NA June Term

Mr. Kesler, Mr. Brennan

The Makerbot Replicator is a computerized glue gun that prints by building up thin beads of hot glue into solid objects! CAD software such as the freeware programs Sketchup and OpenSCAD are used to build the 3D models. In this course, you’ll learn to use several different design programs to model and print all sorts of objects. If you can imagine it, you can (eventually) build it! You might design a piece to replace the broken arm of your prized Bionicle, or you might print out some replacement buttons for your shirts. If you’re interested in computers, sculpture or architecture, physics or engineering, mathematics, or if you just love watching the Makerbot “go,” this course is for you!  See for yourself what the Makerbot can do (on YouTube). Also visit thingiverse.com for an idea of what is possible with this amazing device.

Final Assessments/Products: individual project, component of group project

Short title (transcript): 3-D Printing and Technical Drawing

Dr. D., Dati

Are you bored living in New Jersey? Are you bored living in the 21st Century!? Come with us to a different place and time. In this course, we will time travel to an international city in a designated year sometime in the last millennium or two where we will attempt to recreate its habitat and atmosphere. To do this, we will delve into history, religion, science, industry, food, fashion, arts, and culture to the degree that we feel comfortable rendering a genuine and respectful recreation. Our goal will be to transform one location on NA’s campus into a different place and time so authentically that its visitors on Day 8 will feel teleported in time by confronting the sights, sounds, smells, people–the ethos–of a place and time of our choosing. p.s. The City and Year of our adventure will remain a mystery to ALL of us…until it is revealed in a draw right before June Term begins. (In 2024, we traveled to Alexandria, Egypt 689CE.)

Final Assessments/Products: Constructing the city and portraying one of its residents.

Short title (transcript): “[city], [year]” TBD (e.g. “Mexico City, 1583” or “Zanzibar, 1802”)

Mr. Coe, Ms. Morgan

Why do humans love the thrill of being scared? From the Grimm fairy tales to recent box office successes, the horror genre has proven to be a tried-and-true method of titillating and entertaining—all while asking important questions about humanity. American literary stalwarts like Edgar Allan Poe and Stephen King built their empires on their ability to scare their readers, while still keeping them coming back for more. This course will open up the minds of all enrollees to the many different subgenres of horror along with analysis of the underlying subtext each author and genre offers. Following in the footsteps of those great American masters of horror, for your final assessment you will create your own, completely original American horror story and breakdown the subtext and storytelling elements you chose to highlight your intended message.

Please note that this class includes themes that address suicide, self-harm, and death, as well as obvious jump scares, suspense, gore, and overall tension.

Final Assessments/Products: original horror narrative

Short title (transcript): American Horror Stories: Text and Subtext

Ms. Ferentinos, Dr. DelRusso

"A good coach will make his players see what they can be rather than what they are." Ara Parasheghian

Are you devoted to a personal pursuit of outstanding achievement in athletics and other leadership positions? Would you like to gain the skills to knowledgeably inspire and pass on your passion to your peers and future generations? If so, “Coaching 101: the X’s and O’s and beyond” is for you.

During the course you will uncover what makes a good coach through personal reflection, readings, guest speakers, attending a pro practice, and most importantly, practical application. As a group, you will create a new sport, and determine the objectives and rules. Each afternoon, as coaching pairs, you will decide the most important skills to coach, and then plan and run a practice. The rest of your classmates will be your team. Homework will include video analysis of the practice to provide feedback to your “coaches.” On the final day, a champion coaching pair will be crowned through a competition that will determine who has combined knowledge, execution, and leadership most successfully. It’s certain to be nine days of activity, creativity, excitement, and competition.

Final Assessments/Products: Video production for skills instruction, Practice Plan and execution, Final class-wide competition, game-day coaching, Formulation of a personal leadership/coaching philosophy that can be applied not only to sport but also to work, family, and life.

Short title (transcript): Leadership through Coaching

Mr. Schuck, Mr. Barkett

In a nation at a crossroads, the future awaits its architects! Step into the political arena where raw power and persuasion rule the day as you begin an electrifying nine-day journey to build a new U.S. political party from the ground up.  

