Unitarian Universalist Religious Education Curricular Resources for Junior/Senior High Youth created by Jeff Liebmann  (short bio) To send me email click here: uurevjeff@gmail.com for order form, click here

• Compilation CD -- Seven curricula on one disk in pdf format (135 Sessions, nearly 1,000 pages, and six school years of religious education resources for junior and senior high Unitarian Universalist youth)

• Living in UUville -- Exploring the Unitarian Universalist Purposes and Principles for junior and/or senior high school youth

• Paradigms Lost and Regained -- Sacred life skills for junior and/or senior high school classes with an adult supplement

• Heresy Apparent -- Unitarian Universalist heritage for junior and/or senior high school classes

• Sacred Threads --Asian religions curriculum for high school classes, recently revised with nearly 50% new additional material

• Thinking the Web -- Moral issues curriculum for high school classes, recently revised with 33% more material and updated resources

• Truth and Meaning -- Western religions curriculum for high school classes

• Dare to Know -- Humanism and Western philosophy curriculum for high school classes

• Global Summit 2.0 -- Weeklong theme activity for up to 75 junior and high school youth, especially adaptable for camp settings

• Global Summit, the Peace Game -- Card game where players work together to resolve global conflict to maintain world peace, for ages 10 and up

• Youth Group Walking Tour of Downtown Boston -- I developed this for our youth group in 2005.  It takes about two hours, starting at 25 Beacon and ending at Fanueil Hall

• Why high school religious education? ... Why not? -- These are some short responses to common questions I have received over the years about high school RE

• Bridging Ceremony readings -- I have delivered these homilies at the Bridging Ceremonies at the First Unitarian Church of Pittsburgh

• Read my blog, uujeff's muse kennel and pizzatorium!

If you are interested in obtaining Living in UUville, email me for information.

Overview
     Paradigms Lost is a 10-Session religious education curriculum for junior high and/or high school youth (7th to 12th grades) that helps teens recognize elements of their lives that are “toxic” and to move toward using their Sacred Voice to articulate their anxieties.

Goals
     The program in Paradigms Lost teaches youth basic life skills by identifying one’s core mission, prioritizing goals, evaluating performance, and keeping balance in one’s life.  Paradigms Lost uses a variety of fun and challenging approaches to help youth explore themselves and their relationships with others.  For the primary game element that runs throughout the program (and can involve the entire church community), youth see themselves as a company and earn stock through their actions.

Also included is a separate and coordinated curricular component, entitled Paradigms Regained.  This 10-Session adult supplement covers the history of the concept of "youth" in society, how adults and parents see teenagers today, and ways in which adults and parents can interact more effectively with youth.

Design
     This adult supplement is intended to be run concurrently with the youth program.  Optimally, churches will offer both programs as youth and adult religious education at the same time.  Through this approach, participation of both youth and adults will strengthen attendance and enhance extracurricular discussions between youth and their parents.  Also, both Paradigms Lost and Paradigms Regained are specifically designed to be taught by teams of adults and youth.

Content
     The Session titles of each program include the following:
 

If you are interested in obtaining Paradigms Lost and Regained, email me for information.

Overview
    Heresy Apparent is a 10-Session curriculum designed for Unitarian Universalist junior high and/or high school religious education classes (7th to 12th grades).

Goals
   The goals of Heresy Apparent are to provide youth with an opportunity to learn about the theological and historical roots of Unitarian Universalism as well as the lives and accomplishments of famous adherents of Unitarian and Universalist principles.  The program exposes youth to tasks and activities that will encourage them to think about their own religious beliefs and will promote their own spiritual growth.  During the 10 Sessions, youth are given a chance to stretch their own boundaries in a safe and supportive environment with a fun gaming experience where cooperation is as important as competition.

Contents
   Each participant is assigned a unique secret identity of a famous Unitarian Universalist.  During the course of the program, youth will try to guess each other’s secret identity.  In essence, the program is a combination of a scavenger hunt and “20 Questions.”  Once a youth determines the identity of another participant (which can also include interested adults), then the participant gives the youth a secret task to perform.

   The secret tasks are the heart of Heresy Apparent.  Some require the youth to answer a question or write something to be posted in a central location or discussed in their touch group.  Other tasks are mini-spiritual journeys that direct the youth to a specific place for a guided meditation or other contemplative activity.  The point of the tasks, and the entire program, is to provide youth with connections with their Unitarian Universalist spiritual heritage and to help them develop their faith in the context of the 21st century.

