for the Conseil des arts et des lettres du Québec.
In addition to the SSHRC Graduate Fellowship, I have been the recipient of grants and awards from Goddard College’s Faculty Development Fund; the Wetstein Fellowship, Concordia University Institute for Canadian Jewish Studies; The Franklin Furnace Performance Art Fund; the Conseil des arts et des lettres du Québec; and the Canada Council for the Arts.
Visit My Website: www.devoraneumark.com
PhD in Humanities (Fine Arts), Concordia University (Montreal); MFA equivalency confirmed by Goddard College, August 2010; BFA with Distinction, Concordia University (Montreal).
Residency Sites: Plainfield, VT
I work with a range of students focused on creating healthy personal, social and ecological spaces. I am keen to advise those interested in multiple perspectives-- from sacred ways of knowing to critical inquiry. As an advisor, and colleague, my work is to create sanctuary for the spirit of the learner while pushing students to venture beyond their comfort zones.
Whether exploring comparative healing philosophies--from indigenous to biomedical--or hot topic issues such as global heating or the social determinants of health, my advisees are challenged to grow a contextual social and ecological awareness. On the internal level, my advisees are invited to strengthen their inner vision, voice, and power so they might create and follow a path with heart as they transform communities and create cultures of well being. I approach each learner with a curious appreciation for her or his unique intellectual gifts and creative expression, encouraging personal, practical, and academic study so that scholarship is well grounded in reflection, hands-on experience, integral thinking, and community.
For fifteen years I was the program director of Health Arts and Sciences. I conceived and developed the Health Arts and Sciences: Bridging Nature, Culture, and Healing program in 1995 after observing the compelling work of students engaged in community health and healing studies. That early student and faculty work nurtured the vision of Health Arts and Sciences such that it became a program of learners interested in strengthening the roots of health on personal, collective, and ecological levels. Before founding and directing Health Arts and Sciences I taught and advised at Goddard (twelve years). My courses and areas of study include(d): ethnobotany; herbal medicine; community health systems and transformations; women’s health; cross-cultural perspectives in health; social-ecological perspectives on health; and the hand-made world.
Before coming to Goddard I taught an intensive summer course called Community and Holistic Health at the Institute for Social Ecology (eight years), consulted for the "Alternative Medicine Task Force" with U.S. Representative Bernard Sanders, and co-created and toured with an eco-spiritual public performance called, Turtle Island Visions and Soundscape. I created a short documentary film on the People’s Health and Wellness Clinic in Barre, VT, was a health educator at the Fort Totten Reservation in North Dakota, Renz Women’s Prison in central Missouri, and Community Garden project for low-income groups and immigrants in Columbia, Missouri. In one of my fondest memories, I helped sow the seeds for the bioregional movement in North America. I’ve also owned or operated a number of food businesses, from the Catalpa Tree Café to Front Porch Pies.
My ongoing professional engagement includes educational design and consulting. I helped launch the EcoVersity program for sustainable living in Santa Fe, New Mexico and helped create the first local Bioneers conference in Montpelier, Vermont. I created and/or co-facilitated three of Goddard’s travel intensives including, China, the Healer in Beijing, Wisdom of the Elders in Southern Mexico and the Big Island, Little Planet travel intensive in Polynesia. In 2011 I co-founded and serve on the board of directors for a non-profit, Ayllu, Inc., devoted to place-based and indigenous ways of knowing and inhabitation. I am currently working on the design of an audio-visual program about a maverick, international health non-profit called Flying Medical Services. They bring health care to Maasai settlements in N. Tanzania and provide emergency evacuation flights to regional health centers and hospitals when necessary.
The Green Mountain forests in central Vermont have been my home since 1984. At home I operate a small-scale homestead project crowded with fruit trees and berries, organic gardens, medicinal herbs, flowers, a small vineyard, and mushroom farmette. My newest installation is a stone and thyme meditation garden involving river stones collected throughout Vermont’s watersheds. I’ve written federal grants to replant indigenous flora throughout my 18-acre woodland home. I’m inspired to study place-based arts as it relates to nature. Between Goddard, the homestead, critters, gardens, and being with my teenage son, life is good.
MSPH in Public Health, School of Medicine, University of Missouri; BA in Environmental Studies and Community Health, University of Missouri.
Chris Millis graduated from Goddard's low-residency MFA in Creative Writing program in 2007. His first novel, Small Apartments, has been called “zany” (The Washington Post), “hilarious… an impressive achievement” (The Post-Star) and “the kind of cinematic debutante that goes home to bed with Oscar” (Vancouver Sun). The critically acclaimed novel has been adapted into a movie starring Billy Crystal, and it premiered at South By Southwest 2012.
Millis had already achieved the kind of success many writers only dream about when he decided to come to Goddard to study writing. So, we pose the question, "If you’re already published, why come to Goddard?" Read the interview with Chris to learn more.
I had a dream in my early twenties. On a college campus, a group of teachers presented me with a book. Its pages were blank. One teacher let me know I was to fill the book; my learning would come through the process of creation.
I pondered this dream for years. In midlife I considered graduate school, but was put off by many of the advertised programs. Then, when information about Goddard arrived in the mail, my dream came flooding back to me. Come to Goddard the way you are, the college told me. Leave the way you want to be.
I attended a Discover Goddard event. The thought of going back to college in my fifties was a bit daunting--when the presenters explained that each student designs their course of study within a flexible structure, I knew this was the program I was looking for.
Now the book in my dream is blank no longer. The feedback and guidance of my mentor/advisors helped me to recognize my strengths and passions--and with my fellow students, our diversity of age and background contributed to the richness of our shared enthusiasm.
I've formed personal and professional bonds at Goddard that I hope will last a lifetime. And I've developed a new career that once was just a dream.
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Clo Pitkin graduated from Goddard in 1953. After her graduation Clo was hired by Tim Pitkin to help survey the Upper Winooski Valley as part of a Title I grant. She and Ellen Pitkin organized and helped run the Current Educational Issues Conferences at Goddard throughout the 1960s. In 1969 Clo graduated from UVM with her MEd in Counseling. Clo was the Director/Advisor of Commuting Adult Program at Goddard College, which was a precursor to the Adult Degree Program, from 1968-1969 and was on the Goddard education faculty for both the RUP and ADP programs.
In 1970 Clo went to work with Peter Smith, the Community College of Vermont’s first President, to help establish that institution. While there she helped design and launch the advising and degree programs, and worked with low-income people to help them continue their educations.
After that she returned to Goddard as the Associate Director of Admissions and a faculty member in the ADP and RUP programs. In 1987 she founded Woman Centered, an organization which offered support for women of all ages. From 1993-2001 she was the Director of Community Services at Central Vermont Community Action. Clo was also a co-founder of the Vermont Peace Academy. She returned to Goddard following the closure of the residential program as a member of the Renaissance Committee and was on the Board of Trustees from 2003 to 2013. Clo lives in Marshfield, in the house purchased by Orasmus Pitkin in 1850 and is very active in the Goddard community.
Residency Sites: Plainfield, VT
I was born a teacher and a student and have come to know organically that learning is an act of liberation and teaching an act of love. I believe learning is both emancipatory and subversive. Since 1987 my work as a clinician, educator, consultant, researcher and social justice activist has centered on issues that illuminate the impact of the intersection of gender, race and class and sexual orientation on the individual, on organizations, on communities and on academic institutions. My lived experience as a woman of color, a multicultural feminist educator and social justice activist informs my conviction that education is the practice of freedom. In this paradigm both teacher/learner and learner/ teacher are social change agents, digesting and interrogating existing bodies of knowledge while making new meaning, challenging hegemonic knowledge production and contributing to a more just world by translating thought into progressive action. This requires an engaged and transformative pedagogy that is rooted in relationship, authenticity, risk-taking, curiosity, courage, dialogue, disciplinary border-crossing, intellectual rigor, intentionality, emotional connectivity and critical reflection. I believe the relationship between student and teacher is central to the process of learning—I am as influenced by my students as they are influenced by me. Teaching allows me to continue to articulate and explore the complexities of change and identity, while learning from and marveling at the intricate lives of my students. Who are you? What do you believe? Why do you believe what you believe? How do the multiplicities of your identity impact your ability to be a learner, a friend, a social change agent? How have you been co-opted? How do you learn and change? How are you silenced or do you silence others? How do you resist? These are the questions I continue to ask my students and myself. I am a twenty year activist in the ending violence against women movement and a principal in a consultancy supporting social change organizations in program design, implementation, evaluation and training. I also am a licensed psychotherapist, and have extensive experience working in community based mental health organizations. Since 1994 I have been a faculty member in the Masters in Clinical Psychology Program at Antioch University, teaching courses including Multicultural Psychology and Feminist Theory. Finally my personal and professional foci remain rooted in my deep conviction that as individuals and as a global community we must seek wholeness through deconstruction, seek understanding through crisis, seek completion through contact, and seek justice through action...peace out.
