OXBRIDGE TEACHER SEMINARS - ENRICHMENT AND PROFESSIONAL DEVELOPMENT FOR TEACHERS, LIBRARIANS, AND SCHOOL LEADERS - Oxbridge Academic Programs
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OXBRIDGE TEACHER SEMINARS ENRICHMENT AND PROFESSIONAL DEVELOPMENT FOR TEACHERS, LIBRARIANS, AND SCHOOL LEADERS PETERHOUSE WORCESTER COLLEGE UNIVERSITY OF CAMBRIDGE UNIVERSITY OF OXFORD JUNE 26 - JULY 3, 2020 JULY 5 - JULY 12, 2020
A Welcome From The Founder
Dear Teachers, Librarians, and School Leaders,
I founded the Teacher Seminar program more than 20 years ago in response to the
many teachers who, when I visited schools to talk about our academic programs for
students, used to say — only partly in jest — “That’s great for the students, but what
about us?” They were right, of course. Having long believed that there is no group more
deserving, harder working, or more responsive to this kind of learning opportunity, I
worked to design a seminar that would meet their needs — intellectual, professional,
and personal.
From the beginning, the vision has been to bring teachers into direct contact with
leading scholars, writers, and public figures, in an historic and stimulating environment,
Prof. James G. Basker surrounded by cultural and academic resources. At first in Oxford, and then in Cambridge,
these Teacher Seminars offer a mixture of intellectual refreshment, cultural enrichment,
About the Founder and professional development, all in the most inspiring of settings. Ultimately, the aim
Educated at Harvard (AB), Cambridge (MA),
is to support and invigorate classroom teaching with new ideas and energy, new texts
and Oxford (DPhil), where he was a Rhodes
Scholar, Professor Basker taught at Harvard and techniques, new content and connections.
for seven years before coming to Barnard
College, Columbia University. Formerly the Participants in the Seminars come from every kind of background and school
Ann Whitney Olin Professor of English, he imaginable. They have included new teachers, seasoned veterans, department heads,
was appointed the Richard Gilder Professor
counselors, librarians, and principals. Invariably, the experience and enthusiasm of the
of Literary History in 2006. Professor Basker
has designed and directed student programs participants themselves have enriched the program beyond measure. We would be
in Oxford, Cambridge, St Andrews, Paris, delighted to put you in touch with former participants as you consider applying.
Montpellier, Barcelona, Salamanca, New York,
Boston, and Los Angeles. He has written several Teachers come to our seminars for various reasons: to pursue professional development,
books on history and literature (including, most
recently, American Anti-Slavery Writings, 2012) to indulge intellectual interests, or to fulfill lifelong personal dreams. Whatever your
and has been an invited guest lecturer at the priority, I hope to see you in Cambridge and/or Oxford, this summer!
Sorbonne, Cambridge, and Oxford, a Visiting
Fellow at Sidney Sussex College, Cambridge, Sincerely,
and a James Osborn Fellow at Yale. Professor
Basker is also President of the Gilder Lehrman
Institute of American History in New York City,
where he advises on educational projects in
the public school system and on seminars for James G. Basker, Founder, Oxbridge Academic Programs
educators at Yale, Harvard, Oxford, Cambridge,
and a dozen other universities.
The Teacher Seminars are sponsored and organized by The Foundation for International Education in
cooperation with Oxbridge Academic Programs.
Professor Basker leads a discussion on literature and slavery.
Table of Contents
CAMBRIDGE OXFORD
June 26 - July 3, 2020 July 5 - July 12, 2020
The Cambridge Teacher Seminar The Oxford Teacher Seminar
The College .................................. 3 The College .................................. 10
The Seminar ................................. 4-9 The Seminar ................................. 11-17
Study Groups: Study Groups:
· Why History Matters · Literature and the Fantastic
· English Literature · The Library and the Academy
· Applying to University in the UK · Shakespeare in History
· Thinking Mathematically · Environmental Studies
· Learning Management · Leadership Challenges in Contemporary
Education
O V E R V I E W O F T H E S E M I N A R S
Our seminars are designed to give participants access to current scholarship and university resources in a
variety of fields. Led by distinguished scholars, they are introduced to innovative approaches to traditional ideas
and subjects, to new pedagogical and curricular possibilities, and to a variety of cultural, social, and imaginative
experiences, all in two of the intellectual and cultural capitals of the world.
The seminars involve plenary sessions given by outstanding academics and intellectuals, regular small-group
discussions on more focused educational themes, a comprehensive schedule of cultural events and outings,
historical tours, museum and gallery visits, and free time for individual research, exploration, and relaxation. At
the heart of the Teacher Seminars are elective Study Groups, each designed to provide an academic focus for the
participant.
The Cambridge Teacher Seminar (June 26 - July 3) is held in Peterhouse – the oldest college in the University
of Cambridge. Here, teachers find an inspiring setting for intellectual reflection and cultural enrichment. The
diverse program of plenary speakers and events makes accessible much of the scholarly wealth and history of
the University.
The Oxford Teacher Seminar (July 5 - July 12) is held in Worcester College, Oxford University. Participants have
the unique opportunity to share in the academic and cultural traditions of one of the world's great centers of
learning. Teachers meet Rhodes Scholars, visit colleges, libraries, and historic sites, and gain an insider’s feeling for
the deeper resources behind the beauty and tradition of “the city of dreaming spires.”
Dr. David Rundle talks to participants about his
work in paleography in Christ Church Library.
2 2
Cam b r idg e
TEACHER SEMINAR
June 26 - July 3, 2020
King's College Chapel seen from the Backs
T H E C O L L E G E
The Cambridge Teacher Seminar is held in Peterhouse – the oldest college in the University of
Cambridge. It was founded by Hugo de Balsham, Bishop of Ely, in 1284. In terms of the number
of students admitted each year, Peterhouse is also one of the smallest, most intimate, and most
traditional colleges. The dining hall has been in continuous use since the thirteenth century,
and it remains one of the only Cambridge halls in which two Latin graces are said during dinner.
