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Department

English

American Literature

(Academic) Grade: 11 1 credit Year

American Literature explores the American experience through the poetry, drama, fiction, and non-fiction of a variety of American writers. Assignments typically involve close analysis of literature, with emphasis on constructing a text-based analytical argument and presenting that argument in mature, precise prose. Regular oral presentations and group discussions encourage students to improve public-speaking skills, and, during the spring semester, the creative writing project allows each student to write his or her own poems, stories, or play.
AP English

(Academic) Grade: 12 1 credit Year

In AP English, writers from different places and historical periods come into conversation with each other about some of the big, basic questions of human existence. Characters such as Shakespeare’s Hamlet and Tolstoy’s Ivan Ilych, Virginia Woolf’s Clarissa Dalloway and James Baldwin’s John Grimes, Voltaire’s Candide and Zora Neale Hurston’s Janie help us explore questions like this: How do we live a meaningful life in the face of inevitable death? How do we face suffering and embrace moments of joy? How do we balance individual passions with communal well being?

There is no set reading list for the national AP English Literature exam. Instead, it tests students’ ability to analyze independently poems and passages they haven’t seen before. As we discuss the texts we read, we will work together on identifying the artistic techniques writers use to create meaning in their work, and essays will ask students to analyze how these techniques convey the big questions the works raise. Critical and objective self-assessment of your own work and growth is an integral part of the course.

Connected more by an approach than by a common theme, this course also provides room for students to formulate their own questions inspired by the texts we read. Students who thrive in this course will enjoy both the ambiguity of there being no one right answer and the challenge of building arguments based on nuances of a writer’s language to defend their own interpretations.
Creative Writing I: Creation, Revision, and Publication

(Academic) 9-12 grade 0.5 credits Spring Semester

This course operates in two parts: as an introductory creative writing course and as an opportunity to create and produce the school literary magazine. It allows students to explore various topics – from the secret life of inanimate objects to untapped childhood memories – through a variety of genres, including poetry, short stories, screenplays, and flash fiction. Discussing works by accomplished writers and by classmates, students will practice techniques used to evaluate a text and express views about writing in constructive ways, skills that students will then apply in revising their own work.

Those same skills will apply with the production of the literary magazine, whose chief purpose is to provide opportunities for staff members to learn and practice techniques of literary evaluation, editing, magazine design, and production. The magazine also strives to motivate student experimentation of different forms of writing. Collection of student artwork and photography is also a task of the magazine’s staff. The staff draw material from the general student body (through student submissions) and select pieces in order to produce an annual publication called Interrobang.
Creative Writing II: Stories of Self & World

(Academic) 10-12 grade 0.5 credits Fall Semester

Prerequisite: Intro Creative Writing, being a senior, or permission of instructor. Does not count towards English Departmental requirements.

How do we tell stories of our lives, imagined lives, versions of the self? How do we describe and make meaning of the world? In Advanced Creative Writing, we’ll explore a variety of modes and genres– poetry, fiction, creative nonfiction, hybrid texts– to see how we can best express and tell the stories of our world, and the worlds we have yet to imagine. With readings from contemporary writers as mentors and guides, we’ll use technique and questions of voice to shape our exploration. Students should expect to draft, workshop, revise, polish their writing over the course of the semester; our classroom should be a community where we can grow individually and collectively as writers; feedback is an essential part of that process, and learning to talk about writing is part of our discovery.
English 10

(Academic) 10th Grade Year-long 1 credit

English 10 develops skills in analytic writing and discussion through the critical reading of various literature and other media. Course texts are chosen to promote historical literacy while also preparing students to navigate a rapidly changing media landscape. Students will reflect on themselves and their experience in the world, coming to see themselves as informed and able participants in larger cultural conversations.
EngSem: Comics and the Graphic Novel

(Academic) 0.5 credits 11-12 Spring Semester

Core senior English course

This course explores the history of comics, with a special emphasis on the graphic novel. Students will learn to analyze graphic narrative in relation to other narrative forms, and will create a short visual narrative of their own. We will read foundational as well as experimental examples, comparing Western conventions to those established in the rich tradition of Japanese manga. A short unit will also consider two important precursors in graphic narrative: Japanese scroll paintings and works by William Blake.