MA in Clinical Psychology, Antioch University; BA in Economics, Smith College.
Residency Sites: Port Townsend, WA
My work comes from a belief that art can be a powerful catalyst for intellectual inquiry and social change. Conceptually, I draw from the personal, with the intention of making the ideas and issues public. Many of my projects—connected to AIDS, homelessness, incarceration, public education, gender, ethnic identity, Israel/Palestine, ecology, disarmament and social responsibility (to name a few)—are large-scale and difficult to clearly document in photographic images. In these projects I engage with communities, using the process and the final work produced as a forum for audiences to see and hear the voices from these communities. I am also interested in using my work as a vehicle that provides for a democratic forum to take place. While some of my work is community-based public art made in response to or in collaboration with historically under-represented communities, my studio-based work is more object-oriented and meant to be seen in more intimate, even domestic spaces.
As my social practice engages with local communities and local ecologies, my studio work synthesizes these experiences to create other modes of inquiry and new ways to make these experiences visible. Over the years my work has addressed issues of memory, loss and grief as well as humor, community-building and social action. In the fertile ground of these community-based experiences, my ideas germinate and my work as an artist takes root. This social engagement informs the formal quality of my work and brings into focus appropriate public spaces to present projects and engage audiences.
My studio-based work, based in private experience, has more recently become an installation of objects made from the detritus in my daily life as a parent of twin daughters. In this work, the cultural memories of our childhood become the everyday tools we hold in our hands to get us through the day (or sleep-deprived nights.) These pieces address the maintenance work involved in being a parent with the environmental ethic of “reduce, reuse, recycle and rot.” They examine the hourly repetition of seemingly mundane activities, building bridges of dialogue to audiences by using humor to expose the commonality of our private lives.
My work in the private space of my studio and the public sphere of the community have both continued to enrich and inform my work with students in the classroom and beyond.
I have been exhibiting my work in museums, galleries and public sites for more than 30 years and have been the recipient of awards and grants that include a Visual Arts Fellowship from the California Arts Council in 2003, the 2001 Potrero Nuevo Prize, Noetic Arts Program Community Grant, San Francisco Arts Commission Market Street Art in Transit Commission and 12 California Arts Council Artist in Residence Grants for community-based public art projects in the San Francisco Bay Area AIDS support service community and in the City of Berkeley homeless women and children services community. I have had the great pleasure of working as the Artist in Residence at San Francisco Recycling & Disposal, Inc. in the summer of 2004.
My artwork has been featured in publications that include Notes on the Need for Beauty: An Intimate Look at an Essential Quality (2007), by J.Ruth Gendler; Women Artists in the American West (2003), edited by Susan Ressler, Lure of the Local: Sense of Place in a Multicentered Society (1997), by Lucy Lippard, Connecting Conversations: Interviews with 28 Bay Area Women Artists (1988), edited by Moira Roth and Site to Sight, Mapping Bay Area Visual Culture (1995), edited by Lydia Mathiews.
I have taught for 5 years as an Assistant Professor as a member of the full-time faculty at University of San Francisco and for 18 years as Core Faculty and Adjunct Professor in the Graduate Department of Arts and Consciousness at John F. Kennedy University and California College of Arts and Crafts, San Francisco Art Institute, California State University at Hayward and the University of New Mexico as well as at several California Community Colleges. I am the founder of Positive Art in 1988, an art project in the Bay Area AIDS community continuing to provide a model for many communities internationally. Since 1996 I have served as a board member of WEAD (Women Environmental Artists Directory). I have lectured extensively in art colleges, universities, professional conferences, galleries and museums throughout the United States and recently, have begun to publish articles that I have written about my community-based practice and teaching.
My work as a community-based art professor is featured in a new book entitled Outside the Frame: Teaching Art for Social Change, by Beverly Naidus, published by New Village Press in 2009. My studio artwork will be featured in the artist pages in The Contemporary West, Weber State University Literary Journal, Ogden, Utah in 2009 and in a book about contemporary political and social practices in the arts by Seattle-based art writer Susan Platt, entitled Art and Politics Now: Cultural Activism in a Time of Crisis. I am also included in a book in progress entitled Singers of Tales: Documenting the Work of Women Environmental Artists, by Anna Clarke and Elizabeth Pasterfield-Li.
MFA in Painting and Scuplture, University of California at Berkeley; MA in Painting and Drawing, University of New Mexico; BFA in Painting and Drawing, Tyler School of Art, Temple University.
Goddard not only deepened my creativity, it prepared me academically for my doctoral program. My focus was on short story and novel, but culminated in the writing of my memoir. I had two advisors; they were quite different, but held their own strengths. As different as they were, they both brought great skill to my program. The residencies were a time of fellowship, networking and intellectual conversation; they have been unparalleled in my life. I am a one-woman Goddard spokesperson. Where I find myself is where I find myself talking about Goddard. If you'd like to talk about Goddard, call me!
As an artist and father I do not think I could have earned my MFA without the low-residency program at Goddard. The flexibility of the program allowed me to work full time, study what was most important to me and have time for my family. While at Goddard I created a course of study that involved art, printmaking, and art-history. Most importantly, I was able to look closely at why I make art and the core meaning behind my very personal creative obsession. The faculty and students met me where I was at in an unexpectedly open and inviting way that allowed me to be who I am without judgment and unnecessary criticism. I would be happy to speak with you about the programs at Goddard College and share my enthusiasm for this wonderful MFA program.
Residency Sites: Plainfield, VT
I believe that artwork is work and the art-worker a laborer who gives value to substance. The work that the artist does in the world to expand the vocabulary of human expression, to offer access to the unfamiliar and ambiguous is necessary and requires diligence and courage as well as passion. In my own work as a composer and collaborative artist, I am preoccupied with two aspects of music: its capacity to reconstruct meaning by placing sounds of social and emotive significance into the abstract order of acoustics and harmonic logic; and the unique social activity that is music-making.
I am transfixed by the metamorphosis that occurs when an assortment of airwaves transforms through some alchemy of physics, logic, and social conditioning into a conduit of expressive meaning. Understanding the intricacies behind expressive force is like understanding the precise chemical processes that give an organism life. The key difference, however, lies in the fact that art is human; its life-force is our experience, and its evolution our responsibility.
My understanding of music as collective interaction comes from performing jazz, experimental rock, political bluegrass, and avant-garde chamber music. The idea that composition is organized activity, not merely organized sound, has led me to study the relationships between musical content and political intent, and to pursue collaborative work and performance art, organizing action in other media and learning from other artists. In making music, I set out to immerse a listener in something unfamiliar while suggesting some possible relationships and posing questions that I really don't know the answers to. This is also my approach to teaching.
I don't think that aesthetic judgment can be dictated (though aesthetic dictatorships seem to abound). Instead, I find that it develops every time one encounters something new with interest and curiosity. I therefore hope to engage students in a dialogue where I can point them toward ideas that are unfamiliar to them, observe and ask questions, and be there to discuss their concerns and challenge their assumptions as we pursue this important labor together.
Along with all aspects of music, from Renaissance counterpoint to gender in hip-hop, my academic interests include Aesthetic Theory, Moral Philosophy, Political Art, Film and Media Art, Theatre and Performance Art, and 20th Century Russian Literature. I am also secretary of the Open Music Foundation, a non-profit organization that supports graphic and experimental approaches to musical notation and communication.
PhD in Music Composition, University at Buffalo (SUNY); BMus in Music Composition, Northwestern University; BA in Philosophy, Northwestern University.