Despite its antiquity, Peterhouse has a long-held reputation as a center of innovation. Generations of
graduates – known as “Petreans” – have contributed to the social and political upheavals that have shaped
Britain and the world. Among them are the nineteenth-century polymath Charles Babbage, who is widely-
credited with developing the concept of the modern computer. And in 1884, to mark Peterhouse’s 600th
anniversary, the Petrean and mathematical physicist Lord Kelvin made the college one of the first British
establishments to have electric light. Sir Frank Whittle, who invented the jet engine, studied at Peterhouse in
the 1930s; as did the creator of the hovercraft, Sir Christopher Cockerell. Later in the twentieth century, five
Petreans were awarded Nobel Prizes for their work in Chemistry – Sir John Kendrew, Sir Aaron Klug, Archer
Martin, Max Perutz, and Michael Levitt. Participants on our Cambridge Teacher Seminar join a continuum of
great thinkers stretching back through the centuries in a unique environment of living history.
Accommodation is modern and comfortable. A number of bedrooms are equipped with an en-suite
bathroom, and participants have access to the recently-refurbished college bar. Peterhouse is within easy
walking distance of all the major attractions in Cambridge, including King’s College Chapel and the Fitzwilliam
Museum.
3
T H E S E M I N A R
Cambridge Teacher Seminar participants enjoy life in a traditional Cambridge college and a meeting of minds with
leading academics and educators from the University. At the heart of the Seminar are Study Groups, each with a
different focus, offering detailed discussion and exploration of a special subject. Each morning, these Study Groups meet
individually to discuss a series of topics that are complemented in the afternoons by a plenary program of speakers,
workshops, outings, and events. Teachers select one Study Group for the duration of the week and participate in every
plenary session.
Teacher Seminar participants select the Study Group that they would like to join using the Application Form at the
back of this brochure. In advance of the summer, Study Group leaders recommend optional preparatory reading for all
participants. We also ask participants to bring their own proposed topics for discussion, specific to their Study Group.
The Study Groups available in summer 2020 are as follows (descriptions are provisional but indicative):
I. WHY HISTORY MATTERS Study Group Leader and Seminar Director:
Using Cambridge’s extraordinary historical resources, this Dr. Sophie Lunn-Rockliffe. Sophie Lunn-Rockliffe is a
Cambridge
Andrews
Study Group explores a selection of themes lying at the Lecturer in Patristics in the Faculty of Divinity at Cambridge.
interstices of history as it is taught in secondary schools, She is also a Fellow and College Lecturer in Theology and
and history as it is researched in universities. Drawing on Religious Studies at Peterhouse, Cambridge, where she
examples from all periods, sessions address pedagogical completed her doctorate on the political theology of
St
questions such as how to incorporate literature, art, and Ambrosiaster, a late Christian writer of the fourth century.
cinema, as well as the social sciences such as anthropology From 2006 to 2016 she taught Roman History at King’s
and archaeology, into the syllabus; and how best to College London as a Lecturer and Senior Lecturer, before
convey the value, uses, and abuses of history to the next returning to Cambridge and Peterhouse in 2016. She
generation of students. The Study Group also addresses has also held visiting fellowships at the Italian Academy
research topics, privileging areas that are all too often for Advanced Studies at Columbia University, and at the
excluded from syllabi, such as the long-term historical Davis Center for Historical Studies at Princeton University.
influence of environment, geography, and disease, as well Her research interests lie in the history of late antiquity,
as how the changing nature of war affected the human with a specialization in early Christianity and the history
Preliminary Program
experience and transformed political institutions. of ideas.
II. ENGLISH LITERATURE Study Group Leader:
How do we excite today’s students about English Dr. Ewan Jones. A University Lecturer in the Nineteenth
Literature? With this question in mind, the Study Group Century at the Faculty of English, and a fellow and
reads and discusses selected texts by major writers, Director of Studies at Downing, Dr. Jones studied at King's
exploring key ideas in literary criticism and how these College, Cambridge, and was previously a Research Fellow
may be presented in classrooms around the world. While at Trinity Hall. He is working on a number of projects
considering texts that can stand on their own or be including tracing the historical development of the notion
integrated into thematic courses, the group examines of rhythm across the nineteenth century, developing new
canonical writers from Shakespeare to Virginia Woolf, computational resources to uncover and account for the
along with others who have a particular connection to structure and change of concepts over long historical
Cambridge such as William Wordsworth, Samuel Taylor periods, and a project to digitize manuscripts relating to
Coleridge, Lord Byron, Lord Tennyson, Rupert Brooke, Alfred Lord Tennyson. His publications include Coleridge
Sylvia Plath, and Zadie Smith. Participants visit special and the Philosophy of Poetic Form (2014).
collections, the colleges of famous authors, and other
sites of special literary interest around Cambridge.
On the following pages, the Cambridge Teacher Seminar’s provisional schedule provides an idea of how Study
Groups blend with the plenary program. It is representative but not exact, and is subject to change.
4
III. APPLYING TO UNIVERSITY - THE UK PERSPECTIVE Study Group Leader:
This study group addresses the business of choosing, Heather Thompson Cavalli. Ms Thompson Cavalli gradu-
applying to, and being accepted by British universities. ated from Columbia University, Barnard College, in 1990,
Participants discuss the respective merits of different and earned her Master's in Comparative History at Brandeis
examinations, the intricacies of the UCAS process, the University in 1994. She has been a college counselor and
teacher of History, IB History, and IB Theory of Knowledge
major differences between English, Welsh, and Scottish
at the Lyceum Alpinum Zuoz for seven years. Before that
universities, and indeed the differences in teaching and
she was Director of College Counseling at a boarding
social life in individual universities in the UK. Moving school in Connecticut for six years, and has been a teacher
beyond the factual, they discuss how best to help of history since 1994. She has profound experience of
students choose a university, prepare their application, different university systems and has traveled to over 200
their interviews, and, most importantly, ready themselves American, Dutch, German, Spanish and British universities
for the transition to university life far from home. to expand her first-hand knowledge, and to be able best to
advise students.
IV. THINKING MATHEMATICALLY Study Group Leader:
St
Cambridge
Andrews
How can we encourage students to invest time and effort Prof. Christopher Sangwin. Christopher Sangwin is
in solving challenging problems in mathematics, and in Professor of Technology Enhanced Science Education at the
related subjects like computing, engineering, and science? University of Edinburgh. A leading figure in mathematics
Taking advantage of Cambridge's incredible mathematics education in the UK, he held Senior Lectureships at
and science resources, Study Group participants explore Birmingham and Loughborough Universities before joining
the process of solving problems by engaging with key the faculty at Edinburgh. For over a decade he worked with
historic issues in mathematics. The works of seminal the UK Higher Education Academy to promote the learning
thinkers such as Polya and Lakatos on the nature of and teaching of university mathematics. His research and
problem-solving are studied in detail. Participants get to teaching interests include the automatic assessment of
grips with essential questions: What does it mean to solve mathematics using computer algebra, and the development
a problem? What makes a mathematical proof watertight? of the STACK system, as well as problem solving using the
How does mathematical proof contrast with evidence in Moore Method and similar student-centered approaches.
science or an “engineering solution”? How can crowded He is the author of several books, including How Round
Preliminary Program
contemporary curricula accommodate problem-solving is Your Circle?, which illustrates and investigates the links
as a core theme? How can teachers nurture confident between mathematics and engineering using physical
problem-solving skills in their students? models.