Explore the groundbreaking political philosophies and fiery debates that have shaped 

American history. Learn the art of coalition-building, craft a compelling message, and pursue a campaign strategy that will cut through the noise. From writing a bold party-platform to delivering a crowd-roaring stump speech and filming a breathtaking campaign ad, this course challenges you to master the skills that make or break political parties. 

The stakes are high. Victory demands creativity, teamwork, and the courage to dream big. Whether you’re an aspiring politician, economist, diplomat, general, creative designer, strategist, or storyteller, this immersive experience will ignite your passion for our democracy. You will unleash your potential as a changemaker.  

The future starts here. How will you shape our nation’s destiny?

Mx. Vallone, Mr. Portefield-Jackson

Have you ever wanted to build a robot but felt intimidated to even begin to try to learn about how to do so? If so, this class is for you! In addition to learning the basics of robot programming (with Vex language ROBOTC Text), and experimenting with sensors and actuators, you will work on developing a robot for our class SUMO BOTS competition. Along the way, you will consider some of the big existential questions that underpin the development of robotic intelligence: How will robots affect the future of work? How will robots change modern manufacturing? What do we mean by “machine learning?” You will finish the course with a robot competition!

Final Assessments/Products: design and build a robot

Short title (transcript): Robotics and its Impact on Society

Ms. Ciampaglio, Ms. Molina

This course will focus on how several molecules have radically changed the course of history. For example, the search for spices (pepper, nutmeg, cloves) led to the “Age of Discovery” where European explorers ventured throughout the world in a quest for these substances. Ascorbic acid (Vitamin C) prevented scurvy and allowed long distance sea voyages. The impact of each molecule (or class of molecules) will be examined from a historical viewpoint. Laboratory experiments have been selected for each of these molecules. It is anticipated that you will develop an appreciation of the role that chemistry has played in history and how chemistry plays a dramatic role in our society. Polymers (fabrics, plastics), pain medication (aspirin), antibiotics (penicillin), dyed fabrics, explosives, perfumes, and energy conversion (batteries) are a few topics that will be explored theoretically and experimentally. This course will build on the concepts from the traditional chemistry course but the emphasis will be on history and real world applications and less on theoretical concepts and problem solving.

Final Assessments/Products: presentation on a molecule and its associated scientists and impact on history

Short title (transcript): Breakthroughs in Modern Chemistry

Mr. Grossen, Mr. Crosby

What makes a good game? In this course, you will rate games on their playability and appeal, then design your own game for others to enjoy. You will go through the basics of game design, learn about different rule sets and marketing for all sorts of tabletop and cooperative games. With friends, you will brainstorm your own game, create the board, pieces, cards, and box. The final product will be a physical, playable version of your game. 

Final Assessments/Products: a complete prototype game with all rules, components, and pieces

Short title (transcript): Game Design

Mr. Torson, Ms. Ortega

Have you ever gazed at a magnificent building and wondered how it came to be? Are you interested in learning more about the theory and practice of architectural design? In this hands-on survey course, you will be tasked with designing a site specific structure that serves a specific purpose in society. To accomplish this task, you will gain the tools and practice the skills of the architect, from drafting elevation drawings that illustrate each side of the structure to creating a small to-scale 3D model built out of foamcore. The class includes an architect-led tour in New York City, where you will learn the terminology and core principles that go into sound design and function. Back at NA, daily small group daily build challenges will test your understanding of the engineering and aesthetics that go into architecture to withstand wind, water and earthquake simulations. This course isn't just about learning; it's about transforming the way you see the buildings around you.

Final Assessments/Products: elevation drawing and to-scale 3D foamcore model of site specific structure

Short title (transcript): Introduction to Architecture

Dr. Vega, Ms. Pasquale

In 1906, W. K. Kellogg began mass marketing a flaked cereal with added sugar he called Corn Flakes. People adored it, and processed food was born. Today, we have hundreds of packaged foods in the grocery store that we all know and love, but what are these foods actually doing to us? This course will be an intensive study of the biological and nutritional aspect of the food we eat.

