Integral Education - From Cradle to Kosmos

Schedule

Friday, August 1, 2008

15:00–19:00
Registration
17:15–19:15
Supper
19:30–20:00
Welcome and orientation
20:00–21:30
Setting the stage (John Gruber)

This opening session will provide a welcoming introduction, while examining the importance and role of specific elements in spaces designed for integral education. Reflecting on the many ways that the physical characteristics of the environment influence a learning space, we will be introduced to the sense of place at Whidbey Institute. All of our individual journeys intersect at this place and this point in time creating an unprecedented opportunity to deepen our practice, learn from each other, and build connections that will inspire and sustain us in our work as educators. We will begin to get to know each other and will examine some of our hopes and expectations, sharing a few of our questions, interests, and glimpses of the paths that have brought us to this place. As a group, we will also reflect on how we can embody an integral educational experience, one that we will continue to create together during the seminar and in our lives going forward from this retreat.

Saturday, August 2, 2008

7:00–8:00
Introduction to morning sessions

In this session all of the weeks morning sessions will be showcase. You will receive a brief introduction by each of our morning session presenters and get a feel of what your choices will be this week.

7:45–9:00
Breakfast
9:00–9:30
Sing with the whole you! (Miriam Mason Martineau)

We will utilize singing as an Integral Practice that combines Body, Mind, Imagination and Spirit. When we sing, each of us is an instrument. We shall join in song and intention and see how they all sound together! In this way we will raise our energies, connect, and communicate with ourselves, each other and Spirit. No prior experience necessary! Just the willingness to listen and offer your voice.

9:30–12:30
Advance Integral Theory: Cultivating Perspective and Presence (Clint Fuhs)

Drawing upon a pioneering new map of developmental perspective taking and Ken Wilber's newest, unpublished theory, this presentation will explore an embodied and relevant approach to the development of perspective taking capacity. With the cognitive line being necessary but not sufficient for development in other lines, integral educators can accelerate their growth by cultivating an understanding of the dynamics of complex perspective taking, developing an awareness of the perspectives they take, learning how to take those perspectives accurately, and generating an embodied integral skillful means.

12:30–14:00
Lunch
14:00–17:00
The Transformative Power of Integral Education (Sean Esbjörn-Hargens)

Is it possible to assess the effectiveness of Integral Education? Can we use assessment tools and results to maximize the transformative potential of a curriculum? In this session Sean presents the ambitious longitudinal study of the Integral Research Center at John F. Kennedy University that will begin in the fall of 2008. This research attempts to answer the above questions using a mixed methods approach based on the eight zones of integral methodological pluralism. This session also explores how this study will integrate 1st-, 2nd-, and 3rd-person data by weaving phenomenolocial examination, structural assessment, hermeneutic exploration, participatory inquiry, empirical investigation, cognitive testing, and systems analysis. Sean will outline the importance of a wide range of sources of data for such research to be successful, including student applications, course work, in-person gatherings, psychological tests, focus groups, and interviews. This session concludes with a presentation of twelve different psychological assessments that can be used in such studies, including measurements of body awareness, emotional intelligence, personality, and ego development.

17:00–17:30
Individual and/or group integration session
17:30–19:00
Supper
19:00–21:30
Bring Your Shadow into the Light (Diane Hamilton)

The religious traditions had no way of knowing about modern psychological notions such as shadow, aspects of ourselves which we are unable to incorporate in 1st person ("me") and are thus incorporated in 3rd person ("it"). For example, if we are unable to acknowledge our own hostility, we may project it onto others, seeing them as being hostile to us. Our shadows cause painful symptoms and tend to sabotage spiritual growth, even in the most steadfast of practitioners. This session introduces practices which help us to identify our shadow and bring it to light, releasing stores of energy we never knew we had!

Sunday, August 3, 2008

7:00–8:00
Concurrent morning sessions
Body Logic and Dynamic Play (Thomas Berry Hall) (Jamie Wheal)

Come and explore adult neuroplasticity and the intriguing relationship between kinesthetics and cognition. Applying leading research in mindset studies and expert performance, we will explore what M. Csickzentmihalyi terms "autotelic experience" - something we do for the sheer fun of it - and learn how Dynamic Play can reshape our (and our students') relationship with challenge, learning and growth.