V. LEARNING MANAGEMENT Study Group Leader:
Under the guidance of educationists, participants in this Dr. Emma Carter. Emma has been a Research Associate
Study Group address some of the core issues in learning for the Research for Equitable Access and Learning
management, such as curriculum development, lesson- (REAL) Centre at the University of Cambridge since 2017.
planning, retaining student attention, and dealing with Her current position involves working for Mastercard
occasionally conflictual parental expectations. This Study Foundation’s Leaders in Teaching Initiative, a project
Group is a learning experience but it is also a forum in aimed at transforming teaching and learning in secondary
which ideas are exchanged. As participants address these education across Africa. Prior to this, Emma worked on
challenging issues, they share their best practices in the Complementary Basic Education initiative in Ghana.
dealing with them. Since working at the REAL Centre, Emma has undertaken
research collaborations with Laterite Rwanda, the World
Bank, the Department for International Development UK,
and the University of Sussex. Emma has over 10 years of
experience working in leading international schools. She
has taught at, among others, Wesley College, Melbourne;
The Western Academy of Beijing; Victoria International
School, Sharjah; the Perse Preparatory School, Cambridge.
5
D A Y 1 • English Literature
EL1: Why Literature?: Why do we teach literature, and how do we
do so? What is the purpose of studying books, plays, and poems?
4.00pm · Welcome to Peterhouse Is it to learn about society, about others, or about ourselves? Or
Dr. Sophie Pickford is it not about learning anything, but rather about experiencing
Dr. Pickford greets participants in Peterhouse and outlines and appreciating literary craft and beauty? Visit to King’s College,
the program. nursery to many great Cambridge novelists.
• Applying to University
5.00pm · Plenary Session: Introducing Cambridge AU1: The Right Place for Me? Participants are introduced to
Dr. Sophie Pickford UK universities and the different approaches to teaching. How
Dr. Pickford introduces Cambridge on foot. On a leisurely should students understand and interpret these?
stroll the group takes in some of the town and University’s
main landmarks – King’s College Chapel, Great St. Mary’s • Thinking Mathematically
TM1: Teacher as Student: How do we go about solving math
Church, and Senate House. Dr. Pickford explains the unique
problems ourselves? What are the purposes of struggling with
college system that Cambridge and Oxford share, creating mathematical problems, and what pedagogical and scholarly
some the richest learning environments in the world. strategies are there for tackling them?
An Art Historian with an affiliation to King’s College, Cambridge, • Learning Management
where she is an ASCR, Dr. Pickford graduated top of her year with LM1: Course Planning: How to build a curriculum from scratch?
Cambridge
Andrews
Starred First Class Honours in History of Art from King’s, where
she was a Scholar and recipient of the Rylands Prize. Her PhD 11.30am · At the close of each Study Group meeting, teachers
research was on Renaissance French Château Interiors. Following visit specific locations around Cambridge connected with the
this, she became a Junior Research Fellow at St. Edmund’s College,
morning’s subject.
Cambridge, and was a Research Associate for a project led by
St
Professor Deborah Howard. Sophie then digressed into law, picking
up a First Class Law degree and working as a lawyer in London and 12.30pm · Lunch
Singapore for several years before returning to academia. She now
works in Cambridge on early twentieth-century British art, and 2.00pm · Plenary Session: Cambridge Past and Present
teaches History of Art to Cambridge undergraduates. Mr. Anthony Bowen
6.30pm · Dinner at Peterhouse A Fellow of Jesus College, where he teaches Classics, Mr. Bowen
Dinner is served in the college dining hall. Before dinner, served as the University Orator for 15 years. He is an expert in the
teachers gather in the Peterhouse bar and common room history of Cambridge.
for drinks and conversation.
4.00pm · Tea
Preliminary Program
8.00pm · Social Outing
Optional trip to a local pub with fellow participants and 4.30pm · Plenary Session: From Big Bangs to Big Rips - A
the Study Group leaders. History of Modern Cosmology
Dr. Matthew Bothwell
D A Y 2 From Isaac Newton to Stephen Hawking, Cambridge has
been at the forefront of scientific discovery for centuries.
9.00am · Study Groups
Dr. Bothwell shares the history of modern cosmology,
Under the guidance of the Study Group leader, each group
guiding participants from major breakthroughs to the latest
meets every day to cover a number of specific topics:
research in the field.
• Why History Matters
WHM1: The Subjects of History: The week begins Matthew Bothwell is an astrophysicist based at the Kavli Institute
by looking at what historical periods and topics for Cosmology at the University of Cambridge. His current work
are covered in different national school and in observational astronomy uses the cutting-edge facilities at
university curricula, and how these have Cambridge to study the evolution of galaxies across cosmic time.
changed over time. What social and
political forces influence how and what
kind of history is taught, and how 6.30pm · Dinner
can we use these debates to teach
history and civics to our students? 7.30pm · Evensong at King’s College Chapel
Participants experience a traditional evensong service with
world-class choral music amidst the architectual splendor of
the King’s College Chapel
6
D A Y 3 D A Y 4
9.00am · Study Groups meet 9.00am · Study Groups meet
• Why History Matters • Why History Matters
WHM2: History and Anthropology: A session on comparative WHM3: Art in History: An exploration of how art has shocked
history using anthropological and ethnographic approaches. and shaped the world, examining examples from ancient,
How far can we extrapolate information about past societies medieval, and modern societies in which works of art have had
from our knowledge and understanding of contemporary an influence on social, cultural, and religious life. Visit to the
ones? Visit to the Cambridge Museum of Archaeology and Fitzwilliam Museum.
Anthropology.
• English Literature
• English Literature EL3: Themes and Contexts: How do we teach students difficult
EL2: A Cambridge Tradition: The Study Group takes a deep texts, and why? Can “difficulty” generate anything constructive,
dive into Practical Criticism, founded in the early 20th century or only frustration? And how best to address difficulty in the
in Cambridge and still a central and compulsory part of the classroom? Visit to the Pepys Library at Magdalene College.