Residency Sites: Port Townsend, WA
Whether creating an interdisciplinary performance to challenge stage conventions, photographing and writing about spirit mediums in northern Thailand, or presenting a lecture-demonstration on my combined Zen and Butoh training methodology, I live life as a dialectic process of discovery. As a highly analytical person who loves to dissect details, form strategies, and act with clarity, I also do it all in the service of realizing the ineffable. I live for unearthing and asking questions that are impossible to answer. As an artist, curator, and educator, I want to know as much as possible about a subject to the point where my collaborators and I reach a level of fully embodying its life essence. I want to discover beyond what can be directly captured in words, movements, images, or sounds, but which all of these may yet be utilized to somehow express.
When people ask me why I’m an artist, I say that it’s the best way I know how to be a part of the world. On the surface, my work may seem to be about everything from pop culture to national stereotypes to mass media effects on identity and driven equally by postmodernism, classical archetypes, and absurd humor. However, my underlying motivations derive from a humanist belief in the fundamental priorities of compassion, intelligence, utility, and inspiration. Everyday I am forced to ask myself: How will my work stimulate, benefit, and motivate others?
My artistic process is also dialectic, between myself and my audience, i.e. self and other. I make art for others, not myself. I write, direct, choreograph, photograph, film, design, dance, act, and display, often simultaneously. As an interdisciplinary artist, doing all of these things means doing none of them. It means being alive, open to possibilities in every moment and using any means necessary to manifest an authentic connection to them, as the most “real” things in life are also the most ephemeral and precious.
The core of my educational philosophy is dialogue, engagement, and empowerment. In contrast to traditional pedagogy, dialogic teaching (i.e. listening, exchanging, and facilitating) is inherently inclusive, multi-perspectival, mutable with shifting realities and relations, and democratic. Dialogue implies holistic interaction, opens a framework rooted in self-awareness, and leads ideally to shared knowledge of meaningful priorities, which then determine students’ growth and appropriate goals. Engagement is involvement with the issues and challenges in one’s life and the lives of others and the wellspring of all action that actually considers social truth. Whether exploring one’s ideas alone or with studio collaborators or community participants, it tests the student’s priorities and goals in terms of social relevance, thus transforming and infusing them with communal potential. Empowerment is developing the subsequent ability to take action and effect change as the ultimate test of a student’s relationship with society. Is what one has to say, show, or embody have value or agency in a social setting, and for whom, how, and why?
I also want my interaction with students to be full of clarity and compassion. I love to give encouragement, placing primacy on critical thought and awareness of self and other, and asking LOTS of questions! In the end, I see my job as being a valuable “co-pilot” who cares, and what matters to me most is whether or not students know a little more about themselves and other people, what they might be capable of, and what some fundamental and relevant questions are for their creative processes and lives on this planet.
Artist website: http://www.michaelsakamoto.com
MFA in Dance, UCLA; BA in Communication Studies, UCLA.
Rhonda Patzia is a gifted photographer who has been left partially blinded by multiple sclerosis. When her photography business collapsed, Goddard represented new vocational hope. Once she had enrolled in the low-residency MA in Individualized Studies program, what had begun as a well-thought-out plan to study Transformative Language Arts became an exploration of territory she had never imagined.
Rhonda: What Goddard gave me was an extended, longterm passion - an on-fireness - that I never felt before. It began when I started to read female and feminist writers, and it directed what I wanted to study. Because I wanted to see and value women I reincorporated photography into my life, I photographed women at Goddard's fall and winter residencies, most of them naked, some in the snow. The aim was to encourage us all to root ourselves in the reality of our bodies.
After having agonized for several years about being unable to rise above my disintegrating body to live somehow as 'pure spirit,' I began in the low-residency MA in Individualized Studies program the transformative work of body awareness. Since MS affected every corner of my being, I was compelled to honestly and sometimes painfully confront my identity as a body. I learned that if I denied any aspect of my physical self, I would live weakly. With body awareness I am more vibrantly and powerfully present. My body is my identity: I am female, a sexual being, a mother, a thinker, an artist, a feeler, a product of experience and memory, and I am ill. In my thesis, Mindfully unraveling, with disease as a backdrop, I explored these identities and more by creating a mosaic of written pieces that together demonstrate the arduous and mindful work of rooting myself in my fullest, most earthly identity.
I really can't imagine a better sort of education for me. The low-residency MA in Individualized Studies program not only gives you the freedom to explore; it brings out your passion and then channels it. And my life after Goddard has been a continuation of this work. My thesis has meant a lot to many people. An ICU nurse who found me on the internet started sharing my writing and photography project with her friends and colleagues. She said it affected what she and other nurses were doing on the floor. The nurses read the essays, looked at the photos and came away with insight into their own lack of body self-acceptance. This insight made them more present to their patients. A friend passed the thesis on to a 60-year-old woman with MS who used to be afraid to go shopping or walk around outside for fear of falling. She said my thesis gave her courage every day of her life. At the insistence of all of these women, I've decided to try and get the thesis published.
I faced my mortality in my thesis, and it scared me but it was also a good thing because when I had faced my body disintegrating I also realized how much it was still intact. This gave me a new courage for life; in fact it gave me the confidence to try to get pregnant. I graduated in June 2004 and Marco was born in October of 2005.
Thom Hartmann is an award-winning author and internationally recognized progressive radio talk show host of The Thom Hartmann Program.
The Thom Hartmann Program is live daily from 3-6 PM ET on radio and TV stations from coast to coast, syndicated by Dial-Global to commercial stations, Pacifica to non-profit stations, and Free Speech TV on Dish Network, DirectTV, and cable systems, as well as on American Forces Radio and on XM and Sirius Satellite radio.
He is also a four-time Project Censored-award-winning, New York Times best-selling author. His books range in subjects from ADD, The American Dream, and the JFK assassination, to corporate personhood and even spirituality.
His national daily progressive radio talk show is now in its ninth year on the air. More people listen daily to the Thom Hartmann Program than any other progressive talk show in the nation. Talkers Magazine names Thom Hartmann the 8th most important talk show host in America, and the #1 most important progressive host, for three consecutive years in their "Heavy Hundred" ranking.
He receives an Honorary Doctorate of Humane Letters from Goddard College President Dr. Barbara Vacarr on September 22, 2013.
This award is given to individuals who have distinguished themselves in areas related to the humanities and have a strong connection to Goddard College and its mission.
My experience with Goddard was one of deep education and glory. I focused on fiction writing, and learned immensely from my mentors (even if it wasn’t what I expected to learn), and found the authentic sensibility of Goddard to suit me perfectly. I gained the lifelong friendships of a group of women writers (www.corvidwriters.org) and a chance to identify myself personally as a writer. I was utterly changed by my Goddard experience. I am a devoted and connected writer in the world. Because of Goddard, I teach both adults and children creative writing and am currently in pursuit of a college or university position doing the same. I have gone on to write a novel after my short story collection (written during my time at Goddard) and seek book publication, though my writing has been widely published in literary journals. Not only did I become a better writer with Goddard’s help, I became a better person, and one clear about her role in the vast universe.
Friend of Goddard
Forest K. Davis (1918-2008) graduated from Harvard College before joining the Army Air Force in 1943. Following the war, he finished his studies at Harvard Divinity School.
Forest began working at Goddard College in 1950 as Director of Admissions and Records under Royce “Tim” Pitkin. For the next seventeen years, he served in a variety of roles: Head of Records, Philosophy Faculty, Dean of College Administration and finally, Dean of Greatwood. Forest left Goddard in 1967 to work at Wilberforce and Empire State College until his “retirement” in 1983.
Forest also founded Adamant Press, a publishing house that specialized on educational theory. He wrote and published Things Were Different in Royce’s Day (1996), earth.goddard.edu, The College Since Royce’s Day (2003) and Goddard Themes: From the Seminary into Recent Times-1863-2005 (2006.)
From 1996 to 2008 Forest volunteered in the Goddard College Archives. He and several other former staff members and alumni were largely responsible for collecting, organizing, and preserving the history of the College.