The themes of this course are (1) Nutrition and (2) The Food Revolution. In the first theme, we’ll look at the evolution of humans and nutrition to better understand what nutrients we need. We’ll study processed food, why it was created, and what problems have arisen from it. We will work with NA’s fitness coach in the Fitness Center and outside and we will learn how to track what we consume to better fuel our bodies for athletics. In the second theme, we will tour and shop at some local grocery stores. We will use the food we purchase to create a meal as part of the cumulative project. We will take a cooking class with a local chef and investigate current food trends. Above all, we will fully engage with the food that surrounds us every day and decide what we each think the future of food should be.

Students with food allergies: Please be aware that many lessons and experiences will involve common allergens such as dairy, eggs, wheat, soybeans, tree nuts, coconut, peanuts, and wheat, among others. We cannot guarantee an allergy-free space.

Final Assessments/Products: Food journal; Project on unrecognizable ingredients; Final Presentation on “Counter Revolution” with menus following a specific food trend; Cooking a side dish.

Short title (transcript): Nutrition and Food Science

Dr. Alden and Ms. Brandwood

“Take this course and learn to be more fit, successful, and happy!”  If something about that promise appeals to you, you’re not alone.  The goal of self-transformation permeates American culture to such an extent that most of us take it for granted as one of the central aims of existence. The very idea of the American Dream, after all, equates success with self-improvement, imagined as “rags to riches.”

But where did our ideas about the ever-perfect-able, ever-changing “self” come from?  How did we come to believe that the “self” is something that not only can be, but must be “expressed” and “liberated”?  What do those ideas suggest, in turn, about shifting relationships between the individual and larger American society? 

This June Term class will explore the history of self-help ideology in American culture.  Beginning with our nation's earliest promises of happiness for individual citizens, we will trace the evolution of self-help from the early republic through contemporary times -- as a theme in psychology, African-American uplift movements, religion, business, consumer culture, and universities.   

We will also engage with critics of self-help who charge that the goal of constant self-improvement is not just dangerous for individuals—who learn never to be satisfied with themselves as they are—but for our culture at large, which has become dominated by narcissism and individualistic striving  instead of social solidarity. 

The class will culminate in experiential final projects for which students will experiment with a particular self-help approach; journal and/or “vlog” their daily experiences; and evaluate their experience using theoretical and historical frameworks from the class.

Dr. Jacobsen, Dr. Thayer

We will start from basic physical principles of projectile motion and Bernoulli’s principle through the construction of water rockets. Next, we’ll explore gliders and use paper airplanes to discuss concepts of lift and drag; you will have the opportunity to compare different paper airplane models and determine which features of a plane are the most important. After the unit on gliders, you will build and fly a model rocket. A discussion of the design and chemistry of engines used in both model rockets and rockets designed to fly payloads to space will follow. The final topic will be on drones and how they fly, how they are controlled, and what they are used for.

Final Assessments/Products: portfolio documenting successful construction of long-flying paper airplane, high-flying water rocket, even-higher-flying solid-engine rocket, and small flying drone.

Short title (transcript): Exploring Flight: Gliders to Rockets

Ms. Monroe, Ms. Miao

Ever felt that you’ve found lifelong fulfillment in binging Youtube or Netflix for three hours? Yeah, neither have we. But there are tons of other stimulating, sensory experiences (floating, cooking, eating, hiking; music, art, obstacle courses, ASMR) that, done mindfully, can significantly impact our overall well-being. We all know it’s important to take care of our mental and emotional health, but how? We need motivation and consistent habits, and learning how to cultivate mindful daily living is just the thing that will help us do that. In this course, each day, we will delve into simple mindfulness practices (Buddhist, yogic, modern) and then apply them through increasingly challenging, pleasure-based experiences, from snacking to zip-lining. Ultimately, whether you want to reduce anxiety around academics, focus your mind for athletic performance or simply find more day to day happiness, by the end of the course, you will feel confident and calm with a mindfulness practice of your own design.