Cambridge undergraduate curriculum.
• Applying to University
• Applying to University AU3: School Examinations: The group discovers how British
Cambridge
St Andrews
AU2: Subject Focus: Many British universities require students universities rate different examinations and about the application
to apply for one subject. How to prepare them for this level of process, particularly the personal statement, and what British
specialization when they are not used to it at school? What are the professors are looking for in letters of recommendation.
advantages and disadvantages of engaging with one field so early?
How do non-UK students cope? • Thinking Mathematically
TM3: Experimental Learning: How can we use experimental
• Thinking Mathematically evidence to form conjectures of our own? How can we move
TM2: Mathematical Reasoning: What are the different beyond conjectures to a hypothesis, and how are hypotheses
forms of reasoning available to us? How does exploration and challenged, developed, and refined? Visit of the laboratories at
inductive reasoning contrast with deduction and logic? How do the Cambridge Department of Engineering.
external authority and personal experience interplay to form
mathematical knowledge? Visit of the Cambridge Department • Learning Management
of Pure Mathematics. LM3: From ice-breakers to self-study: Building learners'
capacity through a gradual release of responsibility.
• Learning Management
LM2: Lesson Planning: Writing the perfect lesson plan. 12.30pm · Lunch
Preliminary Program
12.30pm · Lunch 2.30pm · Plenary Session: Guided Tour of the Fitzwilliam
2.30pm · Optional Punting Session 4.00pm · Tea
4.00pm · Tea 4.30pm · Plenary Session: Literature Makes History: How
4.30pm ·Plenary Session: Forms of Literary Criticism Poets Helped End Slavery
Dr. Ross Wilson Professor James Basker
Dr. Wilson opens up the world of literary study at Professor Basker addresses participants on how literature
Cambridge and shares key insights from his latest work, and history intersect and overlap, focusing on the
Critical Forms, a history of the genres of critical writing. antislavery movement.
Ross Wilson is a Lecturer in Criticism in the Faculty of English James Basker is the Richard Gilder Professor of Literary History
and a Fellow of Trinity College, Cambridge, where he teaches at Barnard College, Columbia University, the President of
undergraduates and graduates. He writes on a wide range of the Gilder Lehrman Institute of American History, and the
topics including the history, theory, and practice of literary Founder of Oxbridge Academic Programs. He is the author
criticism, British and European Romanticism, and English of several books on history and literature, including, most
poetry from 1750 to the present. recently, American Anti-Slavery Writings (2012).
6.30pm · Dinner
6.30pm · Dinner 7.30pm · Musical Soirée at the Cambridge Botanical
7.30pm · Plenary Session: Bloomsbury Art and the Ballet Gardens
(1922-1932)
Dr. Sophie Pickford
7
D A Y 5 D A Y 6
9.00am · Study Groups meet 9.00am · Study Groups meet
• Why History Matters • Why History Matters
WHM4: History through Literature: This session explores how WHM5: Forces of Historical Change: An examination of the
literary fiction might be used to deepen our understanding of a different ways historians from antiquity to modernity have
particular period or issue, looking at contemporary imaginative
explained historical change as influenced by humans, and
reconstructions of the past, and at poetry and drama from the
past, focusing on the theme of war. as shaped by environment, climate, and disease. Visit of the
Cambridge Museum of Classical Archaeology.
• English Literature
EL4: Shakespeare in Performance: Teachers discuss historicist • English Literature
readings, gender, and Shakespeare as a cultural icon. EL5: Whose Opinion Matters?: Is the author’s word the last
word, and if not what other points of reference do we have
• Applying to University as readers? The group considers authority, opinion, and taste.
AU4: School Examinations: Interviews: We examine universities Visit of the G. David Antiquarian Bookshop and The Haunted
that interview, such as Oxford and Cambridge. What are they Bookshop for treasures and hidden Cambridge history.
looking for in a student? Can students be prepared for the
Cambridge
St Andrews
interview? • Applying to University
AU5: Preparing for University: How do we prepare students
to go overseas to study and for the culture shock of British
• Thinking Mathematically universities?
TM4: Argumentation: What is the interplay between definitions,
experimental evidence, deductive proofs, and the statements of • Thinking Mathematically
a formal theorem? How do arguments get challenged, refuted, TM5: Rethinking Problem Solving: How can teachers use
and proved? What are the differences between problem solving problems and problem-solving to make math and its sister
as professional research, and problem solving by students? Visit subjects come alive and seem relevant to students? What
to the Cambridge Mullard Radio Astronomy Observatory. resources are available to us? How might technology in the
classroom be used to enhance the students’ experience of
• Learning Management solving problems in traditional ways? Visit of the Centre for
LM4: Handling the Parents: How do educators negotiate Computing History.
parental involvement and expectations.
• Learning Management
LM5: To Discipline and Punish: Write this out 100 times, the
12.30pm · Lunch purpose of punishment
Preliminary Program
2.00pm · Plenary Session: War in the Nazi Imagination 12.30pm · Lunch
Professor Richard Evans
Since acting as principal expert witness in the David Irving libel 2.00pm · Plenary Session: Tour of the Parker Library
trial, Professor Evans’s work has dealt with Holocaust denial and the
clash of epistemologies when history enters the courtroom. He has
published a large-scale history of the Third Reich in three volumes. 4.00pm · Tea
He has been Editor of the Journal of Contemporary History since
1998 and a judge of the Wolfson Literary Award for History since
1993. Over the years, his work has won the Wolfson Literary Award 4.30pm · Plenary Session: How do Scientists Develop
for History, the William H. Welch Medal of the American Association New Medicines
for the History of Medicine, the Fraenkel Prize in Contemporary
History, and the Hamburg Medaille für Kunst und Wissenschaft. His Sarah Madden
most recent book is on 1815-1914 for the Penguin History of Europe. Sarah is a member of a research team that focuses on a class of
proteins with very distinctive architectures, known as tandem-
4.00pm · Tea
repeat proteins.
6.30pm · Dinner with Gates Scholars at Peterhouse
6.30pm · Dinner
8.00pm · The Cambridge Challenge
A light-hearted test of intellect, wit, and general knowledge
at a local pub
8D A Y 7 D A Y 8
9.00am · Study Groups meet 9.00am · Farewell Breakfast and Departure
• Why History Matters "A well-organized and interesting program to make for an
WHM6: Why History? Reflecting on the week, the group enriching week in an inspiring location. The organisers and
discusses defenses of history both as an enriching intellectual group leaders were enthusiastic and passionate, incredibly
exercise and as a means of helping this latest generation of generous with their time and expertise, warm and welcoming
students to understand their pasts and their presents. and genuinely showed an interest in the teachers. I am very
keen to attend another one of these programs in the near
• English Literature future."
