About

The Remedial Herstory Project is a New Hampshire based nonprofit founded and led by women educators and advocates under the advisement of women's historians and college professors.

Mission

Our mission is to get women into the K-12 curriculum. We do that by identifying and discussing the barriers to women's history on our podcast and then creating lesson plans to tell the stories of women and women's movements in history class. Our incorporated mission states: The RHP is dedicated to developing and providing inquiry-based learning materials on women’s history free to educators. In support of its mission, the RHP produces media, provides resources, and professional development in history for educators.

Meet Our Team

Kelsie Eckert

President
Project Director

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Kelsie Brook Eckert (she/her) is an award winning history teacher and consultant. She has taught high school social studies for the better part of a decade. She was the 2020 Gilder Lehrman NH Teacher of the year and 2019 Nominee, a 2016 Normandy Scholar, the 2015 NH National History Day Teacher of the Year, and serves on the NH Council for Social Studies board of directors (NHCSS). She developed a lesson plan for the HISTORY Channel on women’s history and maintains the NH HUB for the C3. She has a Masters in Social Studies Education and was the recipient of several academic awards including Graduate Assistant of the Year, and Outstanding Graduate Alumni Award.

Eckert has traveled all over the world including Mongolia, China, Mexico, and Europe. During her undergraduate education, Eckert earned a bachelors in Political Science with minors in Theater and Asian Studies. She was a varsity soccer and lacrosse player and choreographed ballet for the school's dance production.  After college, Eckert took up triathlons and rock climbing. Recently, Eckert upped the distance and became a three time ironman. She and her family currently live in Plymouth, New Hampshire.

Eckert is a member of the following institutions:

• The National Women's History Museum
• The American Historical Association
• The Women's History Network
• The New Hampshire Council for the Social Studies a branch of NCSS
• The Manchester Chapter of the National Association for the Advancement of Color People a branch of the NAACP
• The Granite State Endurance Project ​

​Board of Directors

The Remedial Herstory Project's board of directors is composed of educational leaders and advocates from the New England area. 

Brooke Sullivan

Treasurer, Director
​Podcast Host

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​Brooke is a non-profit champion rallying cause and supporting several local and national charities through volunteering to board memberships. She has spent her career work with and for strong women to help them elevate in their careers and professional lives as a Recruiter for several global and local NH-based organizations. 


As a recruiter, her job is to investigate people and find what makes them tick as well as learn all about their history and place of origin, she is passionate about women in politics and helping pull out a seat for other women to sit at the board room table. 

Raised in Connecticut and attended college at Plymouth State University where she received her bachelor's in English secondary education and minor in communications.  
Brooke currently lives in Northern NH with her dog Birdie, partner Sully, and two boys.

Brooke is a member of the Daughters of the American Revolution, SHRM, CPRW, Lean Human Capital Institute, Big Brother Big Sisters, and Young Ladies of the Pease Public Library.  

Laura Brusseau

Secretary, Director
​Lesson Plan Writer

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Laura Brusseau is a teacher, mentor, coach, and lifelong volunteer.  She teaches high school social studies in the Lakes Region of New Hampshire, and she advises the Rotary Interact Service Club which focuses on helping both locally and internationally.  She started the “we are the change expo” in her district, giving students the opportunity to learn about their community through service to others. She has a bachelor's degree in social science education and minors in political science and history. Her master's degree is in education with a focus on social justice. 
She is the co-founder of Hunger and Homelessness Week at Plymouth State University; is an Americorp alumna who helped build the Global Village for Habitat for Humanity International in Americus, Georgia; and is the co-founder of the Faith, Hope, and Love Foundation whose mission is to help children and youth suffering from hunger and homelessness. Laura is the co-founder of a community fundraiser called Lakes Region Dancing with the Stars which has donated over $100,000 to the region. She is the co-founder of the Spirit of Hope and Kindness Awards, which honor children and youth for their kindness and for doing good. Laura also started a Lakes Region sock drive that occurs every fall to benefit local agencies. 
​She has been honored for her work in the community by being named the 2007 Union Leader 40 under 40 recipient, chosen as a Habitat for Humanity Teachers Fellow; recognized with the Plymouth State Distinguished Alumni award, the Lakes Region Hero Award, the 2014 New Hampshire Civic Leader of the Year, The Fusion Impact on the Lakes Region Award Recipient, named a Paul Harris Fellow by Rotary International and was chosen to Keynote the Altrusa International Northeast Conference in 2016 and the WPI Philanthropy Sorority Ball in 2017. In 2018, she was named the Lakes Region Good Scout Recipient for Character and Leadership by the Daniel Webster Boy Scout Council.  In 2019, she had an experience of a lifetime helping out with Honor Flight New England, an organization that honors WWII, Korean, and Vietnam Veterans.. In 2020, she finished hiking the 48-4000 footers in NH, also in 2020, her presidential campaign unit was selected to be featured on NPRs Civics 101 Program.