Kristen Ringman is a 2008 graduate of the MFA in Creative Writing (MFAW) program. She is a deaf writer and poet currently working on an urban fantasy novel about a shapeshifting wolf girl who is destined to keep the balance between stories and reality. Her first novel, Makara, was published by Handtype Press in November of 2012.
Her poetry, fiction, and non-fiction have been published in various anthologies and literary journals. She has a passion for teaching experimental poetry classes that incorporate the natural world around us, other forms of art, and yoga. In 2011, she was awarded the Kenny Fries Fellowship to AROHO (A Room of Her Own) Women’s Writing Retreat at Ghost Ranch, NM.
Kristen is also a Visual Artist, Reiki Practitioner, and Kid’s Yoga Teacher (certified by ChildLight Yoga in Dover, NH). When she is not writing or teaching creative writing, she enjoys sailing, painting murals, barefoot long distance running, photography, meditation, Homeschooling, vegetarian cooking, caring for stray dogs, hiking, caving, and experiencing other cultures first hand.
Kristen has lived in India, Kenya, and Ireland, and has traveled through other countries of Central America, Europe, and Africa. She spent 2009-11 living on a cruising 36′ monohull sailboat named Serenity, and then a 38′ trimaran called No Smoking. She sailed her trimaran between Block Island, RI and Key West, FL. She currently lives in the seacoast area of New Hampshire and dreams of owning a Wharram catamaran and sailing it around the world with her family and current Hearing dog in training, Yemaya.
Admissions Manager, Staff
Financial Aid Manager, Staff
After graduating from Goddard in 1973 with a BA in music, Max Highstein continued to study piano privately, write music, and perform professionally in rock bands. In 1984 he earned an MA in Spiritual Psychology at University of Santa Monica (USM) in their first graduating class, and wrote the school song. Shortly afterward he attended Antioch College in Los Angeles, and earned another MA in Counseling Psychology.
While at USM, Max began writing and recording guided imagery audio programs, also scoring the music backgrounds for them. His program, The Healing Waterfall, became a bestseller in bookstores, selling well over 100,000 copies. It still remains popular today, and in 2012 won About dot com’s award for Best Meditation Tool.
Highstein later composed two music albums that were embraced by the New Adult Contemporary radio format of the 1990s. Almost every song from his CDs Touch the Sky and Stars were played in heavy rotation, and NPR also used excerpts in their broadcasts. Max later went on to compose a series of music albums for deep relaxation and healing, still in national distribution on the Serenity Music label.
Today Max Highstein lives in Santa Fe, New Mexico, where he practices intuitive counseling, a unique approach combining traditional techniques with spiritual and intuitive guidance.
He also continues to compose music, and author guided imagery programs. Since first publishing The Healing Waterfall, Max has published over 65 programs on personal growth, spirituality and healing. His book and audio course, Intuition Retreat, became the first online program offered at the popular website, DailyOm. He co-authored the course, Open Your Spiritual Heart With Saint Francis, with Sounds True author Mirabai Starr.
Find all of Max Highstein’s published work, as well as his entire music catalog, at The Healing Waterfall website [www.guidedimagerydownloads.com].
Says Max about his Goddard experience:
"I entered Goddard as an ambitious and very tense 17 year old, determined to become a great jazz musician. In my second trimester I came under the tutelage of a new music teacher at Goddard, Michael Mackenzie. A brilliant jazz and classical pianist, Michael became my mentor and friend, and helped me gain the skills that would carry me forward in music.
"It seemed like I spent most of my time at Goddard at the piano in a tiny practice room, trying to get my hands around the music I desperately wanted to play. But just as important were the walks I took, the concerts I attended in the Haybarn Theatre, and the time spent interacting with my fellow students. I thought I needed to learn how to play the piano, but I also needed to learn how to just play.
"In my student evaluation, Michael wrote: 'I hope that Max is learning that part of the act of becoming is the act of being; part of the act of becoming is making one’s environment suitable to one’s growth; and a frown is a muscular contortion of the face that is not a helpful response for a student.'
"I graduated from Goddard with a BA in jazz improvisation, though I did not become a jazz musician. In fact, the category of music I would come to play, and the kind of work I would later do, had not been invented yet. But I was off to a good start. At Goddard I was given the freedom to explore my creativity, discover more about myself, and learn to lighten up, just a little."
Karla Haas Moskowitz
Residency Sites: Plainfield, VT
I have been a licensed classroom teacher since 1980 with pre-K through university experience.
My undergraduate work is in Counseling in Special Education and Social Services. I hold a Professional Colorado Teacher’s License in secondary English and have taught in four states in both urban and rural areas.
In 1990, I received by my elementary and secondary school Principal’s Licenses from the University of Denver. I hold two Master of Arts degrees; the first in Curriculum and Instruction with a cognate in International Studies and the second in Political Science from the University of Colorado at Denver. My interdisciplinary Ph.D. is in Political Science and Education.
Currently, I serve as the Co-Executive Director of MHM Educational Service, LLC. MHM provides an array of educational services to individuals, schools, districts, community-based organizations as well as other state and local agencies. I co-direct the Teacher Institute at La Academia, an alternative teacher licensure program serving educators statewide in Colorado and am the director of the Principal Institute, a program that licenses school principals through the alternative route.
Since 2003, I have served as a teacher trainer for Lesley University’s National Initiative where I teach a variety of graduate level education courses nationwide. I have also served as an Adams State College and University of Denver adjunct instructor, developing on-site teacher training courses since 1992.
I teach graduate courses for the School of Education at the University of Colorado at Denver in the Literacy, Language, and Culturally Responsive Teaching program. Additionally, I have taught a variety of political science courses for Metropolitan State College of Denver and political science at the University of Colorado at Denver. Participatory Teacher Action Research remains my passion and focus.
My most recent work is in teacher resistance and activism for the purpose of transformation of self and society.
PhD in Political Science and Education, Union Institute and University; MFA in Creative Writing, Goddard College; MA in Political Science, University of Colorado-Denver; MA in Education with a Cognate in International Relations, Center for Teaching International Relations, University of Denver; BA in Counseling in Special Education and Social Services, University Without Walls Program, Regis University (formely Loretto Heights College).
Residency Sites: Plainfield, VT
I believe that we are all reaching towards health and well being and do the best that we can with what we know. Sometimes we feel like that is not enough, and feel a passion to widen our lens beyond ordinary reality towards curiosity, critical thinking, intuitive explorations and methodological academic research. Then what? My goal within the Health Arts & Sciences program is to help you accomplish this; to learn, observe, absorb and ultimately stand as someone who expresses with confidence your passion to live the spiritually, emotionally and physically healthy life that you seek.
My formal education and experience includes a four year theory and clinical Masters of Science degree in Oriental Medicine and 25 years of hands-on bodywork experience. Since 1988, I have been a Reiki Master, Bioenergy practitioner (student of Mietek Wirkus, the Polish healer), and student of traditional healers. I use many modalities including acupuncture, qi gong, stone and deep tissue massage, emotional release, light, energy, visualization, and journeying. I have additional training in diet and nutrition, movement therapy, and Western and Eastern ethnobotany. While living in Hawaii, I was traditionally trained in La’au Lap’aau, (herbal medicines), and Lomi Lomi massage.
For 25 years I’ve lived two lives by blending healing arts with the world of business and government. Much of my work has been informed by key elements of Social Ecology, which I studied under Murray Bookchin at Goddard in the late 1980s. I have been fortunate to bring dreams alive through a blending of eastern, western, multicultural, business and spiritual practices. As a result I have been able to develop, construct, and finance health care facilities and services for Native American tribes; develop infrastructure (drinking water, waste water and solid waste/recycling) for tribes and rural communities; facilitate strategic planning retreats for boards of directors and community organizations; create environmental businesses, and sit on local and national policy making committees to influence state and federal legislation, regulations and ordinances.
Many of our HAS students want to study other cultures; I believe that to be successful you must know your own origins, where you came from and how you got here. All strong leaders know their lineage and while much can be learned from books much more is gained from understanding your heritage.Doing this research is immensely rewarding and opens doors, builds bridges to other knowledge. Having worked with Native Americans and Hawaiians for the past 20 years I am strong proponent of indigenous knowledge held and used in context of the culture. At the same time I know that in order to be truly effective in today’s ‘outside’ world, we must all know the science and language of the cultures in which we live. There is a liminal space between these knowings, and this is the space where I love to dangle and explore.
