We look forward to seeing you all this summer!
Dr. Jenny Reeder, 19th Century Women's History Specialist, LDS Church History Department; Andrea Radke-Moss, Professor of History, BYU-Idaho; Dr. Martha Bradley-Evans, Professor in the College of Architecture; Dr. Farina King, Assistant Professor of History, Northeastern State University; Dr. Naomi Watkins, Director of Education, Better Days 2020
This workshop will explore the suffrage and women’s rights movements in Utah, including Native women’s unique challenges, from 1870 through the women’s rights movement of the 1970s. This workshop will seek to answer questions such as: What factors led to Utah women being the first to vote in the early modern nation? Why and how did Utah women lose and then regain the vote? How did Utah women participate in the national women’s suffrage movement? How did some Utah women shift from being leaders in the women’s rights movement to opposing this movement in the 1970s?
Professor Ginger Smoak, Honors College
This workshop will explore the way England evolved historically from the seven kingdoms in the Anglo-Saxon period, to a unified and centralized monarchy under Norman and Angevin dynasties. By examining the political, religious, economic, military, legal, and social development of the country and its people, we will trace its historical and national arc, focusing on how England is both similar and different from the Continent.
Anna Ochoa O’Leary, University of Arizona, Department Head of Mexican American Studies
This workshop seeks to provide a historical, political, and social context of the conditions that push people to migrate from Latin America. Migration from Latin America to the continental United States is not a recent phenomenon. Participants in this workshop will learn about the various historical factors that drive migration. In addition, experiences of displacement, militarization of the U.S./Mexico Border, detention and family separation will be addressed.
Anne Boylan, Professor Emerita of History and Women and Gender Studies, University of Delaware; Karen Johnson, Associate Professor of Education and Ethnic Studies, University of Utah; Katherine Kitterman, Historical Director, Better Days 2020; Naomi Watkins, Director, Better Days 2020
The first part of the workshop will provide an overview of the history of American women’s rights, exploring the origins and development of the women’s rights movement. Participants will learn about the women’s organizations that paved the way for women’s activism and will trace the history forward as women came to advocate for their own voting rights, legal equality, and social opportunity. As participants examine key documents that shaped the development of women’s rights in America, they will come to better understand the influences that shaped strategy and tactics within the movement for women’s equality.
The second portion of the workshop will dive into the work of African American women within the movement focusing on their concerns about their fight for liberation and justice. It will tap into pivotal points in history that highlight the women’s suffrage movement, Christian activism, and civil rights activism. Participants will examine diaries, memoirs, correspondences of late 19th and early 20th century African American women, for the purpose of unpacking the significant contributions that African American women have made to social, civic, and political activism.
Christopher Merritt, Deputy State Historic Preservation Officer, Utah Division of State History
This workshop will engage participants in a comprehensive exploration of the contributions of Chinese laborers during the construction of the trans-continental railroad. With the 150th anniversary of the driving of the Golden Spike commemoration in May of 2019, this workshop will offer a nuanced exploration of a familiar story. Participants will have an opportunity to learn about the transnational push and pull factors that brought Chinese laborers to the United States, the laws regarding immigration and immigrant labor at the time and the experiences of Chinese laborers during and after the construction of the railroad. Participants will also hear from local descendants of Chinese railroad workers and visit Promontory Summit, where the Golden Spike was driven 150 years ago.
Professor Maeera Shreiber, Department of English; Rabbi David Levinsky, Stanford University
This workshop will focus on a range of approaches to teaching the Holocaust, in the interest of helping educators to develop both a deeper understanding of the subject, and to explore effective pedagogies grounded in history, literature, and film. Particular attention will be paid to understanding the ideological, psychological and cultural development of anti-Semitism, and how it plays out in contemporary culture. Participants will also become acquainted with innovative curricular methodologies by which to highlight the contemporary relevance of the Holocaust, including connections to other genocides and sites of global trauma.
Professor Vincent Cheng, Department of English
This class will be team-taught by University of Utah English faculty, and is aimed at Utah high school English teachers. The seminar will focus on important literary texts frequently taught in high school English classes--to help educators become more knowledgeable about particular authors and texts they may be likely (or may wish) to teach, and to give them more knowledge and tools (and models) for teaching these topics in their own classes. Texts to be discussed this time around might include works by Shakespeare, Woolf, Le Guin, Wilde, children’s and adolescent literature, environmental literature, and others.
About Gateway to Learning Educator Workshops
Workshops are held daily Monday-Friday from 9:00am-3:30pm except where noted. Fees for each teacher are $90/workshop and include use of university facilities, faculty course development and instruction, books, materials, and lunches. REGISTRATION FEES ARE NON-REFUNDABLE. Participants who wish to receive academic credit through University Continuing Education (up to 3 credits/workshop) pay an additional $50 administrative fee. Upon workshop completion, teachers fill out evaluations and offer suggestions for future workshops. A strict attendance policy is enforced for those taking workshops for credit.
Working in consultation with teachers, administrators, and university faculty members, we solicit and develop potential topics in the fall months and then post them for registration early in the new year. We select faculty members to teach specific workshops based on their familiarity with current scholarship and innovative technologies, instructional skills, capabilities for developing curriculum and lesson plans for primary and secondary educational students, and approachability. We cap enrollment at thirty participants per workshop to ensure individualized attention, small-group activities, and hands-on experience.
Established in 1990, our Gateway to Learning Educator Workshops offer K-12 Utah teachers rigorous, affordable professional development opportunities and continuing education courses at the University of Utah. Under the direction of nationally recognized University of Utah faculty members, teachers attend week-long summer workshops to explore current scholarship on academic subjects, new pedagogical methods, curriculum development, and innovative classroom technologies. Workshops seek to help Utah teachers meet state and federal mandates for professional development and continuing education; to create connections between faculty members and K-12 teachers; to build an intellectual community of teachers throughout the state; to enhance content knowledge and instructional methods for Utah teachers; to energize teacher and student engagement in the classroom; and to improve academic performance statewide for K-12 students.
For a list of previous Gateway to Learning Workshops click here.
For all other inquiries, please contact Beth James, Associate Director at email@example.com.