Kaitlyn Weldon

Director
Writer

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​Kaitlyn Weldon (she/her) is an Independent Scholar with experience in freelance writing and social media management. She has a master’s degree in American History with a minor field in World History. Kaitlyn enjoys running, lifting weights, and being active in her free time. She has run 2 half-marathons, 1 10K, and several 5Ks! She also won a mini-triathlon while in grad school!  
Research specializations: Western History, Women’s History, Nineteenth Century, and Twentieth Century.
Check out Kaitlyn’s research on Instagram: @the_active_historian 

Jenna Koloski

Director
​

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Jenna Koloski has been the Community and Policy Manager of the Vermont Council on Rural Development (VCRD) since January 2015, supporting and coordinating  statewide policy facilitation as well as leading community level prioritization and action processes. Jenna also serves as President of the Vermont Community Development Association. Prior to her work at VCRD, Jenna was the Child Nutrition Manager at Hunger Free Vermont, coordinating community-driven solutions to hunger in Vermont towns and facilitating the Addison County Hunger Council, a cross-sectoral group of County leaders committed to addressing hunger in the region. Jenna studied at McGill University before moving to Vermont to pursue her Master's Degree at Vermont Law School where she studied environmental and agricultural law and policy. Jenna has extensive training and experience in meeting facilitation, results based accountability, strategies and skills to enhance adult learning, dispute resolution, and effective communication. In 2019, she was named one of Vermont Business Magazine's 40 under 40 Rising Stars. Jenna lives in Huntington Vermont with her husband, daughter, and black lab where she serves on the Conservation Commission and enjoys trail running,  cooking delicious local VT food, mountain biking, and exploring the Green Mountains with her family.

Haley Goodwin

Director
​Lesson Plan Writer

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Haley Goodwin is a high school social studies teacher in Franklin NH. In her role as teacher, Haley has worked with creating and implementing social-emotional curriculum for middle and high school students. Haley is a Board Member and Newsletter Editor for the New Hampshire Council for Social Studies. Haley works with teenagers in the summertime and has created multiple leadership programs for teens across the state of New Hampshire. Haley is working on writing a book regarding the leaders of the Boston Tea Party. Haley graduated from her college in 2018 and was the single recipient to receive the Departmental Honors Award for her senior thesis, which has become the inspiration for her book. Haley is a lover of history, books, and being outside in the beautiful state of NH!
Contact: nehaleyjoy@gmail.com

Sarah Achorn

Board Chair, Director
​Lesson Plan Writer

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Sarah Achorn is a social studies teacher in the heart of the New Hampshire Lakes Region and a Board Member for the New Hampshire Council for the Social Studies. Her interest in women's history was sparked while taking a feminism course during her undergraduate program. Through this experience, Sarah came to the realization that women's voices are often excluded in public school curriculum. 

The absence of women's voices in the classroom is the result of a vicious cycle in which teachers themselves have been denied access to women's history in their own education. 

Sarah is thrilled to work alongside host and creator, Kelsie Eckert, a former colleague, and other movers and shakers to bring herstory into the classroom and the community at large. 

Meet our Advisors

The Remedial Herstory Project advisors are professors of history from across the country with varying expertise and backgrounds. 

Alicia Guitierrez-Romine

Professor of History

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Alicia Gutierrez-Romine is an assistant professor of history at La Sierra University. She earned her doctorate degree in history from the University of Southern California in 2016 and specializes in the American west, gender and sexuality, and race and ethnicity. Her first book, From Back Alley to the Border: Criminal Abortion in California, 1920-1969, was just published by the University of Nebraska Press. Her next project explores the life and experiences of Dr. Edna Griffin, a civil rights activist and the first black woman physician in Pasadena, California.

Dr. Barbara Tischler

Professor of History

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Coming soon!

Meet our Production Teams

Podcast

YouTUBE

“Remember no one can make you feel inferior without your consent.” –Eleanor Roosevelt

Why

The history curriculum in schools is insufficient in their representation of women’s contribution to past events. This website aims to address that. While teachers want to include women’s history, they have not had access to the training, modeling, and resources to do it effectively. Women make up fifty percent of the global population, and yet are in a small fraction of events discussed in school. Women’s choices have been harrowing, infamous, and monumental, and yet their stories are so rarely associated with mainstream history. Ask your average high school graduate, or even college graduate, to name 20 significant men in history and the list flows easily. Ask that same person to name 20 women and the names drag, if they come at all. This case in point leaves us with conclusions like, “women did not do as much” or “women’s stories were not recorded.” These assertions justify our own indifference to the history of half the human race, and could not be further from the truth.

The flaws and impact of how we teach history are many. Women often get summarized in history in vague terms of their roles, rights, or responsibilities, and individual women are rarely mentioned. Never will you see a section in a history book where men are generalized in this way. If we were to generalize gendered behaviors, it is clear that human qualities such as powerful, innovative, and disruptive regularly make the books. Not surprisingly, feminine qualities of compassion, maintaining, and healing do not make the books as these are often grassroots ideals and are not as easily taught in history. These self-effacing qualities doom women to being underrepresented, yet can you imagine a world without them? And further, when women’s actions have all the hallmarks of history, somehow their accomplishments still don’t make the cut, or do so with the caveat of “for a woman” tacked on.

We study history to learn from our past. Girls have been denied the opportunity to fully learn about women’s struggles and triumphs in schools. Public history teachers, like myself, are stuck in a cycle because we never learned women’s history either. We have failed to mend the errors of our own educations, and are continuing to regurgitate these errors to our students.

--Kelsie Brook Eckert