   The program component of Heresy Apparent is divided into 10 Sessions, including:

• The Nature of God (pre-1800) -- The Heresies of Anti-Trinitarianism and Universalism
• Liberal Christianity (1800-1900) -- The Heresies of Relgious Questioning and Faith in Action
• Freethought and New Ideas (1900-1950) -- The Heresies of Reason and Resistance
• Diverse Voices (1950-2000) -- The Heresies of Antidiscrimination and Inclusion
• The Future of Unitarian Universalism (post-2000) -- The Heresies Challenging Assumptions and the Questing Mind

If you are interested in obtaining Heresy Apparent, email me for information.

Overview
    Sacred Threads is a 20-Session curriculum designed for Unitarian Universalist high school religious education classes (9th to 12th grades).

Goals
    Sacred Threads helps youth identify unique elements of modern Asian religions and recognize characteristics that these religions share with each other and with Unitarian Universalism.  It helps youth explore how attributes of these other religions have relevance to their own spiritual journeys.  Sacred Threads also helps youth understand the nature of religion in human society, both as it influences their own lives as well as the relations among communities and nations.

Contents
    Students first identify basic characteristics common to religions of primitive cultures and the nature of thinking that generally leads people to establish religions.  Students then discuss the religions of India (Hinduism, Hinayana Buddhism, Jainism, and Sikhism), the religions of China (Mahayana Buddhism, Confucianism, Taoism, and Chinese Folk Religions), and the religions of Japan (Shintoism and Zen).

Session 1:      The Primal Religions

Session 2:      The Power of Belief

Session 3:      Demographic Perspective on World Religions

Session 4:      Dharma -- Basics of Classical Hinduism

Session 5:      Atman and the Paths to God

Session 6:      Yoga

Session 7:      Everyday Lives of Hindus

Session 8:      Evolution of Modern Hinduism

Session 9:      Ahisma and the Jains

Session 10:    Sikhism and Syncretism

Session 11:    Mandalas

Session 12:    The Life of Buddha

Session 13:    The Roots of Indian Buddhism

Session 14:    Spread of Buddhism

Session 15:    Early Chinese Wisdom and Synchronicity

Session 16:    Popular Taoism (Yin/Yang)

Session 17:    Philosophical Taoism

Session 18:    Essentials of Confucianism 
Session 19:    Environment and Religions -- Japanese Culture (Shinto)

Session 20:    The Japanese Tea Ceremony

Design
    Youth enjoy an intellectual challenge, so long as it does not replicate the school experience they face throughout the week. Sacred Threads focusses on issues rarely covered in school curricula and encourages youth to challenge their assumptions and process new ideas.  The classroom technique most used is facilitated discussion  prompted by brainstorming Sessions and questions to challenge thinking processes.  Participants are empowered to take discussions where they lead.

Philosophy
    Many UU youth have studied world religions, including holidays, deities, and rituals.  Youth have the ability, the desire, and the scholastic background to discuss theological elements of these religions and make informed choices about their own religious selves. Sacred Threads facilitates their understanding of what it means to be religious, particularly in Eastern cultures, including:

• paths Asian religions use toward understanding and/or becoming one with their "God";
• how Asian religions view the characteristics of human existence in the greater scheme of the cosmos; and
• how Asian religions answer speculative issues, such as our purpose in life.

Overview
    Thinking the Web is a 27-Session curriculum designed for Unitarian Universalist high school religious education classes (9th to 12th grades).

Goals
    Thinking the Web helps youth discuss complex legal issues that have broad moral implications both historically and in today's society, especially focussing on the Unitarian Universalist perspective articulated in resolutions passed at annual General Assemblies. Thinking the Web also helps youth develop and enhance their techniques of systematic thinking through the application of critical and creative thinking strategies as applied to these discussions.

Contents
    Students discuss medical issues (Abortion, Right to Die with Dignity, and Drug Legalization), societal issues (Pornography, Capital Punishment, Youth Violence,and Gun Control), and global issues (Weapons of Mass Destruction, Torture, and Peacemaking versus Just War).  Throughout the curriculum, students are exposed to a range of systematic thinking skills, including how to structure discourse on moral issues, evaluating arguments, creating ideas and hypotheses, and understanding the consequences of applying one's ideas.  For example, specific Sessions help students learn how to use tools that facilitate group discussion and to produce and prioritize ideas.  Other Sessions deal with identifying fallacies in arguments, interpreting evidence, and examining unstated assumptions.