Readings might include Alan Moore's Watchmen, Art Spiegelman's Maus, Alison Bechdel's Fun Home, Gabrielle Ba's Daytripper, Riad Sattouf's The Arab of the Future, and Osamu Tezuka's Astroboy. We'll also sample self-produced underground "comix" of the 1960s and new web comics.
EngSem: Dubois and the Black Intellectual Tradition

(Academic) 0.5 credits 11-12 grades Fall Semester

Core senior English course

Following the lead of such contemporary intellectuals as Ibram X. Kendi and Ta-Nehisi Coates, this course grapples with present-day racial justice through the lens of W. E. B. Du Bois. Born in the early days of Reconstruction in Massachusetts, Du Bois died on the eve of the 1963 March on Washington. The contrast between life in the North and in the Jim Crow south––he spent college on scholarship at Nashville’s Fisk University––gave Du Bois a unique view of “the color-line” he predicted would be the twentieth century’s great “problem.” His writings, especially the groundbreaking The Souls of Black Folk (1903) and Black Reconstruction in America (1935), sought to give voice to Black Americans who lived, as he put it, inside a “veil” shaped by white American eyes and ideals. These writings shaped generations of Black thinkers, from Ida B. Wells and Ralph Ellison to James Baldwin, Malcom X, Martin Luther King, Jr, and Angela Davis. We will examine the diverse ways these figures applied Du Bois in their intellectual activism, continuing into our own moment.
EngSem: From Black Arts Movement to Black Lives Matter

Not Offered 2025-2026

(Academic) 0.5 credits 11-12 grade Spring Semester Core Senior English Course

How can an examination of contemporary Black literature enhance and reshape our understanding of national and global struggles for social justice ? In what ways have the needs and desires to liberate, reform, translate, and “keep it real” influenced Black writers and creatives? We will consider these questions--along with intersections of class, gender, sexuality-- as we analyze an array of literature, art, and media produced during and after the Black Arts/Aesthetic Movement (1960-present). We will cover multiple literary genres (poetry, drama, realistic fiction, speculative/Afrofuturism), music, and performance as we consider this canon’s distinctiveness and enduring power. Potential authors/artists include Malcom X, Toni Morrison, Amiri Baraka, Audre Lorde, Kiese Laymon, N.K. Jemisin, Ta-Nehisi Coates, Claudia Rankine, Danez Smith, Jesmyn Ward, Clint Smith, Janelle Monáe, Jordan Peele, Amir "Questlove" Thompson, Alicia Garza and Kendrick Lamar.
EngSem: It Is Better to Speak: One Hundred Years of Women Writing for Change

Academic 0.5 credits 11-12 grade Spring

Not offered 2025-2026

Core senior English course

In her poem “A Litany for Survival,” Audre Lorde writes, “when we speak we are afraid / our words will not be heard / nor welcomed / but when we are silent / we are still afraid / so it is better to speak.” In this course, we will read the words of women writing over the last century to highlight the injustices experienced by women in their societies and to envision a world in which women could find a more equitable place. Recognizing the intersectional nature of women’s experience, we will be sure to read work by women from different backgrounds, paying attention to the way that factors such as sexual orientation, economic class, ethnic identity or religious affiliation may distinguish one woman’s experience from another’s. The course will be organized thematically, considering topics such as “Defining Womanhood,” “Intersecting Identities,” “Protesting Patriarchy” and “Revising Romance”as explored by writers such as Virginia Woolf, Octavia Butler and Maxine Hong Kingston.
EngSem: Literature of the City

(Academic) 11-12 0.5 Credits Fall Semester

Core senior English course

Don't we always wish we could be somewhere we aren't? To explore places we've never been? Literature can take us on these voyages to cities and lands far from home. In many works, the city takes on a character of its own, and if we look closely, we can feel as if we are there. But, are we really traveling, and how do we know these cities when we see them? Beginning with Italo Calvino's Invisible Cities, this class will take us on a
world tour of cities, real and imagined. We'll travel to Venice with Calvino, to Dublin with Joyce & poets, perhaps to Tokyo, Jerusalem, Prague, Calcutta, Paris, and New York.