Listening into Awareness through Movement (Sanctuary) (Thomas Arthur )

The capacity to tap into your body's inner intelligence is the foundation for any integral transformative practice. Our morning engagement will explore a practice of subtle sensing and contemplative movement creating space for the profound wisdom in your body to emerge. As you become permeable to vital energies, internal rhythms and resonant impulse you discover fresh ways of making contact with the fluid freedom of embodied presence. Come and develop your own personal yoga of listening into awareness through movement.

A meditative exploration of Self and Nature (Farmhouse) (John Gruber)

Designed to strengthen the connection between our interior states and the intricate forms and energy around us in the natural world, these morning sessions will celebrate the diversity of light and life both in the outdoor spaces at Whidbey Institute and in our inner selves. We will observe and reflect on the meaning to be found in natural forms, from clouds and water flow to birds, leaves and mosses and examine parallel forms in our inner landscape. We will work in a combination of movement and stillness to draw inspiration from both our surroundings and our interior landscape.

7:45–9:00
Breakfast
9:00–9:30
Sing with the whole you! (Miriam Mason Martineau)

We will utilize singing as an Integral Practice that combines Body, Mind, Imagination and Spirit. When we sing, each of us is an instrument. We shall join in song and intention and see how they all sound together! In this way we will raise our energies, connect, and communicate with ourselves, each other and Spirit. No prior experience necessary! Just the willingness to listen and offer your voice.

9:30–12:30
Big Mind for Educators (Diane Hamilton)

In this session, the Big Mind process, a unique and revolutionary approach to transmitting the authentic teachings that emerged from Buddha's enlightenment teachings, will be shaped specifically for educators. By participating in Big Mind you will gain profound insights into the illuminating experience from which Buddhism and all the world's religions originate.

12:30–14:00
Lunch
14:00–15:30
Integral Learning and How to Teach It (Jonathan Reams)

What can an "integral" approach bring to education? What elements of pedagogical practice have been developed to draw on for this? This presentation will focus on distinguishing central elements of a pedagogical style that integrates a variety of practices, elements and disciplines aimed at facilitating "integral learning." Together, these represent a shift from a "teaching" oriented pedagogy to a learning and subject centered one, and will demonstrate how an integral view of education can enable integral learning.

15:45–17:00
Concurrent sessions
Perspectives and Practices: Playing the Eight Part 1 of 3 (Farmhouse) (Patricia Gordon)

This three-part offering is for participants who would like to deepen their personal and pedagogical practices of the inside and outside perspectives of each quadrant. Although the emphasis of the three sessions is on personal and pedagogical applications of these eight perspectives in Spirit-ed play, some time will also be given to aiding participants’ understanding of each perspective through images, music, dramatization, enactments, and guided meditations. (The treatment of the eight perspectives in these sessions is not that of methodologies. For a discussion of this offering’s broader approach, see Patricia’s Integral Theory conference paper, which is available at the seminar, “Going Beyond Current Understanding of the Eight Native Perspectives: Applications to Pedagogy in Higher Education.”) Part 1 of the Perspectives and Practices series of sessions focuses on the inside and outside perspectives of the Upper Left Quadrant. Part 2 focuses on the inside and outside perspectives of the Lower Left Quadrant. Part 3 focuses on the inside and outside perspectives of the Upper Right and Lower Right Quadrants.

Stages in Hollywood Part 1 of 2 (Sanctuary) (Nancy Davis)

Film clips of well known movies will be used to focus conversations that allow you to practice what you are learning through use of skillful means in communicating with differing levels of development. Learn strategies to speak into the hearing of various perspectives encountered in education.

Community of Practice for Integral Teaching Part 1 of 3 (Cafeteria) (Jonathan Reams )

In these three concurrent sessions, Jonathan will facilitate a collaborative inquiry into ways this integral pedagogy can be put into practice. Educators are invited to share their insights into the journey of moving into this praxis. This will initiate a community of practice for potential ongoing support and networking. Topics for these sessions could include: pre-requisite areas of mastery, suspending and transcending ingrained models of teaching, working with subtle consciousness in the classroom and utilizing subject matter in facilitating transformation.