EL6: Making Literature Come Alive!: The final session explores
how we can use our students' personal stories and experiences,
our school and local settings, and even props to bring works to "I would recommend the Oxbridge Teacher Seminars to
life. all educators. The educational opportunities go beyond the
classroom, extending into the cultural and social experiences
• Applying to University provided by the host city and country."
AU6: What Future? Reading the tea-leaves, participants discuss
Cambridge
the challenges facing British universities and how these might
influence the decision to apply there. CTS Participants, 2017
• Thinking Mathematically
TM6: Planning Session: With new ideas to consider, as well as
new tactics and strategies in mind, participants conclude the
Study Group with a planning session to prepare for the new
academic year.
• Learning Management
LM6: Homework! How best to structure assignments
2.00pm · Participants’ Forum
Participants meet to reflect on the week and to discuss
ways in which their experiences might influence their
classroom teaching and other projects. This is followed by
Preliminary Program
an optional walk to the Grantchester tea rooms.
8.00pm · Reception and Formal Dinner at Peterhouse
The group celebrates the conclusion of the seminar
with a formal evening. First, a drinks reception in the
Peterhouse Fellows' Garden, followed by a final dinner in
the atmospheric Combination Room.
9All Souls College, Oxford, and the Hawkesmoor towers that are said to have given rise to the expression "ivory tower."
Oxford
Oxford TEACHER SEMINAR
July 5 - July 12, 2020
T H E C O L L E G E
Oxford has hosted a scholarly community for over 900 years, and continues to be one of the world's most important
Preliminary Program
intellectual and cultural centers. Our Teacher Seminar is housed in the beautiful, peaceful setting of Worcester College,
near the Ashmolean, Pitt Rivers, and Natural Science Museums, Oxford University Press, and several historic pubs and cafes.
The Bodleian Library is within easy walking distance, as is the commercial bustle of Broad and High Streets.
Worcester College lies on a site that has been used for academic purposes since the thirteenth century. Originally known
as Gloucester College, it was founded in 1283, for the education of Benedictine monks. Gloucester College was closed-
down during the dissolution, in the 1530s, only to re-emerge for a brief period - following Benjamin Woodroffe's effort to
transform it into a home for Greek Orthodox students - as Greek College. In 1714 it was re-endowed by Sir Thomas Cookes
as Worcester College. In addition to twenty-six acres of land that include a lake and a park, Worcester is known for buildings
designed by renowned 18th- and 19th-century architects, including Henry Keene, Nicholas Hawksmoor, and James Wyatt.
These stand alongside substantial medieval remnants of Gloucester College that are still in use today. Worcester boasts
many notable alumni, among them Rupert Murdoch, Emma Watson, and U.S. Supreme Court Justice Elena Kagan.
Teacher Seminar participants live in comfortable rooms in the College. The rooms are all en-suite and there is wifi. Meals
are taken in the College dining hall. Breakfast is primarily continental, while a variety of entrée options are available at
dinner, including vegetarian dishes.
10T H E S E M I N A R
Oxford Teacher Seminar participants enjoy life in a traditional Oxford college and a meeting of minds with leading
academics and educators from the University. At the heart of the Seminar are Study Groups, each with a different focus,
Oxford
offering detailed discussion and exploration of a special subject. Each morning these groups meet individually to discuss
a series of topics. These sessions are complemented in the afternoons by a plenary program of speakers, workshops,
outings, and events. Teachers select one Study Group for the duration of the week and participate in every plenary
session.
Teacher Seminar participants select the Study Group that they would like to join on the Application Form at the back
of this brochure. In advance of the summer, Study Group leaders recommend optional preparatory reading for all
participants. We also ask participants to bring their own proposed topics for discussion, specific to their Study Group.
The Study Groups available in summer 2020 are as follows (descriptions are provisional but indicative):
I. LITERATURE AND THE FANTASTIC Study Group Leader and Seminar Director:
This course focuses on the works of six of the most Dr. Matthew Kerr. Formerly a departmental Lecturer in
prominent children’s fantasy authors of the past 150 English at the University of Oxford, Dr. Kerr is currently
Preliminary Program
years. Four of these (Lewis Carroll, C. S. Lewis, J. R. R. working as a Lecturer in Southampton while completing a
Tolkien, and Philip Pullman) were or are Oxford-based; book about the sea in 19th-century literature. His research
particular attention will be paid to their biographies and interests include the Victorian novel – especially the novels
their interactions with the University and Oxford town of Dickens, Conrad, and Frederick Marryat – and the
life. Each seminar will cover both a special author whose history of emotions. He has taught and lectured on a wide
work will be featured, and an investigative topic designed range of subjects, including film adaptation and Victorian
to focus the discussion around issues relevant to both children’s literature. Dr. Kerr’s latest project focuses on John
readers and teachers of fantasy literature. In addition Stuart Mill’s private library. He completed his doctorate in
to learning about the history and background of these English Literature at Trinity College, Oxford, where he was
canonical texts, seminar participants will be encouraged a Clarendon Scholar. Prior to taking up his Lectureship he
to develop new and imaginative ways of teaching them. taught at a number of Oxford colleges, including Magdalen,
Keble, and Christ Church, and at the University of Lincoln.
II. THE LIBRARY AND THE ACADEMY Study Group Leader:
Libraries are at the very heart of every educational institution, Steven Archer. The College Librarian at Christ Church,
from the smallest school to Oxford University. Designed Steven read Anglo-Saxon, Norse and Celtic in Cambridge,
for librarians and others with an interest in how libraries and then undertook a Masters in Library and Information
contribute to the intellectual and cultural life of the academy, Studies at University College, London. He has worked in
this Study Group draws on the resources of the more than the libraries of Trinity and Christ’s Colleges, Cambridge,
60 libraries that constitute the Oxford University library and was Head of Reference at the London Library. He
system. Because of the great wealth and antiquity of library joined Christ Church in September 2016 from his post
resources in Oxford, participants have the opportunity to as Curator and Digital Projects Librarian at the Parker
visit medieval libraries that have chained books, see exhibits Library, Corpus Christi College, Cambridge. His research
drawn from rare collections, and visit the Bodleian Library, centers around the impact of the tenth-century monastic
looking at it not only historically but in relation to a wide reform movement on manuscript production in England,
range of current issues. Participants meet experts from the social function of books in the medieval world, the
several fields of library science and archive management. interplay between script and print, and the survival of
medieval libraries during the Reformation.