Possible texts include Hemingway's A Moveable Feast, James Joyce's Dubliners, as well as poems by authors such as W. B. Yeats, Eavan Boland, Baudelaire and Elizabeth Bishop. Texts will span across a range of time periods and locales, and will be supplemented by film and art to help us understand the life of these cities, as portrayed through words and images.
EngSem: Literature of the Fantastic

(Academic) 0.5 credits 11-12 grade Spring Semester

Core senior English course

Although in America today we tend to see only realistic literature as "serious," at other times and in other cultures, many writers have used elements of the fantastic in their writing to do much more than tell adventure stories. Tales of monsters, angels and ghosts may help us explore psychological and spiritual journeys beyond our daily trips to school and work; struggles with demons may stand in for struggles against repressive governments in countries where writers cannot safely protest openly. This course will explore such works. Texts will be chosen from a wide variety of time periods and geographical locations, ranging from ancient Mesopotamia to contemporary America, including works such as Gilgamesh, an epic poem from the second millenium BCE to Exit West, a twenty-first novel by Mohsin Hamid.
EngSem: Secrets, Lies, and Confessions

(Academic) Grades: 11-12 ½ credit Fall Semester

Core Senior English Course

Why keep a secret? When we lie, what’s at stake? In this course, we will explore the social and psychological forces that cause people to keep secrets, tell lies, and to confess. We will also explore the ways that texts and authors keep secrets from the readers, the ways that fiction itself is, in the words of Khaled Hosseini, "the act of weaving a series of lies to arrive at a greater truth.” As we study fiction, poetry, drama, essays, and podcasts, we will shape our own first person narratives, confessions, and investigative pieces. Possible major works include Marquez's Chronicle of a Death Foretold, Murata’s Convenience Store Woman, Shakespeare’s Much Ado about Nothing along with works by Jumpha Lahiri, George Saunders, and Jesmyn Ward.
EngSem: Social Justice & Children's Literature: Harry Potter and Beyond

(Academic) 0.5 credits 11-12 grade Spring Semester Core Senior English Course

Not Offered 2025-2026

Who is Harry Potter? Why do we care so much about him and his story? What questions and ideas of justice and identity, voice and power, does his story raise? What is the phenomenon that is Harry Potter™ and how do we understand it in its social, cultural, and educational context? What are some of the reasons for its popularity? In this course, students will examine British Literature related to J.K. Rowling’s novels, working to understand the questions of social justice that are raised. We’ll look, too, at past and current novels in conversation with Rowling’s work. Students will be asked to relate what they learn from other children’s literature to the characters, plot, and themes of the Harry Potter novels.
EngSem: Spirited Away: Ghost Stories

(Academic) 11-12 0.5 credits Spring Semester Core Senior English Course

Don’t be afraid. Whether images of fear or images of wonder, whether friendly or menacing, whether representing mistakes in life or mysteries in death, ghosts have been making frequent appearances in our stories since the time of the earliest Greek dramas. Whether in a fixed external form or contained within a haunted mind, those ghosts, and the authors that create them, often have important lessons to teach about identity and imagination. This course will go ghost hunting through novels such as Toni Morrison’s Beloved, Shirley Jackson’s Haunting of Hill House, Eka Kurniawan’s Man Tiger, Jez Butterworth’s The Ferryman, and Jesmyn Ward’s Sing, Unburied, Sing; as well as stories by H.P. Lovecraft, Carmen Maria Machado, and James Joyce along with a few films, such Miyazaki’s Spirited Away, Shyamalan’s The Sixth Sense, and Peele’s Get Out.
EngSem: The Hero's Journey