Program and Curriculum Development: Transitioning from Green to Integral Part 1 (Thomas Berry Hall) (Abigail Lynam)

This session shares the story of a University program’s development from Green/Individualist to Integral. We’ll start by looking at the original model for the University of Massachussetts’ Living Routes semester in Auroville, India. Next we will examine the development and application of an Integral framework, focusing on the shifts in pedagogy and curriculum, with an emphasis on the learning community aspect of the program, the program’s definition of sustainability, the role of faculty and the program’s approach to the innersubjective. The session will close with participants collaborating to identify next steps for the program’s integral development.

17:00–17:30
Individual and/or group integration session
17:30–19:15
Supper
19:30–21:00
The Once and Future Past: Living and Teaching in a World Out of Time (Jamie Wheal)

What do ADD, Blackberries, Eckhardt Tolle, Southwest Airlines and Harvard's most popular undergraduate course have in common? All attempt to make sense of a world where Time is accelerating, bending, warping, and even stopping--and all suggest very real implications for how we live and teach in today's increasingly hectic world. In this session we will explore: Time and our relationship to it--how we have defined it and related to it over the centuries; how recent changes in technology, culture, and our mind and bodies interact; and how all these factors point to a new emergence of Spirit from that very place at the center of it all--the Now. Participants will leave with concrete tools to keep themselves and their students afloat in Time's rapid flow, and an introduction to Integral Time Management that unites the practical, the tactical, the pedagogical and the contemplative.

21:00–21:30
Feedback and Check-in

Monday, August 4, 2008

7:00–8:00
Concurrent morning sessions
Embodied Sacred Sound (Sanctuary) (Miriam Mason Martineau)

When you sing, you are the instrument. Nothing else, no one else. Basically “naked” with nothing to hide behind. What an opportunity for growth, insight, and becoming an authentic vessel of sound and song! These interactive sessions will focus on both “being sung” and singing. We will explore singing as an integral practice that combines Body, Mind, Imagination and Spirit. Guidance and instruction is provided -- both technical and inspirational -- on how we can utilize this incredible instrument that we are to connect and communicate through song with ourselves, each other and Spirit. (No prior experience necessary!)

Listening into Awareness through Movement (Thomas Berry Hall) (Thomas Arthur)

The capacity to tap into your body's inner intelligence is the foundation for any integral transformative practice. Our morning engagement will explore a practice of subtle sensing and contemplative movement creating space for the profound wisdom in your body to emerge. As you become permeable to vital energies, internal rhythms and resonant impulse you discover fresh ways of making contact with the fluid freedom of embodied presence. Come and develop your own personal yoga of listening into awareness through movement.

A meditative exploration of Self and Nature (Farmhouse) (John Gruber)

Designed to strengthen the connection between our interior states and the intricate forms and energy around us in the natural world, these morning sessions will celebrate the diversity of light and life both in the outdoor spaces at Whidbey Institute and in our inner selves. We will observe and reflect on the meaning to be found in natural forms, from clouds and water flow to birds, leaves and mosses and examine parallel forms in our inner landscape. We will work in a combination of movement and stillness to draw inspiration from both our surroundings and our interior landscape.

7:45–9:00
Breakfast
9:00–10:25
Notes from the Field - The taste of Integral Education (John Gruber)

Gathering together some of our experiences as teachers and learners, we will use this session to explore the potential and possibility of integral education in practice. Reflecting on integral theory and our vision for an integral experience in learning communities, we find we have many ideas about what education can be. What does an integral course of learning look like, what might it feel like on the ground, in action? Using perspectives from 14 - 18 year old students who have written and spoken about their experiences in education, we will examine what appear to be some of the benefits and outcomes for learners of moving into a more integrally informed approach with some of the more traditional educational disciplines (science, literature, language etc).

10:35–12:00
Exploring the foundations of Integral Parenting and Education (Miriam Mason Martineau)

What do all successfully delivered integral lesson plans, courses, and intentions, rest upon? An integral teacher. An integral person. Since we teach (or parent) who we are, we will explore what it takes to become an integral person. What are the key requirements that facilitate integral education/parenting specifically because they help us be/come integral people? This session explores this question, both theoretically and through experiential segments and reflection.

12:00–13:30
Lunch
13:30–15:00
Exploring the tensions of becoming an integral educator (Sue Stack)

In this session Sue provides a shared reflective space and a range of playful activities for people to dip into to explore their personal journeys as they have moved towards becoming integral/holistic educators. This is an opportunity to honour the contradictions and dilemmas we face as we strive to transform ourselves and our practice within particular educational cultures and metaphors.