UNIT ONE -- Orientation to Systematic Thinking Dispositions
      Session 1 – Basics of Group Dynamics
      Session 2 – Introduction to Systematic Thinking Dispositions
      Session 3 – Advanced Systematic Thinking Dispositions
      Sprecial Session A – Balancing Thinking Dispositions
      Session 4 – Creativity and Intuition

UNIT TWO -- Medical Issues: Our Rights as Individuals
      Session 5 – Exploring and Expressing Views on Abortion
      Session 6 – Investigating Points of View on Abortion
      Session 7 – Evaluating the UUA Position on Abortion
      Special Session B – The UUA Process of Creating Social Justice Statements
      Session 8 – Exploring and Expressing Views on the Right to Die
      Session 9 – Investigating Points of View on the Right to Die
      Session 10 – Evaluating the UUA Position on the Right to Die
      Session 11 – Exploring and Expressing Views on Drug Legalization
      Session 12 – Investigating Points of View on Drug Legalization
      Session 13 – Evaluating the UUA Position on Drug Legalization

UNIT THREE -- Criminal Justice Issues: Our Rights as Citizens
      Special Session C – Example of Evaluating Arguments – Pornography
      Session 14 – Exploring and Expressing Views on Capital Punishment
      Session 15 – Investigating Points of View on Capital Punishment
      Session 16 – Evaluating the UUA Position on Capital Punishment
      Session 17 – Exploring and Expressing Views on Gun Control
      Special Session D – Example of Evaluating Persuasion – Youth Violence
      Session 18 – Investigating Points of View on Gun Control

UNIT FOUR -- Global Issues: Our Rights as Human Beings
      Session 19 – Exploring and Expressing Views on Weapons of Mass Destruction
      Session 20 – Evaluating the UUA Position on Weapons of Mass Destruction
      Special Session E – Example of Personal Involvement – Torture
      Session 21 – Exploring and Expressing Views on Peacemaking Versus Just War
      Session 22 – Evaluating the UUA Position on Peacemaking Versus Just War

Design
    Youth enjoy an intellectual challenge, so long as it does not replicate the school experience they face throughout the week. Thinking the Web focusses on issues rarely covered in school curricula and encourages youth to challenge their assumptions and process new ideas.  The classroom technique most used is facilitated discussion  prompted by brainstorming Sessions and questions to challenge thinking processes.  Participants are empowered to take discussions where they lead.

Philosophy
    Youth have the ability, the desire, and the scholastic background to discuss complicated problems facing society that have implications on their own personal philosophies and their future.  Thinking the Web assumes that it is the responsibility of our churches to help youth develop into adult Unitarian Universalists by expanding their intellectual horizons and helping them build sound minds.  Each Session encourages youth to critically examine the ethical positions of society, the positions of the UUA as articulated in General Assembly resolutions, and their own views.

    If you are interested in obtaining Thinking the Web, email me for information.

Overview
    Truth and Meaning is a 25-Session curriculum designed for Unitarian Universalist high school religious education classes (9th to 12th grades).

Goals
     Truth and Meaning acts upon the Unitarian Universalist principles calling for a covenant to affirm and promote encouragement to spiritual growth and a free and responsible search for truth and meaning.  Each Session works toward this purpose by:

• posing questions about the major Western religions (Judaism, Christianity, and Islam) commonly asked by our youth in a manner that will help them find meaningful answers;
• relating these truths about these religions to our own Unitarian Universalist history and modern practice; and
• helping youth apply this knowledge and relevance to their own beliefs and, thereby, continue to grow spiritually.

Contents
    Truth and Meaning Session topics are arranged into the following major units: Introduction to Major Western Religions and Their Primary Resource Documents (the Hebrew Bible, the New Testament, and the Qur'an); Religious Practices and Underlying Theological Concepts (the soul, sin and evil, and the sacraments of baptism, prayer, communion, and confession); Religious "Extremes" (cults, the "Religious Right," paganism, and creationism); Life and Afterlife (Hell, salvation, and the millennium); The Roots of Religious Prejudice (holy war and prejudice based on sexual preference, gender, and race); and Dogma and Creeds (creedal beliefs, the Vatican, the purpose of a church).

UNIT ONE -- Introduction to Major Western Religions and Their Primary Resource Documents

      Session 1 --Why should I ask about other religions?
      Session 2 -- How much of the Bible and the Qur’an is actually true?
      Session 3 -- Are my friends right in calling me an atheist?