The term “know your lineage” has many meanings including DNA, science and chemistry, but it is not just science that makes our lives unfold. It is the collective energy that we bring forward from the deep well of our histories. It is the stories that urge us to talk, to walk, and that give us courage to BE our journeys. It’s this journey that you will unfold here at Goddard.
So as way of introduction: I am the daughter of Mildred and Clarence, granddaughter of Anna and Josef and William and Catherine, and a long line of women and men who lived in Bavaria as well as the Carpathian Mountains bordering Poland, Hungary, and Ukraine. I am a second generation North American and the result of at least 10 ancestral generations that I can name. For me it is not only that I make decisions that will stretch forward through seven generations, but that I bear the responsibility of teaching what I have learned through the past seven (and more) ancestral generations that gave birth to me.
I live in Albuquerque, New Mexico where I own a small consulting company that works primarily with Native American tribes and rural communities in planning community health and wellness. I am licensed as an acupuncturist in Arizona, where I am building a small and part time practice. My work comes from a deeply spiritual practice that is grounded in traditions and ceremonies that have been shared with me by my Ukrainian-Ruthenian family, and others. I am on the board of directors for Kitka, a Balkan women's polyphonic singing ensemble, and I conduct international trainings for Acupuncturists Without Borders to prepare practitioners to respond to local, national, and international disasters.
Being a student at Goddard requires an unusual approach to learning, and someone who is eager to realize passion and self-motivation, self-direction, and curiosity about critical thinking and writing. I think of our students as artists, and students of life who are inspired to dig deeper, look farther, and be more than they might even think possible. It would be my heart’s pleasure to be of assistance to you in this process.
<p>MS in Oriental Medicine, International Institute of Chinese Medicine; BA in Urban Planning and Community Development, University of Pittsburgh.</p>
I entered Goddard after a 30-year career in journalism because I wanted to learn to write poetry. I had looked at other low-residence programs, but Goddard clicked because of the response of its admissions office and a visit on a Discover Goddard Day, where I walked around the campus in the snow. From the moment I wrote my admissions essay until the day of my graduation more than two years later, I never wavered from my goal. I always felt I had to make up for lost time. My advisers encouraged me and gave me good instruction while I was on campus and in their comments about my homework.
When it was over, I had written enough poems for a book, which I got published with the help of a small publisher in Maine. Two years later, I'm still selling copies of my book, have given readings, and taught writing classes of my own. The commercial success is only part of it, though. It's having the confidence of knowing that I'm a poet and that I can do this.
Faculty Publisher, Staff
Mark Ingwer attended Goddard College's Bachelor of Arts Residential Program (BA RUP) from 1970-1971. He is now a clinical psychologist, managing partner of Insight Consulting, a global marketing and brand strategy consultancy, and author of the acclaimed book, “Empathetic Marketing.”
He is a frequent speaker and media source, and has over 25 years experience applying his unique blend of psychology, marketing, and business acumen to helping diverse audiences optimize their brand, sales, and marketing strategy based on an in-depth understanding of their customers.
He has worked with a diverse range of companies across numerous industries, with a special focus on consumer packaged goods, healthcare, and advertising. Mark is a frequent speaker and media source, and has been featured in publications such as Business Week, New York Times, Crain’s New York, Brandweek, Chicago Tribune, Chicago Sun-Times, Admap, Bloomberg Markets, Marketing News, and Advertising Age.
Mark earned a PhD in clinical psychology, completing his graduate work at NYU and the Ferkauf School of Psychology, and earned a marketing certificate from the Wharton School of Business. Prior to founding ICG, Mark held senior management positions at Saatchi & Saatchi and DMB&B advertising agencies and was a lecturer at Northwestern Kellogg’s Business School.
Mark lives in Chicago, IL with his son Jake and his dog Lucy.
Carey Turnbull was Chairman of energy brokerage firm Amerex Energy, which he co-founded in 1983, and whose North American operations were sold in 2006 to become the energy brokerage division of NYSE listed GFI Group (NYSE:GFIG). He is presently co-founder and Chairman of North American Power, a retail energy marketer.
North American Power was recently recognized by Forbes Magazine as one of America's top 100 most promising companies.
Carey graduated from the Goddard College resident undergraduate program (BA RUP) in 1973, where he met his wife who, after an extended break, returned and graduated from Goddard’s low-residency program in 2006, and went on to earn an MA from Goddard in 2008.
Carey has been happily married for 32 years and has two children, a 31-year-old son and a 29-year-old daughter. He divides his time between New York and Bar Harbor, Maine.
BoT Publisher, Staff
Sarah Van Hoy
Residency Sites: Plainfield, VT
I am here at Goddard because of Love. We might as well start there. There are few places where we can study what we love, where we can share what we love, where we can long for the world to unfold in our vision of love, where we can use the word “love” five times in a row and still be taken seriously. This program is one of those places and I feel blessed to be here.
Assuming, dear reader, that you still do take me seriously, let me tell you where love has brought me. This story, while my own, is offered as a version of all of our stories, which are often just tools for finding each other. Given that the pedagogical model at Goddard is based in part in conversation and reflective dialogue, then the learning and life experiences that we all share inform and deepen those conversations.
I had recurring dreams as a child that I fell out of the sky, holding hands with my people. As a mythopoetic image, the gesture of showing up in community with a sense of shared purpose animates much of my life. As a young person, a child of hippy parents, these communities included groups of people coming together to create democratic schools, community gardens, artist colonies, food co-ops, sustainable living and appropriate technology institutes. I’ve enjoyed large human gatherings, peace and music festivals, acts of collective civil disobedience as well as small gatherings of devas and faeries taking place out back under the sunflowers and pussy willows. In all these contexts, I am attracted to community in some fundamental way that is simultaneously spiritual, revolutionary and sensuous.
Growing older, my experiences in community became intentionally and karmically focused in the ashrams of the late Swami Muktananda. There, I spent a couple of decades immersed in the teachings and practices of Kashmir Shaivism, the language of yoga, experiences of shakti and the path of meditation. I became a teacher of yoga and yoga philosophy and developed a love for the Sanskrit language.
At a cross roads in my life, I made an ethical decision to leave the ashram. Yet, those formative decades still shape much of my devotional sensibilities. No doubt as a way of making sense of my experience in Siddha Yoga, I embarked on a long trajectory of learning, both inside and outside of academies. In the early 1990’s, I moved to New Mexico and worked with various visionaries: a group of deep ecologists involved in transformational leadership projects, an international high school for global consciousness and several smaller healing projects. There, I began my studies of Chinese medicine and spent some time hanging out with Coyotes.
I later moved to California and studied psychology. I worked for many years as part of an organization that offered spiritual support to dying people. I also completed my training as a psychotherapist – an experience that highlighted a tacit “participant-observer” orientation within so many “cultures of medicine.” In seeking to navigate an intense clinical focus and an equally compelling critical perspective, I eventually moved to Seattle, where I embarked on a Ph.D. in medical anthropology. My doctoral dissertation explores the way in which authenticity is negotiated in Chinese medical communities in the United States.
I examine the notions of authentic traditions alongside authentic selves and authentic futures. In my listening, I’ve heard a recurring theme. “The world is changing and healing is changing with it. Any truly holistic medicine must look to communities and ecosystems as well as individuals as locations for diagnosis and intervention.” I am paying close attention to this emerging wisdom, which seems quite alive and articulate in the Health Arts program at Goddard.
Somewhere along this path, in addition to acquiring far too many degrees, I’ve also become a mother of two beautiful boys, Gabriel and Samuel. I enjoy my quiet (and not so quiet) life with my little family here in Vermont – working in the garden, spending time on the water, dancing in the backyard when the rain pours down. As my children get older and become stabilized in school, I look forward to returning to a clinical practice as a psychotherapist, acupuncturist and herbalist.
This brings me full circle to where I began. I find myself in love, in no uncertain terms, with this community that is Health Arts. In certain moments, it seems quite probable that we all fell out of the sky together, holding hands. Whatever the real or imagined histories, I am quite jazzed to share the time and space for study planning, conversation, radical scholarship and the unfolding of the world in our vision and experience of Love. (May there be nothing left of any of us!)
