News

• August 10, 2020

  ‘Avoid the Day’ In His New Nonfiction Book, Jay Kirk Writes About a Mystery that Involves Penn faculty, Staff, and the Libraries.

  “Avoid the Day: A New Nonfiction in Two Movements” is the second book by Kirk, who has been teaching nonfiction creative writing in the School of Arts & Sciences for 15 years. He has been a writer primarily for magazines, with long-form narratives in publications including Harpers, GQ, and The New York Times Magazine. Pursuing the mystery of a missing music manuscript has been an eight-year odyssey that took Penn lecturer Jay Kirk from Vermont to Europe to the Arctic Circle, with Philadelphia at the center of the search.

• August 10, 2020

  Expressions of Color, Comfort, and Creativity in the Fight Against COVID-19

  the Architecture Department at Penn partnered with Surface magazine to create the Summer School at Penn, a month-long virtual lecture series and design competition. During the four-week program, 76 students from the Stuart Weitzman School of Design listened to public lectures by world-renowned architects, educators, graphic and industrial designers, and doctors and submitted their designs for a mobile-testing unit.

• August 4, 2020

  A Book A Day’s Writing Contest Offers Kids’ Views of the Pandemic

  A Book a Day, a West Philadelphia community-based initiative founded and organized by Sibylla Benatova - Senior Conservation Technician for Paper for Penn Libraries - launched a contest this spring, asking children ages 6 to 10 to write a story, memoir or cartoon about what it’s like to live under a pandemic shutdown.

• August 1, 2020

  Sophie Hochhäusl, Has Been Named a Princeton Mellon Fellow for the 2020-2021 Academic Year

• July 31, 2020

  Sachs-supported Film ‘Our Philadelphia’ Featured in Billy Penn

  Billy Penn writes "a group of West Philly teens who lost friends to shootings, created a must-watch documentary." 'Our Philadelphia' was supported by a grant to producer Nora Gross in 2019. The film broadly examines the way students cope with these losses and how the school context supports, and in some cases constrains, students’ experiences of grieving and healing.