UNIT TWO -- Religious Practices and Underlying Theological Concepts

      Session 4 -- Why is getting baptized such a big deal?
      Session 5 -- Do I have a Soul?
      Session 6 -- If God is all-knowing and omnipresent, why do people pray?
      Session 7 -- Is it wrong for me to take Communion if I don’t believe in Jesus?
      Session 8 -- Does confession mean that Catholics can do anything and get away with it?
      Session 9 -- Do people really think there is a Devil in a red suit with horns and a pitchfork?

UNIT THREE -- Life and Afterlife

      Session 10 -- Am I going to Hell like my friends say I am?
      Session 11 -- Why don’t people just let me believe what I want and quit trying to convert me?
      Session 12 -- Is the world really going to end soon?

UNIT FOUR -- Religious “Extremes"

      Session 13 -- Who is the “Religious Right” and why are they a threat to us?
      Session 14 -- What is a cult and how are they different from religions?
      Session 15 -- So why DO bad things happen to good people?
      Session 16 -- How can I explain our acceptance of pagans and witches?
      Session 17 -- How can people not believe in evolution when the evidence is overwhelming?

UNIT FIVE -- The Roots of Religious Prejudice

      Session 18 -- Why don’t some other religions welcome gays, lesbians, and transsexuals?
      Session 19 -- Why are women treated like second class citizens in many religions?
      Session 20 -- Why do some other churches refuse to allow women to be leaders?
      Session 21 -- Why do whites and blacks have separate churches within the same religion?
      Session 22 -- Why do Jews, Christians, and Muslims hate and kill each other?

UNIT SIX -- Dogma and Creeds

      Session 23 -- Why do people allow a dogma to define what they believe for themselves?
      Session 24 -- Why do millions of people believe that the Pope has some magical connection to God?
      Session 25 -- If we don’t believe in the Western God, then why do we go to church like other religions?

Design
    Youth enjoy an intellectual challenge, so long as it does not replicate the school experience they face throughout the week. Truth and Meaning focusses on issues rarely covered in school curricula and encourages youth to challenge their assumptions and assimilate new ideas into their own personal theology.  The classroom technique most used is facilitated discussion  prompted by brainstorming Sessions and questions to challenge thinking processes.  Participants are empowered to take discussions where they lead.

Philosophy
    Youth have the ability, the desire, and the scholastic background to discuss complicated issues of religion and philosophy.  However, many of our youth suffer frustration when discussing these issues with friends.  They are often the only Unitarian Universalist in their class, or even in their school.  They sometimes have trouble getting their friends to understand the nature of a religion with no creed and no dogma.  Truth and Meaning helps youth resolve these frustrations and understand better what they have in common with their friends and the reasons why they do not agree.  Truth and Meaning assumes that it is the responsibility of our churches to help youth develop into adult Unitarian Universalists by expanding their intellectual horizons and helping them to develop spiritually.

Ordering Information
    If you are interested in obtaining Truth and Meaning, email me for information.

Overview
    Dare to Know is a 23-Session curriculum designed for Unitarian Universalist high school religious education classes (9th to 12th grades).  Also included are five additional suggested supplemental Sessions using videos to further develop discussion topics.  Throughout the curriculum are recommended readings related to each Session topic, generally consisting of novels suitable for high school readers.

Goals
    Dare to Know exposes youth to a broad range of ideologies (or "isms") about the nature of existence and the purpose of life.  Specifically, Dare to Know introduces students to major tenets of Humanism as expressed in the Humanist Manifesto II, written in 1973.  It is important to explore and understand Humanism since Humanists and Unitarian Universalists generally share many viewpoints.  In addition to comparing and contrasting Humanism and Unitarian Universalism, Sessions explore:

• a wide range of Western philosophical concepts and schools of thought, particularly focusing on the works of modern philosophers;
• the lives and words of specific individuals who are exceptional examples of Humanists and freethinkers; and
• techniques of futures research and thinking that will support a futurist point of view.

     Specific Session topics included in Dare to Know are the following.