11III. SHAKESPEARE IN HISTORY Study Group Leader:
Focused on the most influential poet and playwright Dr. Tim Smith-Laing. A writer and critic based in London,
in western civilization, this Study Group examines Dr. Smith-Laing completed his doctorate at Merton
Shakespeare’s works, popularity, and literary legacy. College, Oxford, with a thesis on the interpretation
Oxford
Looking beyond his life, contemporary depictions, of Greek mythology in European literature, paying
and immediate reception, participants go on to study special attention to the mythographical backgrounds
his sources, his collaborators, and his influence. They of Boccaccio, Chaucer, and Shakespeare. He was a
explore how plays have been revised and re-written over lecturer in English literature at Jesus College, Oxford,
the centuries, according to popular taste and political and taught at Sciences Po, in Paris, before deciding
will, as well as how selected plays have been adapted to concentrate on writing and journalism. Examining
for television and film, as specialist performances and subjects as diverse as early modern philosophy,
Hollywood blockbusters. The Study Group also looks at internet addiction, and Hieronymus Bosch, he is a
how Shakespeare can be taught in the classroom through book critic for The Telegraph, a contributor to Frieze,
performance. Apollo: The International Art Magazine, and The Literary
Review. He is currently working on a cultural history
of chance, Fortuna: The Lives of Lady Luck from Ancient
Athens to Quantum Physics.
Preliminary Program
IV. ENVIRONMENTAL STUDIES Study Group Leader:
Many school-age students regard pollution and the Dr. Joanna Bagniewska. A zoologist with a doctorate
associated threat of climate change as the biggest from Oxford, Dr. Bagniewska specializes in the overlap
challenges to their futures. Not surprisingly, many are now between zoology and technology. Her research at
seeking out further studies and careers in environmental Oxford University’s Wildlife Conservation Research Unit
fields. This Study Group is designed to help educators focused on using biotelemetric methods to examine
address key flashpoints – such as the extent of climate the behavior of semi-aquatic animals. Her academic
change, rising sea levels, specie disappearance - and interests include behavioral ecology and conservation
discusses how to incorporate them into syllabi. It also biology. Currently a Teaching Fellow at the University
addresses responses to environmental threats and how of Reading, Dr. Bagniewska has also held appointments
students can already play a part in these as they become at Nottingham Trent University and Oxford. She has
global citizens. worked on a number of species, ranging from wombats
and wallabies to mole-rats and jackals.
V. LEADERSHIP CHALLENGES IN CONTEMPORARY Study Group Leader:
EDUCATION
This Study Group is intended for emerging leaders within John Allman. The Head of School at Trinity School in New
schools. Led by an experienced school head, the Group York, a K-12 coeducational day school serving almost 1000
will focus on a selection of key issues that every school students on the Upper West Side of Manhattan, Mr. Allman
leader must face today, such as curriculum reform, the began his career teaching English at his alma mater, the
uses and abuses of technology, the pros and cons of Lovett School, in Atlanta, Georgia. Following graduate
parental engagement, faculty retention and development, studies, he taught at St. Mark’s School of Texas, in Dallas,
socioeconomic inequality, academic versus extracurricular becoming chair of its English Department in 1990. In 1994
balance, and relations with the broader community. he returned to the Lovett School as principal of the Upper
Alongside, the Study Group will tackle daily case studies School. He was appointed headmaster at St. John’s School
and crisis management scenarios that arise over the in Houston in 1998, where he served for eleven years,
course of a school year and collaborate to work out before his appointment to Trinity in 2009.
possible responses.
On the following pages, the Oxford Teacher Seminar’s provisional schedule provides an idea of how Study Groups
blend with the plenary program. It is representative but not exact, and is subject to change.
12D A Y 1 • Environmental Studies
ES1: Convincing Skeptics: Why is climate change so
controversial? What in our cultures, politics, and lifestyles
4.00pm · Welcome to Worcester College fuels this controversy? How do scientists model it and why
Dr. Matthew Kerr
Oxford
have these models proved so contentious?
Dr. Kerr greets participants in Worcester College and
outlines the program. • Leadership Challenges in Contemporary Education
CE1: Setting a Vision: Building a successful school and
making leadership work at every level, a personal view.
5.00pm · Plenary Session: An Introductory Walking
Tour of Oxford
Mr. Konrad Chatterjee 11.30am · At the close of each Study Group meeting,
Mr. Chatterjee explains some of the history of Worcester teachers visit specific locations around Oxford connected
College and the University of Oxford, as well as of the with the morning’s subject.
College system that gives the University its character. A
short tour orients new arrivals as they explore the grounds 12.30pm · Lunch
of the college and their immediate surroundings, which
include the Ashmolean, the Playhouse, St Giles, and 2.00pm · Plenary Session: Why Literature Matters: How
Cornmarket. Poets Helped to End Slavery
Prof. James Basker
6.30pm · Dinner at Worcester College A former Rhodes Scholar, Professor Basker discusses
Preliminary Program
Dinner is served in the Worcester College dining hall. the relationship of literature to history in the abolition
Before dinner, teachers gather for drinks. campaign, drawing upon his own Amazing Grace
(2002) and American Antislavery Writings (2012).
8.00pm · Social Outing
Optional local walking tour to see Oxford at dusk, with
choice of a concert or conversation in a local pub. "Please continue the Oxbridge mission to stimulate and
nurture educators' intellects rather than require them
D A Y 2 to focus on educational trends and produce lesson plans.
The content of the instruction and the rich setting will
9.00am · Study Groups meet naturally and organically be shared and communicated
Under the guidance of the Study Group leader, each with students."
group meets every day to cover a number of specific 2017 OTS Attendee.
topics:
• Literature and the Fantastic
LF1: Defining Fantasy: Participants examine Lewis Carroll’s
Alice’s Adventures in Wonderland and Through the Looking-
Glass in an effort to reach a preliminary definition of the
genre. The session includes a field trip to Christ Church
College to explore the surroundings that inspired Carroll’s
tales.
• The Library and the Academy
LA1: The Role of the Library: In this opening session,
participants discuss the role of the library in universities and
schools across the world, and its place in 21st-century society
in general. The discussion will be followed by a tour of the
world-famous Bodleian Library.