(Academic) Grades: 11-12 1/2 credit Spring Semester Core Senior English Course

Among the enduring narratives fundamental to virtually every culture and civilization known to history is the hero’s journey: a quest in pursuit of a goal for personal reasons, communal reasons, or both. This course will explore a range of individuals and groups on such journeys—whether by choice or by happenstance—with varying degrees of heroism, love, bloodshed, assistance, and transformation along the way. Whether we’re following a poet as he descends into the lowest regions of Hell on a mission for spiritual salvation, a heroine’s quest to liberate the multitudes trapped in subway tunnels deep beneath a teeming modern metropolis, castaways forced to grapple with dark magic on a remote and seemingly uninhabited island, a woman struggling to live life on her own terms under the pressures of a theocratic regime, a teenager confronting the complete unraveling of the society in which she lives, or lone individuals confronting humanity’s place in a vast and indifferent universe, each story is defined by the willingness to proceed despite daunting obstacles and forbidding odds.
EngSem: Twice Told Tales

(Academic) Grades: 11-12 1/2 credit Fall Semester Core Senior English Course

As James Baldwin writes in “Sonny’s Blues”, “For, while the tale of how we suffer, and how we are delighted, and how we may triumph is never new, it must always be heard. There isn't any other tale to tell, it's the only light we've got in all this darkness.” We know that there is a universality in literature, that stories resonate beyond their particular moment; so, how can we hear these tales across a range of times and places? How can we see connections between and within texts? How does narrative perspective shape our understanding? And what happens to archetypal stories—fairy tales, Shakespeare’s plays—when they appear in more contemporary texts. In this course, we will look at stories told in one form and re-examined in another—perhaps in a more contemporary way, or through a different voice. Possible texts/pairings include: Passing and The Vanishing Half, The Stranger and The Meursault Investigation, Jane Eyre and Wide Sargasso Sea; King Lear, and Station Eleven; Grimm’s Fairy Tales and Transformations; and, perhaps an exploration of retellings of The Odyssey.
EngSem: Within and Without: Jewish Literature in the Americas

(Academic) 0.5 credits 11-12 grade Fall Semester

Not offered 2025-2026

Core senior English course

Sometimes called “The People of the Book,” Jews-- and Jewish writers-- have a long tradition of asking questions, making meaning, and wrestling with what it means to be Jewish-- and human. The Jewish literary tradition is rich and multi-faceted, but some universal questions and tensions commonly arise: What does it mean to be Jewish? To wrestle with hyphenated identities? To create new homes in the diaspora? To be simultaneously insiders and outsiders? To wrestle with the history of anti-semitism? To be seen as both oppressor and oppressed? Thinking about questions of immigration, identity, gender, race, sexuality, trauma, and memory, the course will consider a range of identities and intersections of Jewish experience. In this course, we will explore these questions through works of Modern and contemporary Jewish American literature and film. Readings may include Angels in America, by Tony Kushner, “The Shawl” and other stories by Cynthia Ozcick, “The Family Markowitz,” by Allegra Goodman, Grace Paley, Bob Dylan, Philip Roth, Saul Bellow, Michael Chabon, Jonathan Safron Foer, Art Spiegelman, Bernard Malamud, and poets including Ilya Kaminsky, Erica Meitner, Alicia Ostriker, Jill Bialosky, Gerald Stern, Adrienne Rich, and others.
Humanities

(Academic) 2 credits Grade 9 Year-Long, Double Block

Through work with primary sources and major works of literature, students will work to see and understand patterns that impact the human experience and shape our world. Close reading, research, critical and historical thinking, oral presentation, and analytical and creative writing skills will be emphasized, with a focus on process and reflection. Students will study a variety of historical, cultural, and literary works that will offer global perspectives and voices connected to key moments of history.
Math/EngSem: Storytelling with Data

