SNAP! Sessions

SNAP! Sessions consist of 4 to 5 rapid-fire presentations on a related topic during which presenters have 6-7 minutes to tell a story using a limited number of slides about how a program, course, initiative, etc. benefited students

Amplifying Faculty Voices: Utilizing Teachers’ Expertise to Tell Your Story

This session will include information and ideas on how schools can partner with faculty members to create dynamic content of their own, share classroom experiences, build brand awareness through their own digital channels, and position them as thought leaders in the all-girls education space. Actionable takeaways include how-to’s on creating faculty spotlights, introducing social media training, working with teachers to write their own blog posts, partnering with teachers on video and news content creation, and implementing faculty micro-influencer groups. Support recruitment and retention, drive engagement, and expand your reach by utilizing your own in-house experts to tell your school’s story!

PRESENTER: Molly Petrilli, Marketing and Communications Manager | The Ellis School

Building Publics: Leadership Through Online Journalism

The Webb Schools run under a coordinate model, or two schools on one campus: Vivian Webb School for girls and Webb School of California for boys. VWS students currently lead the Webb Canyon Chronicle, the student newspaper for The Webb Schools. They led a shift from print to digital publishing and grappled with building a cohesive platform for student voice from both schools on a public platform. This session details successes, challenges, and explores research on girls, journalism, and civic efficacy.

PRESENTER: Mark Dzula, Director of Teaching and Learning Resources, Journalism Adviser | The Webb Schools

Cities in Space: A STEAM Interdisciplinary Adventure

How do you take an idea and create a multi-disciplinary project that inspires students and teachers to reach for the stars? Learn how to take your passion and engage your students in a interdisciplinary project that incorporates core curriculum, the arts, technology, and engineering. Take ideas and strategies back to your campus for inspiring others to try engaging projects and endeavors that will encourage your students to connect their learning and imagination in and beyond the classroom.

PRESENTER: Kimberly Collins, Teacher – Math/Engineering | Ann Richards School for Young Women Leaders, Austin ISD

Finding Voice Through Argument

How can educators help girls find their “voice” and encourage them to think how they want to use it, both now and in the future? Through an introduction to different forms of argumentation, students are able to access a variety of ways to find their voice and persuade audiences of their point of view. In this session, you will learn about how to engage students in some of the forms of argumentation available to them. Students start with traditional communication forms, such as writing Op-Eds, and move to an understanding of visual arguments, such as advertisements and public service announcements. Students also learn how to use art and photography to further engage their audience.

PRESENTER: Nelle Andrews, English Department Chair | Miss Porter’s School

Food for Thought: Fueling the Future

More than a cooking class, we use the universal language of food to promote discourse about sustainability and wellness, engage students in their local community, and encourage inquiry projects with long-term relevance. Integrating community resources and giving students the opportunity to voice their needs and concerns, we look at the role that food plays in our lives, cultivating an understanding of the different relationships that others have with food. While based on a 10th Grade Foods, Nutrition, and Food Security class, strategies can be used in a number of contexts (extra-curricular, inter-grade collaboration, community service, etc.).

PRESENTER: Mary Kate Jackson, Teacher | Trafalgar School for Girls

Fostering Mathematical Mindsets

We know that girls are capable of success in all levels of mathematics, and we know we must continue to chip away at what is left of the persistent stereotypes about their aptitude and academic interests. This workshop will give strategies you can immediately use in your classroom so girls become confident mathematical thinkers who develop collaborative skills and the ability to hold their own in competitive, co-ed mathematical learning/working environments in the future. Learn the research behind why these strategies work and how you can tell they are working.

PRESENTER: Kari Levin, MS/HS Faculty | Forest Ridge School of the Sacred Heart

The Future is Female

Since we are in the 21st century, people like to think that we are beyond gender bias and that men and women have an equal opportunity to succeed. But women are still paid 80 cents to every dollar a man earns and only 25 percent of women are graduating with a STEM degree. We’ve heard it all before but nothing has changed in the classroom. How can we stop the gender barrier before it is too late? My solution: put saws and drills in the hands of five year old girls.

PRESENTER: Theresa Montenarello, 3rd Grade STEAM Teacher | International School of Aruba / Makerpedia

Girls and their Drama: How to Mount a Girl-Written Musical and Other Theatre Schemes and Dreams

What do you do if there are not enough female roles in musicals? You write your own. Find out how a family project became a musical production this past November. Learn how Hutchison gently steered the girls’ vision through collaboration with 28 cast members, 23 crew, design teams, and class projects built around the following themes: Be Who You Are, Small Can Be Strong, Smart is Super, and Never Underestimate Girls. Smaller theatre projects built around girls’ voices will be highlighted including Memphis VS Malibu Barbie and Strong GIRL Fest, a re-imagined open house spotlighting strong girls.