• Shakespeare in History
SH1: Shakespearean Biography: Issues surrounding
Shakespeare’s life; religious beliefs; sexuality; images of
Shakespeare, from the First Folio onwards; competing
depictions of the playwright.
One of Oxford's many ghoulish gargoyles
looks down on proceedings.
134.00pm · Tea
2.00pm · Plenary Session: A Tour of Christ Church
4.30pm · Plenary Session: Edward Lear's Feelings Library
Dr. Jasmine Jagger Dr. David Rundle
Oxford
Jasmine Jagger is a Lecturer at St Edmund Hall and Postdoctoral
An authority on Oxford Libraries and on Medieval and
Research Assistant at the Faculty of English, working on a Early Modern book collecting, Dr. Rundle gives an
project entitled 'Knowing Edward Lear', in cooperation with insider’s tour of this magnificent library, looking at its
Harvard, The Tennyson Society, Tennyson Research Centre, historic, institutional, and architectural setting.
Oxford, and the BBC. She specialises in Victorian manuscript
study, the poetry and poetics of the 19th and 20th centuries, 4.00pm · Tea
children's literature, nonsense, the medical humanities, and
literature and visual culture.
4.30pm · Plenary Session: Round-table discussion
6.30pm · Dinner in Hall with Rhodes Scholars at Oxford
Each year, Oxbridge Academic Programs employs a
7.30pm · Optional outing: Concert, recital, or play large number of Rhodes Scholars - more than any
Participants pick a performance from the vast array on other organization in the world - as teachers on our
offer every night in Oxford. student programs. They study and teach at Oxford
Preliminary Program
University as members of individual colleges and in a
D A Y 3 wide variety of departments. They talk to participants
about intellectual life at Oxford.
9.00am · Study Groups meet
6.30pm · Dinner
• Literature and the Fantastic
LF2: Of This And Other Worlds: A close analysis of Tolkien’s D A Y 4
world-building in The Lord of the Rings. How does he use
geography to create an immersive fantasy landscape? 9.00am · Study Groups meet
How does he populate an entire society? And how can we
contextualize his epic against the background of the Great
War? The session concludes with a trip to Merton College, • Literature and the Fantastic
Tolkien’s alma mater. LF3: C. S. Lewis and Politics: With particular attention
paid to The Chronicles of Narnia, how does Lewis make use
• The Library and the Academy of medievalism, Christianity, and Oxford itself as generic
LA2: The Classic Oxford College Library: Oxford has many markers? How has contemporary scholarship tackled issues
great libraries besides the Bodleian, particularly those of of gender and race in his writing?
the colleges which make up the University. Participants visit
Trinity College, and learn how its library has been an integral • The Library and the Academy
part of its teaching since its foundation. What lessons can be LA3: Children’s Literature and the Next Generation of
learned from its management, and how universal are they? Readers: What place do books have in children’s lives in
the 21st century? To help answer this question, participants
• Shakespeare in History explore some of the earliest printed books in the Bodleian’s
SH2: Shakespeare in Context: How much does historical collection, and the world famous Opie Collection of Children’s
context matter to critical readings of Shakespeare? How can Literature.
a detailed understanding of the circumstances in which his
plays were written improve our knowledge of them, and vice • Shakespeare in History
versa? SH3: The Bard’s Precursors: How was Shakespeare influenced
by other writers, such as Chaucer, Gower, and Lydgate? What
impact did traditions of popular and courtly entertainments
• Environmental Studies
have on his writing? And how accurate a depiction of the
ES2: Best or Worst of Enemies: The Environment and Middle Ages do his plays provide?
the Economy: Can they coexist? Is there such a thing as
environmentally sound economic growth? • Environmental Studies
ES3: Species Disappearance: How fast is it really happening?
• Leadership Challenges in Contemporary Education Are there patterns emerging? Is there a tipping point? Can
CE2: Deploying Technology: From the blackboard to the anything be done about it?
iPad, technology old and new. A history of tools used by
pedagogues; the challenges and opportunities offered by • Leadership Challenges in Contemporary Education
new and emerging technologies; and the prospect of ever CE3: Comparative and International Education; Curriculum
more Web-based learning. reform: Do they really do things better abroad? Can we learn
from comparative educational studies? Balancing learning:
12.30pm · Lunch are our schools too academic or do we care too much about
extra-curriculars?
1412.30pm · Lunch Seminar participants visit the famous Bodleian Library.
2.00pm · Plenary Session: The Private Life of the
Diary
Oxford
Dr. Sally Bayley
Sally Bayley is a tutor in English at Balliol and St. Hugh’s Colleges,
Oxford and a member of the Oxford University English Faculty.
She is the author of Eye Rhymes: Sylvia Plath’s Art of the Visual
(2007), the first study of Plath’s art work in relation to her body of
poetry and prose. It was featured in the Sunday Times magazine,
on Radio 4 and at the Royal Festival Hall. She has since published
The Private Life of the Diary: from Pepys to Tweets, telling the
story of the diary as a coming of age story, and an autobiography,
Girl With Dove (2018).
4.00pm · Tea
4.30pm · Plenary Session: A Matter of Principles
Preliminary Program
Professor Sir Christopher Ricks
The William M. and Sara B. Warren Professor of the Humanities
at Boston University, Dr. Ricks was formerly professor of English
at Bristol, at Cambridge and, in 2004, was elected Professor of
Poetry at Oxford. He is known both for his critical studies and for
his editorial work. Recent publications include The Poems of T.
S. Eliot (2015). He is the author of, among others, Milton’s Grand
Style (1963), Decisions and Revisions in T. S. Eliot (2003), Dylan’s
Visions of Sin (2004), and True Friendship: Geoffrey Hill, Anthony
Hecht, and Robert Lowell under the Sign of Eliot and Pound
(2010).
6.30pm · Dinner followed by an optional outing.
"Clive was amazing. Every one of our site visits began
with Clive leading us past the "No visitors beyond this
point" or "Staff only" sign. He was able to arrange
entry into places closed to the general public."
2016 Library and the Academy Participant
15D A Y 5 D A Y 6
9.00am · Study Groups meet 9.00am · Study Groups meet
Oxford
• Literature and the Fantastic • Literature and the Fantastic
LF4: The Postmodern Fantasy: This session focuses on LF5: The Wizarding World: Story, class, and the
Philip Pullman, and particularly His Dark Materials. How consumption of magic in J.K. Rowling’s Harry Potter series. To
might the “Republic of Heaven” be understood as a critique what extent is Harry an archetypal literary hero? Participants
of various political systems? How persuasively does Pullman visit the Eagle and Child pub, home of the Inklings.
build an alternative version of Oxford?