(Academic) 0.5 credits 11-12 grade Spring Semester

Not offered 2025-2026

Core senior English course

Understanding and making meaning of data is essential to making sense of the world. Figuring out, then, how to interpret and communicate that data in ways that are effective and intentional, in ways that make an argument and can affect change, is the next step. In this course, students will learn a variety of creative ways to understand, represent, and talk about data; they will learn about ways that data can be interpreted– and misinterpreted. They will learn to use data as a tool of communication in concert with writing, presentations, podcasts– they will discover ways to use data and language to build arguments, tell meaningful stories, persuade, and understand how to communicate effectively to make an impact. For example, students might write an opinion article that uses data to shape their perspective; they might write a braided essay combining data, literature, and personal experience; they might present a narrative as a podcast that is based on data and fact, aiming to name a problem and possible solutions. Through a variety of case studies, students will explore questions of interest and find ways to think about the purpose and audience in their sharing of their work.
Video Games as Literature

(Academic) 11-12 grades 0.5 credits Spring Semester

Does not count towards English graduation requirement.

Narrative video games fall in a long line of interactive literature, from ancient oral epics to contemporary "choose your own adventure"-style novels. This course examines games chosen for aesthetic and narrative richness, facilitating critical engagement through play as well as written analysis. Much of our time will be spent in design teams that will collaborate to build new games. As such, we will draw on skills not only of gamers and programmers but also of visual artists, creative writers, musicians, and students interested in animation and digital editing. All skill levels are welcome; what matters most is the willingness to collaborate.
APL Lab

(X Block) Quarter-length 9-12 0.25 credits Pass/Fail

A-P-L Lab (Academics, Planning/Prioritizing, Learning) is an individually tailored, Pass/Fail elective that provides students with learning and work support. Students identify aspects of their learning, coursework and/or work habits that they would like to improve. A math teacher and learning specialist facilitate A-P-L Lab, conferring with students individually each week to help them progress towards their academic and learning goals. The math teacher is available to clarify math concepts, answer students’ questions while working on homework and help students prepare for math assessments. The Learning Specialist assists students with planning and revising written work, practicing brain-based learning strategies and time-management. Students use class-time to review course material and make progress on homework. As needed, they may also use class-time to consult with their teachers about course content and assignments. A-P-L Lab is open to students in 9th - 12th grade, with approval from their math teacher or advisor, and it can be taken multiple times.
Journalism/Newspaper Prod.

(Elective) Grades: 9-12 0.5 credits Fall and Spring Semesters

This class produces The Peabody Press (the high school's newspaper) written, published, and edited by students.

Enrollment is open to all students; those new to the class must submit an expository writing sample (an English class essay from the preceding school year or semester, for example) to the advisor during course requests. This hands-on program requires writing, collaboration, and revision, as well as some basic technical work inside our newspaper’s website.

Occasional readings and discussions about journalism, democracy, and social media will be part of the class as well.

Dedication to the production of the newspaper and an interest in developing journalistic skills (research, observation, concise prose), while working under deadline conditions, are requirements for enrollment.

Students in their second year of the course are eligible to apply for editor positions. Editors’ writing responsibilities may be slightly different as they take on the work of laying out, designing, and copy editing the newspaper.
MSON: Etymology of Scientific Terms

(Academic) 0.5 credits 11-12 grades Fall semester

MSON course - counts towards English or Science requirement

The purpose of the course is, to quote the textbook, "By teaching … the root elements of medical terminology – the prefixes, suffixes, and combining forms of Greek and Latin … not only to teach students modern medical terminology, but to give them the ability to decipher the evolving language of medicine throughout their careers."

This is in many ways a language course and deals with elements that are used to create terms to meet the specific needs of medical scientists. As material is introduced, students will complete practice exercises during each class meeting, as well as complete approximately one quiz per week. Outside of class, students are expected to analyze and define fifty terms each week. Additional material deals with complex etymologies, the history of our understanding of certain aspects of medical science, and relevant material from Greek and Latin texts.
MSON: Misinformation, Conspiracy Theories, and Digital Literacy
(Academic) Grade 11-12 Spring Semester 0.5 credits
Monday/Wednesday, 11:15-12:15 pm

Instructor: Justin Quam, Mounds Park Academy, Saint Paul, MN

“Falsehood will fly from Maine to Georgia, while truth is pulling her boots on.” As this line from an 1820 newspaper testifies, there is a long history of truth-stretching, rumormongering, and misinformation in American (and global) politics. Unsupported beliefs about politics and public policy may persist for decades or centuries, even if no evidence exists to back them up.