PRESENTER: Tracey Zerwig Ford, Director of Fine Arts/ Community Engagement at Hutchison School | Hutchison School

Helping Girls See Themselves in Computer Science

In this session, we will review the “Find Your Computer Science Mirror” Project. The focus of this project is to connect each student with a woman working in the field of computer science (cs). The goal of this project is to help girls begin to see themselves in the world of cs. This is something girls have a hard time doing since the cs field is dominated by men. Participants will also have an opportunity to read some of the exchanges the students had and their reflections on the process. This project is a great way to get girls to buy into cs by giving them the chance to see themselves working in the field.

PRESENTER: Erin Moyer, Director of Library Media Services | St. Paul’s School for Girls

Inspiring Girls to Be Changemakers in a Global Health

Students in this senior biology elective use the framework of the UN Sustainable Development Goals to study some of the most important health challenges facing the world today. While serving as a science credit, the course aligns with the school’s mission of empowering girls to become women of courage, compassion, and scholarship. Each country we “visit” is home to a school or mission of the Sisters of the Holy Cross. Students examine communicable disease, climate change, and hunger through the lens of social entrepreneurship. Final assessment is a human-centered design challenge to create an NGO based on global health research.

PRESENTER: Alison Simon, Science Department Chair | Academy of the Holy Cross

Making it Real Makes it Relevant

“If only I had more time with my girls I could…” is a common lament of teachers everywhere. This year we got the gift of time – 2.5 hrs per week to be exact. Planning for this class takes some creative thinking, but there is one common thread in every successful extended block lesson: making it real makes it relevant. Girls need to understand how what they’re learning fits into a larger picture. We now have the time to put our content into context and engage the girls. Novel experimental design, interviewing business owners, using the horror film genre to talk about racism, and applying advance mathematics to mortgage and housing discrimination are some ways to make the content real and relevant in their lives.

PRESENTER: Rosann Westmeyer, Science Department Chair | The Agnes Irwin School

On the Pulse: Bridging Differences Begins Through Dialogue

On the Pulse is a lunchtime program offered to students in grades 7–12. During each session, students are invited to bring their lunch and partake in a dialogue about a current event. Prior to the session, the History Department emails the student body articles offering differing viewpoints on the scheduled topic. The purpose of the program is twofold. It allows students to learn and discuss the events impacting our nation and world. More importantly, it teaches students the importance of understanding differing viewpoints, the value of dialogue over debate, and provides tools for students to find common ground.

PRESENTER: Nicole Johnston, Upper School History Teacher | Oak Knoll School of the Holy Child

Plantains and Protons

Our students often see teachers as a monolithic group: we drink coffee and wear colourful sweaters and sensible heeled shoes. The way they “see” us makes us think we see them the same. I have always believed in letting some of my idiosyncrasies bleed through to the students. If they can “pick me out of a crowd” they know that I can see the uniqueness in them too. In this session, I intend to show how a self-deprecating sense of humour in balance, and simply being a human teacher can break down barriers and help girls become more comfortable in their own skin.

PRESENTER: Shirley Kelly, Teacher of Chemistry, Head of Year 11 and Round Square Service and Exchange Coordinator | The Bermuda High School for Girls

Self in Society: Rewriting the Master Narrative Project

How can we create a classroom environment that allows students to acknowledge how society impacts identity? In this session, we will discuss how students access canon as a jumping off point for understanding society’s master narratives so that they can understand selves. This culminates in a project where students create renderings of society’s labels unto self (a replica of their perceived master narrative and its consequential oppression), as well as a corresponding rewriting of that narrative through empowering counter-narrative, complete with artist’s statements that communicate how society’s master narratives impact who we are, who we have become, and who we want to be?

PRESENTER: Diana Vlavianos, ELA/AP Language & Composition/Humanities Teacher | The Young Women’s Leadership School of Astoria

Voices for Change: Activism Through Arts, Journalism, and Data Science

This session offers adaptable curricula on how to teach students to use their voices to effect change in ways that are compelling and reflective of who they are right now. Our curricula deliver experiences in informing and persuading a public, require students to use real-world data to make points about what matters to them, and build skills around methods and tools effective in data-representation. We will share how Baldwin upper schoolers gather and analyze data related to issues of their choice and use that data to produce original media in the form of articles, podcasts, graphics, cartoons, and data stories.

PRESENTERS: Diane Senior, English Teacher, and Lisa Lopez-Carickhoff, Director of Libraries and Information Services | The Baldwin School