• The Library and the Academy
• The Library and the Academy LA5: The Role of the Library in Society: Public libraries,
LA4: OUP: It is often forgotten that Oxford University Press school libraries, academic research libraries; intellectual
is a department of the University. In this session, participants freedom, copyright, censorship; the evolution of library
meet the team responsible for constantly revising the Oxford science.
English Dictionary. They explain how they use libraries to
guide and inform their endeavors. • Shakespeare in History
SH5: Shakespeare Re-Written: Restoration Shakespeare;
• Shakespeare in History interpretations, revisions, and happy endings; Nahum Tate’s
Preliminary Program
SH4: Contemporaries and Collaborators: This session King Lear; William Davenant’s The Tempest; the Romantic
explores the interplay and influence between Elizabethan Shakespeare; the birth of bardolatry.
and Jacobean theater, as well as Fletcher, Marlowe, Middleton,
the culture of patronage, and the business of theater. • Environment Studies
ES5: Climate Solutions 2: Carbon Offset: Anything more
• Environmental Studies than a gigantic ponzi-scheme?
ES4: Climate Solutions 1: Global initiatives: Nothing more
than empty slogans nobody intends to honor? • Leadership Challenges in Contemporary Education
CE5: Trip to Radley College: In this session participants visit
• Leadership Challenges in Contemporary Education Radley College, a famous boarding school outside Oxford.
CE4: The Death of Science and the Triumph of the Arts: The group discusses meritocratic education. What role will it
How to make Science and Math attractive. play in 21st-century teaching?
12.30pm · Lunch 12.30pm · Lunch
2.00pm · Plenary Session: Why Math is Relevant to All 2.00pm · Plenary Session: How Does Electricity Flow
Subjects Through A Single Molecule?
Prof. Christopher Sangwin Dr. Jan Mol
Professor Sangwin discusses how to make math fun and
relevant to all school disciplines. Dr. Mol studies quantum transport in nano-scale silicon
transistors and single molecule junctions. In state-of-the-art
The Professor of Mathematics Education at Edinburgh University, silicon transistors the active channel region is so small that it may
Christopher worked for over a decade with the UK Higher Education only contain a single dopant atom. Using a series of microwave
Academy to promote the learning and teaching of university pulses this atom can be brought into a coherent superposition
mathematics. He is the author of the award-winning book How of quantum states, which can be read-out electrically. Similarly,
Round is Your Circle? evidence of quantum interference in a single molecule can be
found by measuring the charge transport through it. The aim of
4.00pm · Tea his research is to harness quantum interference and superposition
in atomic and molecular electronic devices.
4.30pm · Plenary Session: The Easter Rising and
Modern European History
Dr. Marc Mulholland
A Fellow of St. Catherine’s College, Dr. Mulholland began his academic “Unlike many professional development programs and
career as an expert on Ulster Unionism. Since then his interests have conferences the Oxford Teacher Seminar was truly a
bifurcated: Irish history since the Famine on the one hand, the history of refreshing week of intellectual stimulation, allowing
political thought since the French Revolution on the other. participants to encounter new ideas and rekindle that love
of learning that led them to become teachers in the first
6.30pm · Dinner place.”
2017 Literature and the Fantastic Participant
164.30pm · Plenary Session: Astronomy and Poetry • Environmental Studies
Prof. Dame Jocelyn Bell Burnell ES6: Frightening the Next Generation: How do we discuss
climate in school? How do we integrate climate concerns
Prof. Bell Burnell explores the intersections between
into the syllabus and our lives?
astronomy and poetry. How have great writers attempted
Oxford
to capture the unfathomably large and small dimensions • Leadership Challenges in Contemporary Education
of outer space, time periods of enormous duration, and CE6: Building Citizens: The week concludes by tackling
the beauty of comets, galaxies, and planets in their writing tough questions about how schools address socio-economic
– and how successful have they been? inequality within and outside their communities. How do we
support our community and build citizen students?
Dame Jocelyn Burnell is a Visiting Professor of Astrophysics in the
University of Oxford and a Fellow of Mansfield College. She previously 12.30pm · Lunch
held positions at the University of Southampton, University College
London, and the Royal Observatory, Edinburgh. In 1999 she was 2.00pm
appointed Commander of the Order of the British Empire (CBE) for
A free afternoon for individual research, preparation
services to Astronomy, and promoted to Dame Commander (DBE) in
2007. In February 2013, she was included in the “100 Most Powerful for the concluding Participants’ Forum, and personal
Women in the United Kingdom” list compiled by Woman’s Hour on goodbyes to Oxford.
BBC Radio 4. In February 2014, she was made President of the Royal
Society of Edinburgh, the first woman to hold that office. She holds 4.30pm · Participants’ Forum
several honorary degrees, and has received many notable awards, Participants meet in their respective Study Groups to
Preliminary Program
including the Royal Medal of the Royal Society in 2015, the Women
reflect upon their experiences over the past week and
of the Year Prudential Lifetime Achievement Award in 2015, and the
Institute of Physics President’s Medal in 2017. present their preliminary findings on ways in which they
might influence their professional futures.
6.30pm · Dinner
6.30pm · Reception and Final Dinner at Worcester
College
7.30pm · Quiz Night
Teachers meet for an evening of intellectual competition D A Y 8
and fun.
9.00am · Farewell Breakfast and Departure
D A Y 7 “My Oxford experience was a dream come true."
2016 Shakespeare in History Participant
9.00am · Study Groups meet
• Literature and the Fantastic
LF6: The Reception and Afterlife of Fantasy Literature:
J.K. Rowling, Harry Potter and the Philosopher’s Stone. Trip to
the Ashmolean Museum.
• The Library and the Academy
LA6: The Future of Librarianship and Information Science:
In this final session the group discusses how modern libraries
and reading have been transformed by the advent of digital
technology. A specialist explains how Oxford University is
coming to terms with new media, and outlines its many
implications for teaching and research.
• Shakespeare in History
SH6: Assessing Shakespeare’s Legacy: During this final
session the group discusses how each generation idolized,
interpreted, and revised Shakespeare. What is his position in
the contemporary literary world?
Photo: Punts awaiting participants reckless enough to test their
marine skills. 35 17You can also read