MODULE ONE -- Origins of Humanist Thought
    Session 1    The Role of Myths and Gods
    Session 2    A History of Humanism
    Session 3    The Nature of Ethics
    Session 4    The Limits of Relativism

MODULE TWO -- The Tools of the Humanist
    Session 5    Knowing Yourself: Psychology and Behavior
    Session 6    Being Skeptical
    Session 7    Using Reason
    Session 8    Pursuing Knowledge: Journalism and the Media
    Session 9    Using Technology: The Impact on the Individual
    Session 10  Using Technology: The Impact on Society

MODULE THREE -- Humanism and Social Relations
    Session 11    Shaping Your Own Destiny: Existentialism
    Session 12    Inherent Worth: What Rights Does the Individual Have?
    Session 13    Civil Versus Community Liberties
    Session 14    Sexuality and the Humanist Ideal

MODULE FOUR -- Humanism, Politics, and Economics
    Session 15    The Use of the Democratic Process
    Session 16    The Separation of Church and State
    Session 17    The Distribution of Societal Resources
    Session 18    Equality for All

MODULE FIVE -- Humanism and the World
    Session 19    One Nation, One World
    Session 20    Violence, War, and Terrorism
    Session 21    Promoting Economic Justice
    Session 22    Our Role in Nature
    Session 23    What Will the World Be Like?

Design
    Youth enjoy an intellectual challenge, so long as it does not replicate the school experience they face throughout the week. Dare to Know focusses on issues rarely covered in school curricula and encourages youth to challenge their assumptions and assimilate new ideas into their own personal theology.  The classroom technique most used is facilitated discussion  prompted by brainstorming Sessions and questions to challenge thinking processes.  Participants are empowered to take discussions where they lead.

Philosophy
    Youth have the ability, the desire, and the scholastic background to discuss complicated issues of religion and philosophy.  Unfortunately, these are issues that few youth are exposed to, even if they attend college.  Unitarian Universalism and modern Humanism share a unique bond and UU youth should have in-depth exposure to the tenets of Humanism and related philosophies as they travel along the spiritual path.  Dare to Know helps youth aims to help youth stay on the path by exploring a wide range of ideologies and beliefs and challenging widely-held assumptions in society that affect them every day.  Dare to Know assumes that it is the responsibility of our churches to help youth develop into adult Unitarian Universalists by expanding their intellectual horizons and helping them to develop spiritually.

Ordering Information
    If you are interested in obtaining Dare to Know, email me for information.

Purpose
    The purpose of the Global Summit 2.0 workshop is to provide a fun and educational experience for up to 75 junior high and high school youth in a weeklong summer Unitarian Universalist camp setting.

    The goals of Global Summit 2.0 are to provide youth with:

• an opportunity to experience a simulation of real world decision making on a global scale, with all of the incumbent responsibilities and consequences;
• an environment that encourages individual initiative as well as teamwork in pursuit of multiple goals;
• exposure to new ideas and different perspectives on familiar ideas related to social, economic, political, technological, and religious aspects of society;
• a chance to stretch their own boundaries in a safe and supportive environment;
• fun gaming experience where cooperation is as important as competition, and where the victory conditions are flexible enough to permit every participant to win; and
• experience in large group decision making processes, with their challenges to communication and understanding.

    Working as a simulated world parliament, participants play the role of delegates from designated nations or national unions.  Each participant is provided a profile of their role and their personal goals as well as a description of their world region.  During the week, the parliament will face issues of global importance and seek mutually acceptable solutions to world problems.

    Each day of game play will represent a 25-year period.  Therefore, the five days of game duration will take participants through the 21st century as follows: Day One is the present; Day Two is the year 2025; Day Three is the year 2050; Day Four is the year 2075; and Day Five is the year 2100.

    As in typical role playing games, individual participants are free (within reason) to act as they would if they were actually in the simulated situation.  In fact, the closer participants play their roles, the more successful the experience should be for all involved.  Important to note is that the goal is not necessarily to solve all of the problems put before the players, since that will not likely be possible.  Rather, the goal is to play one=s role accurately while striving to achieve relevant goals in a manner most suitable for the character.

    Global Summit 2.0 requires a referee, who serves as central information source and facilitator of structured group Sessions.  The referee is responsible for determining game activities and is the final arbiter in determining directions the scenario will take throughout the week.  Again, as with standard role playing games, the referee must be extremely creative and flexible to allow the scenario to play out without losing focus or exceeding the bounds of reasonable possibility.  It is highly recommended that the referee also have a youth assistant.  The youth assistant can help with logistics, "spotting" speakers from the floor, coordinating resources, writing on flip charts, tallying votes, etc.