Walk the tension line, step through the role door with the “hat” you want to wear, create a metaphoric portrait of yourself, draw a symbol map of your journey, look through seven windows to see seven different perspectives or provide voices to those “three minds” you are in. The activities are designed using ideas from dialectics, transformational learning, ecological learning environments, curriculum metaphors, auto-ethnography and Futures Studies.

15:15–16:30
Concurrent sessions
Perspectives and Practices: Playing the Eight Part 2 (Farmhouse) (Patricia Gordon)

This three-part offering is for participants who would like to deepen their personal and pedagogical practices of the inside and outside perspectives of each quadrant. Although the emphasis of the three sessions is on personal and pedagogical applications of these eight perspectives in Spirit-ed play, some time will also be given to aiding participants’ understanding of each perspective through images, music, dramatization, enactments, and guided meditations. (The treatment of the eight perspectives in these sessions is not that of methodologies. For a discussion of this offering’s broader approach, see Patricia’s Integral Theory conference paper, which is available at the seminar, “Going Beyond Current Understanding of the Eight Native Perspectives: Applications to Pedagogy in Higher Education.”) Part 1 of the Perspectives and Practices series of sessions focuses on the inside and outside perspectives of the Upper Left Quadrant. Part 2 focuses on the inside and outside perspectives of the Lower Left Quadrant. Part 3 focuses on the inside and outside perspectives of the Upper Right and Lower Right Quadrants.

Aligning Assessment with Educational Intentions (Thomas Berry Hall) (Nancy Davis)

Look at multiple forms and purposes of assessment so that practices can be more closely aligned with intentions. Use assessment tools to enhance learners' development and contribute to the formation of learning communities. Participants will examine assessment as a tool for communication, practice and liberation. Through conscious awareness, curriculum designers and teachers can include and transcend boundaries created by traditional assessment practices.

Community of Practice for Integral Teaching Part 2 of 3 (Cafeteria) (Jonathan Reams)

In these three concurrent sessions, Jonathan will facilitate a collaborative inquiry into ways this integral pedagogy can be put into practice. Educators are invited to share their insights into the journey of moving into this praxis. This will initiate a community of practice for potential ongoing support and networking. Topics for these sessions could include: pre-requisite areas of mastery, suspending and transcending ingrained models of teaching, working with subtle consciousness in the classroom and utilizing subject matter in facilitating transformation.

Program and Curriculum Development: Transitioning from Green to Integral Part 2 (Sanctuary) (Abigail Lynam)

Working with the integral development of Living Routes’ program in India as a case study, participants will have an opportunity to apply their understanding of Integral theory to the development of their own programs, teaching practices and curriculum design. We will focus on identifying next steps for development with an emphasis on curricular framework, content, attending to the developmental stages of students and creating all quadrant learning processes.

16:45–17:30
Integral Integration Part 1 (Patricia Gordon)

This session will give participants the opportunity to individually reflect and work in a quiet atmosphere in order to integrally pull together the various theoretical and practical offerings of the seminar and apply them to the educational and personal situations that are most meaningful for each participant. Templates that will help participants integrate the personal and professional integral practices of the other sessions will be offered as a resource. Space will be provided in an outside area near the reflection area for those participants who wish to engage in discussion with each other or the presenters, who will be available for questions, discussion, and mentoring.

17:30–19:15
Supper
19:30–21:00
The Adaptability and Flexibility of Integral Education (Lynne Feldman)

Many of us are wondering if Integral education must exist like a hot-house flower, to be initiated only within the most receptive of educational environments. Exploring this topic both experientially and collectively, we will see how versatile and adaptable the integral model truly is, and how it can blossom and enrich even within restrictive and pedantic environments. We will take the curriculum from a public high school sociology course and see how fluidly and successfully the Integral model was incorporated. Actual lesson plans, experiential exercises, and a compendium of supporting articles and exercises will be offered, as well as an interactive component to permit us to test how our own programs can embrace the Integral model.

