The Astor International Travel Fellowship for New York City Teachers, made possible through a generous gift from Mrs. Brooke Astor, celebrates the accomplishments of full-time, classroom teachers in the New York City public schools by awarding them a fully-sponsored, ten-day, educational fellowship with NYU Steinhardt faculty.
Each year, fellowships will be awarded to a group of 10 to 12 teachers, who will travel during the summer as Astor International Fellows with NYU Steinhardt faculty. The program rotates locations among NYU’s global academic centers and campuses, and program themes range from STEM education to special education, literacy, art and music education, and bilingual education.
This program is an educational travel experience intended to broaden full-time classroom teachers' horizons and inspire them with ideas for classroom innovation through an international experience centered on a specific academic subject. Upon return, Fellows promote innovation and quality instruction in New York City classrooms through an annual fall symposium attended by the NYU community, teacher colleagues, and the general public, and through ongoing events as part of the Astor Fellows Alumni Network. Visit our engagement page to learn more. Fellows do not receive NYU course credit or continuing education credit.
In order to be eligible to apply for this opportunity, you must:
- Be a current, full-time classroom teacher in a New York City Public School
- Have completed three years or more of full-time teaching in a New York City public school, at the time of application
Please note: This opportunity is intended to build a community of best practices for teachers of a specific subject area each year. School staff other than full-time classroom teachers (i.e. substitute teachers, administrators, counselors, principals, etc.) are not eligible to apply.
2016 Theme: "Arts Education Down Under"
Location: Sydney and Melbourne, Australia
Faculty: Phillip Taylor, PhD, Associate Professor of Educational Theatre
Program Dates: July 22 - August 3, 2016
Apply or Nominate a Teacher - Click here to learn more.
2016 Cooperating Australian Artists and Educators:
Geraldine Burke is an artist, researcher, and teacher-educator lecturing in visual, studio, and creative arts education at Monash University (Melbourne and Singapore).She is passionate about arts-based educational research and how it can be explored through creative pedagogies. Her research engages with artistic practice, pedagogy, and community projects, and her research and supervision interests include immersive art pedagogy; place-based art and environment experiences; a/r/ts (art, research and design) projects; a/r/tography and arts-based research; art in early childhood; and connecting communities through the arts. She has an enduring interest in how local knowledge, place, and immersive a/r/t (art, research, and teaching) develop across schools and community groups.
Robyn Ewing is professor education and the arts at the University of Sydney. She teaches in the areas of curriculum, English and drama, and language and early literacy development, working with both undergraduate and postgraduate pre-service and inservice teachers. She is passionate about the arts and education and the roles that quality arts experiences and processes can and should play in creative pedagogy and transforming the curriculum at all levels of education. Her research and publications have focused on the use of educational or process drama with authentic literary texts to develop students' imaginations and critical literacies. Her current research interests also include teacher education, especially the experiences of early career teachers and the role of mentoring; sustaining curriculum innovation; and evaluation, inquiry, and case-based learning.
Clare Hall is a lecturer in performing arts iat Monash University and brings over 20 years of experience as a musician and music educator to her research and work with pre-service teachers in primary and early childhood education. In 2013, her sociological study “Voices of distinction: Choirboys' narratives of music, masculinity and the middle-class” was awarded the Mollie Holman Doctoral Award for the best doctoral thesis of the year. She has taught music in schools from K- 12 specializing in the primary and early years and has a particular interest in young musical identities, musical creativities, and gendered and classed practices in the arts. Her research and supervision interests include the sociology of music education, cultural study of music, cultural sociology and sociology of education, gender and class issues in education, arts education, and arts-based qualitative and narrative research methods.
Richard Sallis lectures in drama/theatre, international, teaching, and educational research in the Melbourne Graduate School of Education at the University of Melbourne. He has a background in the performing arts and Theatre for Young People and is the former president of Drama Australia and the current director of publications for IDEA, the International Drama/Theatre in Education Association. He has a particular interest in performed research and has written several plays using this form of research reportage. His research interests include drama/theatre education, the arts in primary schools, and performed research and gender identity and sexualities in education.
John Nicholas Saunders is a former secondary school drama and English teacher and the current education manager at Sydney Theatre Company. He holds a bachelor of creative industries, a bachelor of education, and a master’s of education. John’s work in classrooms and research has focused on drama as pedagogy and its benefits to student literacy, engagement, motivation and empathy, particularly in the primary and middle years of schooling.
Susan Wright is chair of arts education in the Melbourne Graduate School of Education and director of the Melbourne UNESCO Observatory of Arts Education at the University of Melbourne. Her previous appointments include professor of early childhood and special needs education at the National Institute of Education in Singapore and director of the Centre for Applied Studies in Early Childhood at the Queensland University of Technology. Her areas of research and teaching focus on embodied learning, semiosis, and the development of artistry across the lifespan.
The Office of Global Affairs, Steinhardt School of Culture, Education, & Human Development, New York University, 82 Washington Square East, 5th floor, New York, NY 10003; 1-212-992-9380, firstname.lastname@example.org