Final Assessments/Products: Your own mindfulness practice, facilitated by journaling and teacher conferences

Short title (transcript): Philosophies of Mindfulness

Ms. Serrano, Mr. Romay

Do or Do not. There is no try. Engage you will with concepts and structures that have brought characters to life for centuries. This journey offers skills and knowledge in three categories: Mythology, creative writing, and Jedi training. Master characterization, dialogue, point-of-view, dragon training, and the development of plot and setting. By the end of your Padawan experience, you will have produced a literary master work and will have faced and conquered fears. Trust your feelings. Enroll you must!

Final Assessments/Products: a personal monomyth & some obstacles along your Hero's path

Short title (transcript): Creative Writing with Mythology

Ms. Shapiro Cooper, Margery Leit ‘20

Wanted: Fourteen supremely talented and absolutely fearless students willing to navigate the choppy waters of literary criticism and theatrical production. Applicants should possess excellent communication skills, a willingness to both lead and follow, and a strong work ethic. During the nine-day voyage, the class will read, analyze, write, rewrite, and perform one-act plays. The culminating experience will be the production of several one-act plays; these student-written plays will be selected, cast, and developed by the fourteen members of the class. All students will receive the opportunity to work onstage and backstage as part of this culminating experience. In preparation for the performance, students will be exposed to the basics of technical theatre and playwriting, while drawing on the lessons learned during our literary analysis. Life preservers will be provided on request.

Final Assessments/Products: public performance of student-written one-act plays

Short title (transcript): From Page to Stage: The One-Act Play

Mr. Gold

What does it take to create an unforgettable EDM concert? This course will take students through the entire process of conceptualizing, producing, and performing an electronic music event. 

Students will create their own original tracks, learn DJing and live performance techniques, program lights and visuals, and plan the logistics of a concert event. They will also explore the business side of event production, from branding and promotion to ticketing and stage management. 

By the end of the course, students will have: 

🎵 Produced original electronic music tracks using Ableton Live 

🎛 Designed and programmed a live DJ set or performance 

🎨 Created stage visuals and lighting effects to enhance the experience 

🎤 Planned and executed a live EDM concert for the school community 

This course is an immersive experience for anyone interested in music, technology, and event production.

Dr. Pascal, Ms . Ronan

This course prepares you with the basic cooking skills you should know to become healthy and independent young people, while analyzing the main problems that Americans face when questions arise on how to improve our family’s health and well-being, build strong communities, and break our growing dependence on corporations. The course follows Michael Pollan’s work on the history of cooking, using the four elements that initiated the culinary traditions around the world: fire, water, air, and earth. The course will offer opportunities to cook meaningful dishes and reflect on the four elements while exploring their role in the history of our own culinary heritages.

Students with food allergies and dietary preferences: Please be aware that many lessons and experiences will involve common allergens such as dairy, eggs, wheat, soybeans, tree nuts, peanuts, and wheat, among others. We cannot guarantee an allergy-free space. If you have any dietary preferences, this course is designed to welcome variations of recipes depending on students' choices.

Final Assessments/Products: journal, family cookbook reflecting the role of the four elements, dish to share with classmates

Short title (transcript): Four Elements of Cooking

Mr. Beckman, Mr. Duhaime, Ms. Edwards, Ms. Fischer, Mr. Hawk, Dr. Hobson, Dr. Lankin, Mr. McCall, Dr. Nouaime, Mr. Stilliard

The researching and writing of the Extended Essay (a 4,000-word paper required of candidates for the IB Diploma), is one of the most intense and rewarding intellectual experiences at NA. Working collaboratively in this course, you will learn strategies and share ideas for research and writing. You will spend several days at a local university library identifying, gathering and reviewing sources. Under the supervision of the faculty mentors, and with ample feedback from your peers, you will refine your ideas into a clear and coherent argument. While the explicit context for this course is the IB extended essay, you will gain skills (research, planning, writing) essential to your future academic and professional success.  

Note that while all students in the seminar will produce a strong first draft of their research paper by the end of the course, IB diploma candidates and those non-diploma candidates seeking NA transcript recognition for their projects will be required to complete further development and revision of the final Extended Essay, due on June 19. Students will not be required to be on campus at all between the end of June term and June 19, but they must be available remotely at least part-time to complete a substantial revision of their initial draft.

Final Assessments/Products: a solid draft of the research paper—with full references

Short title (transcript): Advanced Research Seminar