21:00–21:45
Thomas Arthur Live (in the sanctuary) (Thomas Arthur)

Thomas Arthur is a performing artist who integrates contemplative juggling, abstract rhythmic vocalization, acoustic music, subtle storytelling, and digital media into an evolving form of participatory ritual theater for children and adults. In a synchronized choreography of sound, motion and light, Thomas interacts with natural objects, geometric shapes and projected image. Seeking to embody and make visible subtle interactions of sense, soul and the biosphere, his work is informed by the rivers, oceans, meadows, forests, slopes, weather, gravity, light and pulsing resonance of the Pacific Northwest.

Tuesday, August 5, 2008

7:00–8:00
Concurrent morning sessions
Listening into Awareness through Movement (Sanctuary) (Thomas Arthur)

The capacity to tap into your body's inner intelligence is the foundation for any integral transformative practice. Our morning engagement will explore a practice of subtle sensing and contemplative movement creating space for the profound wisdom in your body to emerge. As you become permeable to vital energies, internal rhythms and resonant impulse you discover fresh ways of making contact with the fluid freedom of embodied presence. Come and develop your own personal yoga of listening into awareness through movement.

Embodied Sacred Sound (Thomas Berry Hall) (Miriam Mason Martineau)

When you sing, you are the instrument. Nothing else, no one else. Basically “naked” with nothing to hide behind. What an opportunity for growth, insight, and becoming an authentic vessel of sound and song! These interactive sessions will focus on both “being sung” and singing. We will explore singing as an integral practice that combines Body, Mind, Imagination and Spirit. Guidance and instruction is provided -- both technical and inspirational -- on how we can utilize this incredible instrument that we are to connect and communicate through song with ourselves, each other and Spirit. (No prior experience necessary!)

A meditative exploration of Self and Nature (Farmhouse) (John Gruber)

Designed to strengthen the connection between our interior states and the intricate forms and energy around us in the natural world, these morning sessions will celebrate the diversity of light and life both in the outdoor spaces at Whidbey Institute and in our inner selves. We will observe and reflect on the meaning to be found in natural forms, from clouds and water flow to birds, leaves and mosses and examine parallel forms in our inner landscape. We will work in a combination of movement and stillness to draw inspiration from both our surroundings and our interior landscape.

7:45–9:00
Breakfast
9:00–12:00
Stages of development as lenses of how we see education (Susanne Cook-Greuter)

This session will focus on ego development theory, place it within the AQAL framework, and compare it to other developmental theories. We argue that a main difference may be one of how much attention is paid to the nature of language. Whether meta-theory, theory, thesis, story, or single explanation, all are aspects of our need for maps, structure, and permanence. After a brief overview of the expanding perspective-taking capacity that underlies ego development theory, we will explore how people’s developmental stages inform their ideas about education. In a fun exercise, attendees will get a chance to test their capacity to rank responses to “A good teacher” along a developmental trajectory. How can we tell what makes one response more mature and more integrated than another? We will conclude with a dialogue about how teachers, learners, and schools look different through different stage lenses to better understand the various attitudes and expectations they represent.

12:00–13:30
Lunch
13:30–15:00
Experiencing the Integral U model (Terri O'Fallon)

The U model is an over arching frame that allows for the integration of many aspects of our integral work through time. Beginning with the Assessment of "what is" in our gross worlds of senses and facts it moves into the more subtle awareness of "what is" in the same events , gradually moving to a "release" or "letting go" into a causal still point in which the new emerges: crystalization, prototyping and finally embodiment of a new experiment ensues only to begin again. AQAL is embedded in this process of re "newing". Participants will have the opportunity to make meaning together related to the learning we have encountered during the week as a community of Integral Educators.

15:15–16:30
Concurrent Sessions
Perspectives and Practices: Playing the Eight Part 3 (Farmhouse) (Patricia Gordon)

This three-part offering is for participants who would like to deepen their personal and pedagogical practices of the inside and outside perspectives of each quadrant. Although the emphasis of the three sessions is on personal and pedagogical applications of these eight perspectives in Spirit-ed play, some time will also be given to aiding participants’ understanding of each perspective through images, music, dramatization, enactments, and guided meditations. (The treatment of the eight perspectives in these sessions is not that of methodologies. For a discussion of this offering’s broader approach, see Patricia’s Integral Theory conference paper, which is available at the seminar, “Going Beyond Current Understanding of the Eight Native Perspectives: Applications to Pedagogy in Higher Education.”) Part 1 of the Perspectives and Practices series of sessions focuses on the inside and outside perspectives of the Upper Left Quadrant. Part 2 focuses on the inside and outside perspectives of the Lower Left Quadrant. Part 3 focuses on the inside and outside perspectives of the Upper Right and Lower Right Quadrants.