PhD in Anthropology, University of Washington; MA in Medical Anthropology, University of Washington; MA in Counseling Psychology, Pacifica Graduate Institute; MTCM in Traditional Chinese Medicine, Northwest Institute of Acupuncture and Oriental Medicine; BA, University of Michigan.
My focus turned out to be on relationships. I studied the relationship of art to society, my relationship to other artists both contemporary and historical. I looked at my relationship to my parents who were both visual artists as well as how I related to other textile artists. I was seeking to deepen both my understanding of how I connected to art and why that connection was important to me. Once I moved beyond needing some comparative or evaluative feedback, the mentoring relationships proved interesting and insightful. Having a mentor as opposed to a "teacher" is a fantastic learning experience in itself. Very rewarding is my summation. I learned so much during the residencies as I used this packed series of days to see and do as much as I could. The residencies were a time of incredible growth and change as I worked to actualize the ideas that had been informing my packets and physically to manifest the changes about which I had written. A hothouse experience. Goddard was a fantastic experience and very liberating for me. It is an environment where I could take risks in ways I had not found possible elsewhere. As a result of my experience I am involved with thinking creatively, open to a broader range of possibilities and secure in what I value and why. My definition of success has been altered forever. Please feel free to call me, write me or email me if you are interested in learning more about my experience at Goddard.
Residency Sites: Port Townsend, WA
I have been occupied with the creation of images and the birth of performances for the past 20 years. My work can be characterized in a variety of ways - I alternately call myself director, producer, educator, administrator, observer, collaborator, facilitator, leader. But they are all intertwined and the limits imposed by such categories are frustrating; ultimately, no one label makes sense for long.
My formal educational background is in the traditional theater (where I spent many years believing I wanted to work my way up in the regional theater system to become one of the rare female artistic directors). Even as I pursued a 'career' in time-based theater, I was always strangely drawn to static imagery. I took photographs compulsively in college. I believe this avocation helped me see the stage in a kind of storyboard format, and I strive to use the compositional integrity of static images to shape both theme and narrative.
While completing my MFA in Stage Directing, I concentrated heavily on the heightened language of Shakespeare and had the privilege to observe and work with Michael Langham. During this time I found inspiration in the epic, mythic, larger than life stories of Shakespeare, Racine, Euripides, Webster - where the human struggle was exaggerated, stylization and theatricality were inherent to the structure of the work, and where images could be boldly drawn. It is through my investigations of Shakespeare that I began to develop an enthusiasm for layering and contradictions among the visual, textual and performative elements of a single production, always in a search to understand the contradictions in our relationships.
Perhaps because of the nature of "directing", as a creator, I thrive on collaboration. All of my work has been built in close partnership with others. I find it impossible to claim anything I have done as entirely my own and I mistrust the very notion of singular authority. My greatest creative energy comes when there are many voices contributing, and I am at my best when I am able to forge these often diverse practices into a cooperative vision.
My current passion lies in the changing nature of contemporary performance, where I apply both my facilitative skills and the crafts of traditional theater to performative experiments. I believe in beginnings, middles and ends - though not necessarily in that order. I am endlessly fascinated by the myriad ways in which 'stories' can be told. I've worked closely with playwrights and performance creators as a director of readings, works-in-progress and first productions. From 1999 through 2003, I served as the Artistic Producing Director for 3 Legged Race New Theater & Performance, an organization dedicated to the acceleration of invention in new performance. Named "Best Theater for New Work" (City Pages Arts Weekly) and honored by the Minneapolis Star Tribune for "Outstanding Experimental Performance 2003", 3LR earned a reputation for unexpected artistic commitments, vanguard programming and unusual approaches to merging eclectic performance disciplines.
Outwardly, my leadership of 3LR focused on commissioning and developing experimental works poised at the crossroads of live performance disciplines (including dance, circus arts, puppetry/object theater, performance art and their combinations). Over five years, I produced more than 75 new works by diverse artists from across the country including playwrights, sculptors, performance artists, clowns, choreographers, object-makers, aerialists, puppeteers, composers and curious people of all kinds. Working alongside such an incredible range of personalities and aesthetics, I became interested in how it is that artists make good work. What are the tools, the resources, the support systems and the environment that allow for creativity to flourish? What does this artist need that is different from what that artist needs? What makes a dynamic process? About art and art making, I believe that: Collaboration and constant exposure to new ideas keeps work fresh, present and alive; Risk and the failures that inevitably go along with it are a necessity; Experimentation with form, and particularly with methods that are beyond one's comfort zone, lead to unexpected discoveries. Both as a producer and when working with students at all levels, these are the issues I now consider most.
I am deeply interested in social systems, organizational structures, effective and alternative leadership and the complexity of human relationships. This preoccupation runs through all of my work, from my obsession with the crafting of a nuanced relational moment on stage to my passion for building flexible, responsive systems capable of nurturing and sustaining creativity. How might we work together toward change, toward vision, toward possibility? And, how might we do it even better?
Other points of interest - I am an affiliate faculty member in the Master of Liberal Studies Arts and Cultural Leadership program and the Department of Theater and Dance at the University of Minnesota where I have taught directing, creating the performance, dance production, issues in arts leadership and other courses over the past 13 years. I teach motorcycle-riding skills at community colleges and have become enchanted with the social dynamics of 'motorcycle culture'. I am a committed partner, a lover of dogs, a homeowner, a gardener and a proud Martha Stewart fan.
MFA in Stage Directing, University of Minnesota-Twin Cities; BA in Performance and English, Evergreen State College.
Douglas A. Martin
Residency Sites: Plainfield, VT
After publishing two collections of poetry with an extremely small press in my twenties, I moved to New York in 1998 to pursue a career in fiction writing, though never completely abandoning my interests in autobiographical investigation, lyricism, experimentation, and class. I am interested in what it means to knowingly engage with and embrace influence; fictional forms that hold space for pleasure and complexity, troubling and teasing easy realism, making meaning in new or counter logics, those move me most. It's this I work hard at in fiction. In teaching I focus on an open exchange and sharing of ideas, a critical empowering through prompting self-questioning and examining what place writing might really hold in one's life, an emphasis on work habits, and constructive critiques that do not rely on oft repeated formulas but seek to accept and explore each students' work on their own terms towards their own goals. To this end, I believe in such things as mutual respect and mutual exploration, a rigorous attention to detail and consideration of formal implications: I want students to begin to think about not just word choice but why books are received the way they are.
In 2000, I published my first novel, Outline of My Lover, with the then budding Soft Skull Press, while completing my MFA in fiction. This novel was subsequently published by Picador UK, adapted by the Ballet Frankfurt for their multimedia production Kammer/Kammer, and named an International Book of the Year in the Times Literary Supplement. I was nominated for the American Library Association's GLBT Book Award and a finalist for a Lambda Literary Award, and I drove myself across the United States in support of this book, reading far and wide. In 2005, I published a novel of biographical fiction, Branwell: A Novel of the Bronte Brother (Soft Skull), finalist for a Ferro-Grumely Award, and a book of autobiographically linked stories, They Change the Subject (University of Wisconsin), named one of top ten books of the year in the San Francisco Bay Times and including "An Escort," finalist for a Pushcart Prize. In 2008, I published a collection of poetry, In the Time of Assignments (Soft Skull), and a cross-genre work, Your Body Figured (Nightboat Books). My most recent book is a novel, Once You Go Back (Seven Stories).
My work has been included in the anthologies Bend, Don't Shatter: Poets on the Beginning of Desire, Slam, Dangerous Families: Queer Writing On Surviving, Best Gay Erotica (2000, 2002, 2003, Best of the Best Gay Erotica), Where the Boys Are: Urban Gay Erotica, Biting the Error: Writers Explore Narrative, and New Writing 11. I have published poetry and prose in Lit, The Dublin Review, The Literary Review, Small Spiral Notebook, Fence, Bombay Gin, Tarpaulin Sky and Nerve.com. Additionally I am a co-author of the haiku year and "Accurate Key," a boxed and letter-pressed broadside project including Alice Notley, Robert Creeley, and Eileen Myles, among others.
