Teaching in TAS . . .
The teachers brought not only rich experience but deep thought and engagement to the topics I presented. I learned a great deal from their comments about the types of students they encounter and the constraints on their curricular and teaching strategy choices. There was also a splendid mix of younger and older teachers, teachers from urban and suburban schools, and teachers and administrators.
Martha Minow, Harvard Law School
. . . my greatest reward was to work with a class of enthusiastic, intelligent, highly motivated, and experienced adult learners and educators who all wanted to teach more about the Arab-Israeli conflict and Middle East politics, culture, and society.
Denis Sullivan, Northeastern University
But teaching in the program meant more than I expected it would. University life is wonderful, but insular. Discussions with (the teachers) went in very different directions than discussions with undergraduates or my colleagues, and each night after a seminar I found myself frantically typing . . . new insights and questions and observations.
Noah Efron, Dibner Institute for the History of Science and Technology, MIT
. . . it has been a rewarding and even rejuvenating experience for me because I had the freedom to explore topics, demonstrations, and discussions that I have been dying to try out. I had expected to be exhausted at the end of the day, but found myself energized. Most importantly, this program keeps alive a vital link between the life of the university and that of our schools.
Roy Gould, Harvard-Smithsonian Center for Astrophysics
TAS is a powerful model for what a
professional development program should be. I have been extremely impressed with the
teachers. They have been intellectually intense, thoughtful, perceptive, committed and
widely read people. Anyone who has taught adults knows how refreshingly different it is
from teaching college students . . . but it has been better than this because teachers
bring to the course intellectual commitments and experiences of their own that cant
help but illuminate the issues under discussion.
John Burt, Brandeis University
The TAS seminars have always produced different perspectives for me not only on how to teach but on the subjects I teach. I believe it is crucial for university teachers to remain in touch with what is happening in the public schools. If we do not know what kinds of issues our public school colleagues are facing we will not be ready to face the students of tomorrow.
T. Jefferson Kline, Boston University