Stages in Hollywood Part 2 (Sanctuary) (Nancy Davis)

Film clips of well known movies will be used to focus conversations that allow you to practice what you are learning through use of skillful means in communicating with differing levels of development. Learn strategies to speak into the hearing of various perspectives encountered in education.

Notes from the Field - The taste of Integral Education ---going deeper! (Thomas Berry Hall) (John Gruber)

Many seminar participants may be already engaged in a teaching practice. In this workshop session, we will share strategies, plans and ideas to bring an integral approach to our practice. What can we do immediately and what can we work towards as educators in creating or transforming a learning center, a school, or a classroom in ways that may ground it more fully in integral awareness? What are some of the practices and plans that we can adopt or explore to bring our teaching and our learning communities more into alignment with an integral approach? How can we create a sustaining community of others who can support and inspire us in our continuing journey as teachers? This session will emphasize practical action strategies for all of us in the places where we are working with education.

Community of Practice for Integral Teaching Part 3 of 3 (Cafeteria) (Jonathan Reams)

In these three concurrent sessions, Jonathan will facilitate a collaborative inquiry into ways this integral pedagogy can be put into practice. Educators are invited to share their insights into the journey of moving into this praxis. This will initiate a community of practice for potential ongoing support and networking. Topics for these sessions could include: pre-requisite areas of mastery, suspending and transcending ingrained models of teaching, working with subtle consciousness in the classroom and utilizing subject matter in facilitating transformation.

16:45–17:30
Integral Integration Part 2 (Patricia Gordon)

This session will give participants the opportunity to individually reflect and work in a quiet atmosphere in order to integrally pull together the various theoretical and practical offerings of the seminar and apply them to the educational and personal situations that are most meaningful for each participant. Templates that will help participants integrate the personal and professional integral practices of the other sessions will be offered as a resource. Space will be provided in an outside area near the reflection area for those participants who wish to engage in discussion with each other or the presenters, who will be available for questions, discussion, and mentoring.

17:30–19:00
Supper
19:00–21:00
Dance evening and Networking evening
21:30
(optional) Wood-fired sauna

Wednesday, August 6, 2008

7:00–8:00
Concurrent morning sessions
Embodied Sacred Sound (Thomas Berry Hall) (Miriam Mason Martineau)

When you sing, you are the instrument. Nothing else, no one else. Basically “naked” with nothing to hide behind. What an opportunity for growth, insight, and becoming an authentic vessel of sound and song! These interactive sessions will focus on both “being sung” and singing. We will explore singing as an integral practice that combines Body, Mind, Imagination and Spirit. Guidance and instruction is provided -- both technical and inspirational -- on how we can utilize this incredible instrument that we are to connect and communicate through song with ourselves, each other and Spirit. (No prior experience necessary!)

Listening into Awareness through Movement (Sanctuary) (Thomas Arthur)

The capacity to tap into your body's inner intelligence is the foundation for any integral transformative practice. Our morning engagement will explore a practice of subtle sensing and contemplative movement creating space for the profound wisdom in your body to emerge. As you become permeable to vital energies, internal rhythms and resonant impulse you discover fresh ways of making contact with the fluid freedom of embodied presence. Come and develop your own personal yoga of listening into awareness through movement.

A meditative exploration of Self and Nature (Farmhouse) (John Gruber)

Designed to strengthen the connection between our interior states and the intricate forms and energy around us in the natural world, these morning sessions will celebrate the diversity of light and life both in the outdoor spaces at Whidbey Institute and in our inner selves. We will observe and reflect on the meaning to be found in natural forms, from clouds and water flow to birds, leaves and mosses and examine parallel forms in our inner landscape. We will work in a combination of movement and stillness to draw inspiration from both our surroundings and our interior landscape.

7:45–9:00
Breakfast
9:00–9:30
Evaluation
9:30–10:30
Closing
11:00–13:00
Open Session "Our Next Steps"

In this last session we will look forward... how can we support each other as we venture forth into our lives? What projects do we want to focus on before we come back together next summer? Space will also be created for participants to share with each other their projects and current work.

13:00–13:30
Lunch (bagged lunches will be available)
13:30
Seminar Ends