When She Does What She Does: Intertextual Desire and Influence in Kathy Acker's Narratives, my doctorate work was awarded the Irving Howe Prize for Best Dissertation Involving Politics and Literature.
PhD in English, CUNY Graduate Center; MFA in Writing, The New School; BA in English, University of Georgia.
Residency Sites: Plainfield, VT
After completing my graduate study at UMass, Amherst, I moved out West. Born and raised in Brooklyn, New York, I needed to venture elsewhere to put into practice who I believed I was as a poet. I want my poetry to be broadened by my interactions with the world and the communities in which I live. My life, and the lives of others, has taught me a great deal about human struggles and triumphs. Being African American, queer, and a woman has deepened and informed my poetry, and as I continue to grow as a writer and individual, I’ve learned to uncover a self and voice not limited to, or held by, social labels.
I’m an active citizen through my poetry: I teach and share it, enrich it through collaborations with choreographers, theater artists, and musicians, and use it to become socially engaged. From working with and being in community, I’ve learned self-discipline, gentleness, accountability—how I show up for others and myself. I’ve expanded my capacity for patience and letting go, and all of these lessons have refined my artistic and writing processes.
Teaching is an opportunity for me to reframe my experiences as a writer, thinker, and individual; my knowledge then becomes something that my students can use to cultivate their own self-expression, develop goals, and deepen their writing practice. For my students and myself, I want creative writing to be a vehicle to go beyond the surface, recover and restore, and create authentic relationships that leave the world a little bit more just.
I’m a Cave Canem fellow and author of two full-length poetry collections. My debut collection, Hurrah’s Nest, which is a memoir in verse, was nominated for a 44th Annual NAACP Image Award and 2013 Phillis Wheatley Book Award, and was a finalist for the 82nd Annual California Book Awards. A Penny Saved, inspired by the true story of Polly Mitchell, who was held captive in her Nebraskan home for 10 years, is my second collection, published by Willow Books.
Most recently, with funding from The City of Oakland, Cultural Funding Program, I am developing, in collaboration with tenor saxophonist and composer Jessica Jones, the libretto and score of Post Pardon: The Opera, which is an adaptation of my chapbook Post Pardon, published by Mouthfeel Press. The writing of the chapbook was prompted by the death of poet Reetika Vazirani and her son.
As part of the PlayGround writers’ pool at the Berkeley Repertory Theatre, writing short-form plays, my work has been staged for the PlayGround Monday Night series and The Best of PlayGround Festival. Frigidare, which was staged for the 2011 Festival and reviewed in The Huffington Post, depicted the life of an upper-class teenage boy whose mother is doggedly determined to make him gay.
I'm an advisory board member for Flying Object, a nonprofit art and publishing organization, based in Western Massachusetts, and a board member for The Center for Transformative Change in Berkeley, CA, which is dedicated to bridging the inner and outer lives of social change agents, activists, and allies to support a more effective, more sustainable movement of justice for all.
I have always felt that it is my moral and ethical responsibility, as a writer and editor, to create opportunities for other artists to hone their craft and tell their stories. As one of the founding editors for HER KIND, an online literary community powered by VIDA: Women in Literary Arts, we’ve implemented a forum that serves women writers and their issues that are often dismissed or disregarded by the mainstream literary world.
I'm a 2013-14 recipient of an Investing in Artist Grant from the Center for Cultural Innovation, and I've also received residencies, fellowships, or scholarships from Headlands Center for the Arts, Port Townsend Writers' Conference, Rose O'Neill Literary House, Squaw Valley Community of Writers, Hedgebrook, Atlantic Center for the Arts, Prague Summer Program, Fine Arts Work Center, and Bread Loaf Writers' Conference. Nominated for a Pushcart Prize in 2005, my poetry has been widely published and is featured on the album WORD with the Jessica Jones Quartet.
BA in Literature/Creative Writing, Sarah Lawrence College; MFA in Poetry, University of Massachusetts Amherst
Selah Saterstrom's thesis manuscript, The Pink Institution, was published by Coffee House in 2004. She is also the author of The Meat and Spirit Plan (Coffee House Press, 2007) and is on the faculty in the University of Denver’s graduate creative writing program and in the Naropa Summer Writing Program. Read her blog at http://divinatorypoetics.wordpress.com.
Residency Sites: Plainfield, VT
Over and over again I’ve been led to the water’s edge. To thinking about the relationships between history, language and location. To what lies in the space between what is articulated by tongue and mind and that which is felt in the gut. I have been thinking about how history, even events prior to one’s own birth, has an impact upon our lives and affect who we are. How we live and breathe. Speak or not. Whisper or sing. Self consciously blurt or ceaselessly ramble. How history affects one’s relationship to language. One’s understanding and relationship to others and to oneself … and how all this, affects not only the work one produces but ‘how’ one builds. Although I grew up on a potato farm in South Eastern Alberta (in Canada), my adult life has been spent back and forth across the country living in Montreal, then Calgary, back to Montreal, and eventually to Vancouver, near where my grandparents lived prior to the Second World War (the fishing village of Steveston, B.C.). This is where Ojiichan (my grandfather) fished and built fishing boats, Obaachan (my grandmother) worked in the cannery and tended her chirashi perennial garden, and where they raised their family before their forced removal from their home and community; before they were sent as laborers to a sugar beet farm near a French speaking town in Manitoba. It was there on the west coast that I really began reconsidering my own relationship to water, having first learned about mizu out there on the prairies. I have been trying to understand this complex space where water meets land meets water meets land meets water … I am interested in spaces between and in discovering what might be experienced and understood in these relational spaces. If you asked me to describe myself, I might say I'm a visual artist and writer who's practice involves installations, page and bookworks, performance, video and sound pieces, collaborations, and ongoing projects of gathering and dispersal. Or I might respond by saying that I was a taiko drummer when I lived in Montreal; that I used to dream of being a pool shark or a country singer; that I love the color red; that I often feel the significance of the seemingly insignificant; that I am learning to self heal, remembering how to self heal; and that I deeply believe that learning and healing are ongoing, life long processes. I might tell you that I taught at the Emily Carr Institute of Art and Design in Vancouver, at Concordia University in Montreal, and at the University of Calgary in Calgary. Then again, I might respond by simply saying I love the Rockies; that I still feel a close connection to Montreal; that I eventually grew to feel at home in Vancouver; that I currently live in Washington, D.C.; or that I still consider myself a prairie farm kid. Then again, I might tell you about the time when …
MFA in Studio Arts, Concordia University; BFA in Art, University of Calgary.
Residency Sites: Plainfield, VT
I am passionate about creating a sustainable, cooperative culture. To me this means working for social and ecological justice, restoring damaged ecosystems, and creating modes of production and living that meet human needs while increasing ecosystem health and social well-being.
My professional experience is mostly in the fields of education and the environment. In graduate school I studied the history of science, medicine and technology, with a focus on environmental history and the history of sustainable technologies. I wrote my dissertation on the history of technologies used to transform human excrement into fertilizer in the U.S. in the 19th century. Through this study I gained a solid understanding of U.S. agricultural and public health history.
I love applying the lens of history to my work in sustainability, because I believe that we need to understand the historical roots of our current problems in order to solve them. I’ve worked as a sustainability educator in both academic and community-based settings. I’ve taught college courses in environmental science, environmental studies and sustainable development. In my local community I coordinated an environmental job training program with an innovative curriculum in environmental technology for unemployed city residents and I currently teach permaculture workshops. I am also involved with two land trusts that promote sustainability.
Since 1993, I have been a member of School of Living, a community land trust that holds land in Pennsylvania, Maryland, and Virginia and organizes educational events on topics related to sustainable living. I currently serve as their Executive Director.
The other land trust is the Gunpowder Valley Conservancy (GVC), which conserves land in my local watershed and conducts restoration and education programs. As Development Director of the GVC I write grants and support the implementation of projects. My work with these two organizations has given me experience with nonprofit organizational development, strategic planning, and fundraising, which are essential for creating organizations that can implement and sustain community-based sustainability initiatives.