Participation
    Each participant is assigned to a delegation, consisting of one of the following:

• Arab League (including Middle East and North Africa)
• Central America (including Mexico and Caribbean)
• Central Asia (including Russia and former Soviet states)
• China (Peoples' Republic)
• East Asia (including Japan, China-Taiwan, South Korea)
• European Union
• Latin America
• North America (U.S. and Canada)
• Oceania (including Southeast Asia, Indonesia, Australia)
• Organization of African Unity (Sub-Saharan Africa)
• South Asia
• Antarctica

• Minister of Economics (finances, industry, roads and transportation, utilities);
• Minister of Politics (governmental leadership, political philosophy, rights of citizens, legal affairs);
• Minister of Human Services (education, health, recreation, the arts, quality of life);
• Minister of Science and Technology (research, computers, information);
• Minister of Religion (morals and ethics, spiritual well-being, role of the church); and
• Minster of Defense (military, law enforcement).

Ordering Information
    If you are interested in obtaining Global Summit 2.0, email me for information.

    Global Summit, the Peace Game is a strategic card game for 1-6 players ages 10 and up.  Players represent nations using economic, political, and social resources to resolve threats to world peace.  Players also respond to events at home affecting available resources.  Everyone wins if they maintain peace as well as the balance of international power.  Playing time is about 30 minutes.

    Global Summit is a collaborative game.  This means that all players must work together and will either win or lose together.  Players compete against the non-human elements of the game instead of against each other.  Children and youth like collaborative games because one player does not win while the others lose.  Through cooperation everyone enjoys the game and gets a sense of accomplishment regardless of the outcome, which makes it particularly useful in a Religious Education setting.

    Global Summit is easy to learn and play.  Parents will enjoy working with their children towards the game's worthwhile goal.  In a classroom setting, the game can be used to help children and youth learn more about complex world problems and international relations.  It can be especially useful in Sessions dealing with social action and peacemaking activities.  Each game includes a glossary of terms used and a reading list of books about peace and games that encourage cooperation.

    Our children face a more complex and challenging world than ever before.  Global Summit encourages both children and adults to solve problems together.  Competition may help children and youth improve certain abilities and personality skills. However, that it is just as important that they experience the rewards of learning to compromise.

    If you are interested in obtaining Global Summit, email me for information.

Unitarian Universalist Ministry
  -- Serving as Ministerial Intern at the Unitarian Universalist Congregation at Shelter Rock in 2009

  -- Completed clinical pastoral eduation unit at the Veterans' Administration Hospital in Pittsburgh in 2008
  -- Taking classes in Meadville Lombard Theological School 's Modified Residency Program, January 2007 to 2010
  -- Also took classes in Religious Studies and Social Work at the University of Pittsburgh
  -- Served as Student Minister at the First Unitarian Church of Pittsburgh, 2007-08 (listen to my sermons here)

First Unitarian Church in Pittsburgh, Pennsylvania
  -- Member since 1989
  -- Full-time religious education teacher, 1991-2007 (taught every grade from 1-12)
  -- Youth advisor, 1995-2007; regular participant in Ohio-Meadville District YRUU conferences
  -- Adult Co-Chair of the Ohio-Meadville District Youth Adult Committee (YAC), 2001-2007
  -- Honored with First Unitarian Church Volunteer of the Year Award in 1998
  -- Former Chair of the Long-Range Planning Committee
  -- Former member of the Music Committee and Choir

Continental Unitarian Universalist Activities
  -- Chrysalis Level IV Youth Advisor with concentration in Youth Spirituality
  -- Continental Youth Advisor Trainer (AT1) -- attended training in Boston, November 2000
  -- Adult-at-large member of the continental YRUU Youth Council, 1997-1999
  -- Co-Founder of REC Room, a web site devoted to disseminating information on UU religious education curricula
  -- Member of the Unitarian Universalist Curriculum and Resource Developers (UUCARDs), a group of UU curriculum writers (come see our display at
      General Assembly!)  
  -- Attended General Assemblies 1998 to 2006

Other Information
  -- Born in Barberton, Ohio in 1956; moved to Pittsburgh in 1967
  -- Daughter Ashley (b. 1983) and son Tyler (b. 1986)
  -- Employed at the University of Pittsburgh 1980 to 2008, most recently as Assistant to the Provost
  -- B.S. in Chemistry (1978) and M.B.A. in Operations Research (1979), both from Pitt

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(page last updated on October 1, 2008)