Also since 1993 I have lived at Heathcote Community, a small intentional community in Maryland, where we practice permaculture (ecological design) and cooperative processes such as consensus decision making. I work in the gardens and am currently helping to develop a sustainable farming business on the land. For me, living in community is a way of creating social change. It has given me the opportunity to participate in social systems that are egalitarian and collaborative, gain practical skills in sustainability, and be supported in personal healing and transformation. Anti-oppression work has always been important to me and I strive to integrate it into everything I do. One of my main motivations for joining an intentional community as a young adult was the desire to create a way of life that is both ecologically sustainable and free from oppression. At Heathcote Community we work towards dismantling oppression as a long-term goal by educating ourselves about issues of social and economic justice, implementing egalitarian systems and structures within our community, and including social justice as part of our permaculture education curriculum. I’m currently focusing on anti-racism training for whites.
PhD in the History of Science, Medicine and Technology, Johns Hopkins University; PMGD in Organizing Learning for EcoSocial Regeneration, Gaia University; BA in History and Science, Harvard University.
Residency Sites: Plainfield, VT
Much in the same way that when I look at a piece of student writing I try to discern the emerging story that may not yet be on the page, I begin working with a student by asking what she or he most passionately wants to do. This is not a trivial question, and it often takes a while to move past the collection of sensible decisions, shoulds, and oughts to the kernel of desire.
When we are ready to plan the student’s project, I work closely with the student. We talk about the writing itself, schedules, revising, and possible writing assignments. And I make many reading suggestions. By the time the residency is over the student and I have agreed on a study plan that is as detailed as possible, knowing it may change during the semester. In our correspondence I try to help the student achieve the full potential of each piece of writing. In my criticism I am sometimes general, sometimes specific, depending on the stage of a given piece of writing. I do believe students need to know, in detail, what is working in their writing, and what they do well. I also make suggestions to help students play, and to encourage different ways of approaching material.
I want to help students court the unusual, the unexpected, and I look for ways to push and pull students through to some new adventure in their work. I enjoy working with students in all genres and at all ability levels. In the last few semesters, I have worked with poets, short story writers, and novelists, and I have had the pleasure of working with fiction writers who wanted to explore writing poetry and poets who wanted to give fiction a try. I am open to all possibilities.
I've published creative non-fiction, poetry and short fiction. I have recently finished my doctorate. My dissertation looked at the proliferation of Golems in contemporary Jewish American Literature, and explored various theoretical issues, particularly self-reflexive fiction, and Holocaust representation and the second generation.
PhD in English, SUNY Binghamton; MFA in Creative Writing, Vermont College; MA in Education, Goddard College; BA in Economics, SUNY Purchase.
Residency Sites: Port Townsend, WA
In many ways, teaching at Goddard represents a return to form for me. During the summers after fourth and fifth grade I attended Young Authors Camp at Fort Casey on Whidbey Island, luxuriating in Native American folklore and my roommate's poems about stinky feet. The sweetest part was that the soccer camp kids had to live in the barracks while the Young Authors camp kids stayed in the officers' mansions. I'm pretty sure this is the one instance in the history of American summer camps when creative writing has been afforded more prestige than athletics. I was able to recapture the wonderment of those camps when I worked on my MFA through Bennington College's low residency program, and later during a stay at Yaddo. I thrive in immersion.
I am the author of The Littlest Hitler, a collection of short stories published in September 2006. The title story has been adapted for the stage by a number of high school drama clubs, translated into Italian, nominated for a Pushcart Prize, and included in a college English composition text book. My novel, Sperm & Egg, is scheduled for publication in April 2008. Depending on what day it is, I'm working on a new novel, another collection of stories, or a collection of essays. I also recently completed a screenplay. My work has been anthologized in two editions of The Best American Nonrequired Reading, The Better of McSweeney's (UK edition), Don't You Forget About Me: Contemporary Writers on the Films of John Hughes, and Stumbling and Raging: More Politically Inspired Fiction. My stories and essays have appeared in McSweeney's, Black Book, The Mississippi Review, Post Road, The Los Angeles Review, and other journals.
For the past eight years I have worked for Internet technology companies. I served two tours of duty at Amazon.com, first as a Customer Service rep answering phone calls on the 2pm-11pm shift. More recently I was an editor on the DVD team. I've also worked at Microsoft, Drugstore.com, and online education company Apex Learning. One of the focuses of my undergraduate education at The Evergreen State College was media theory and history, and it has been fascinating watching the Internet change our culture from one of the best seats in the house.
I am a First Amendment absolutist. I believe in creative freedom. Let the writing answer to the writer's vision, and damn the torpedos. That said, the work is incomplete without a reader to complete the circuit. This relationship between writer and reader is sacrosanct to me. I find the ways in which our best selves strive to treat one another correlate to how we treat our readers and even our characters. I am one storyteller in a tradition of storytelling that stretches to the days we lived in caves, and I find it an exhilarating and rewarding responsibility to take readers by the hand and show them something that will--I dearly hope--blow their freakin' minds.
MFA in Creative Writing, Bennington College; BA in Creative Writing, The Evergreen State College
Residency Sites: Plainfield, VT
Gender, race and class differences are central to my educational practice. For the past thirty years, I’ve explored how different school settings can use educational research, policy and practice to redress these inequities.
As a counselor in a public high school, I helped students navigate the mainstream school culture as well as to change that culture by bringing their voices and visions particularly of those on the margins to teachers, administrators and parents. I found that often the school culture was irrelevant at best, and at worst, interfered with healthy adolescent development. By examining and challenging my own middle class white privilege, I was better able to analyze an educational culture that inherently privileged students who were white, verbally adept, middle and upper class, heterosexual, native born and fluent English speakers.
Some of my efforts were successful, while others were not. In doing this complex and rewarding work, I found sustenance and empowerment by engaging with others in workshops, courses and institutes who asked the difficult questions about the changing and complex relationship between race, gender and class in the United States. Combined with my experience in the school setting, these opportunities for reflection and support were critical to my personal growth as well as my development as a progressive practitioner. I want to continue creating ways to connect with others who are active participants in their own learning.
At Goddard, I enjoy exploring -- with students and colleagues -- varied strategies that can make schools safer and more effective for all students as learners and human beings. I am committed to bridging the gap between the academic theories that tell us what works best for young people and the reality of their schoolhouse lives. For example, how do we reconcile the new theories on multiple intelligences with the current emphasis on high stakes standardized testing? How do we let the latest research on racial and gender identity theory inform our understanding of the developmental needs of students? This juncture of theory and practice involves thinking outside the box and taking risks by challenging the status quo.
Over the years, I’ve complemented my educational practice with work as a consultant, designing workshops for professional development. These days, I divide my time between an active work life in the Boston area and wonderful time spent in Vermont Northeast Kingdom where I mostly just hang out reading mysteries, kayaking rivers, discovering wildflowers and snowshoeing on deer paths.
EdD in Teaching, Curriculum and Learning Environments, Harvard University; EdM in Counseling Psychology, Boston University; BA in History, Anna Maria College; CAGS in Counseling Psychology, Boston University.
Caleb Pitkin graduated from Goddard College in 1980, and is presently a sugarmaker, timber harvester, and beef farmer in Cabot, Vt. He is also the grandson of Goddard College founding president, Royce "Tim" Pitkin.
He is engaged with the local community and at various times has served on the Central Vermont Regional Planning Commission, the Cabot Planning Commission, the Cabot Selectboard, The Cabot Zoning Board of Adjustment, and Cabot Revolving Loan Fund Committee. From 1993 to 1994, he served in the Vermont House, representing the towns of Danville, Cabot, and Peacham.
Pitkin holds a BA in Social Ecology from Goddard College.
"I have always been at home at Goddard: Lived here briefly with my grandparents as a small child, attended nursery school and kindergarten in the Clockhouse, attended countless events at the college during my childhood, worked in Environmental Services for a couple of years, and earned my bachelor’s degree in 1980 through the Social Ecology and Resident Undergraduate programs. My parents, Belmont and Clo Pitkin, both attended and worked at the college, as have aunts, uncles, grandparents, and cousins. I am very pleased that my daughter Hannah chose to attend Goddard and earn her bachelor’s degree here. We have all found Goddard to be a nurturing, engaging, provoking, collaborative, and conciliatory place. I am happy to be here."