In this course, we will examine the historical roots of misinformation, disinformation, and conspiracy theories, as well as the psychological factors that make it easier for people to fall prey to ‘facts’ that don’t deserve the label. We will then try to understand what has changed in recent decades to make it easier for misinformation to spread more quickly and in more media than ever before, how that media landscape is continuing to change, and what we can do to be better-informed global citizens in the 2020s.

This may be the class for you if you’re interested in discussing…
- Why a movement that insists “birds aren’t real” claims to have hundreds of thousands of supporters…
- Whether the Defense Department has convincing evidence of the existence of UFOs…
- How misinformation on Facebook is connected to the preservation of the Amazon rainforest…
- And whether you can ever really debunk a myth.
MSON: Politics of Horror (Or, Horror of Politics)

(Academic) 11-12 grade Fall Semester 0.5 credits

Monday/Wednesday, 10:05 am-11:05 am

Target Grade Level: 11-12

Instructor: Jason Zencka, Manlius Pebble Hill School, Syracuse, NY

In 1982, Stephen King wrote that “the horror movie is innately conservative, even reactionary.” In 2022, this statement seems less dated than nonsensical. Contemporary filmmakers and horror writers like Jordan Peele, Stephen Graham Jones, and Carmen Maria Machado have turned horror stories into a go-to genre for progressive cultural criticism. So which is it? Yard signs may urge us to vote our hopes, not our fears, but anyone who’s lived through campaign season knows that politics and fear are as well-matched as the Frankenstein monster and his bride. Students in this class will use contemporary and classic horror novels, stories, and films to identify and analyze the political preoccupations of its authors and readers, and will ask whether “scary stories” are uniquely positioned to identify and critique our political beliefs.
MSON: Queer Literature

(Academic) 0.5 credits 11-12 grade Spring Semester

Tuesday/Thursday, 12:25-1:25 pm

Instructor: Terence Mooney, Hopkins School, New Haven, CT

What does it mean to be queer? This course offers a few answers to that question in an introduction to literature that expands our thinking about intersecting identities shaping difference and power, historically and in contemporary culture. We will read literature by and about people and communities who identify as LGBTQIA+ to examine and analyze how texts disrupt, subvert, and challenge sexual, gender, and other sociocultural norms and dynamics.

Core texts may include John Lyly's GALATEA, Virginia Woolf's ORLANDO, Audre Lorde's ZAMI, Tony Kushner's ANGELS IN AMERICA, and Maia Kobabe's GENDER QUEER: A MEMOIR. Additional readings may include selections by Sappho, Emily Dickinson, William Shakespeare, Oscar Wilde, Susan Sontag, Jericho Brown, Natalie Diaz, and Jamal Jordan.
MSON: Think Global, Debate Local

(Academic) 0.5 credits 10-12 grades Fall Semester T/Th 3:40-4:40

MSON course

Water justice. Gentrification. Housing. Education. Race Relations. Public Safety. Environmental Issues. Is it wrong to shut off water service to households that are delinquent on their water bills? Is access to affordable housing a human right? Should environmental issues take priority over the needs of businesses? Do we have an obligation to help asylum seekers? People all around the world struggle with these and other challenges. In Think Global, Debate Local, we use issues in our own neighborhoods to take deep dives into the facts and philosophies underlying the challenges, values, and perspectives that shape our world on scales ranging from the personal to the global.

The overarching goal of this course is for students to teach each other about important topics in their own neighborhoods, towns, states, and regions, and to use debate as a tool to examine the perspectives surrounding those topics. Other goals include achieving a better understanding of complex issues by taking on and arguing for the viewpoints of various stakeholders; discovering ways to shift from an adversarial to a cooperative relationship when disagreements arise; and understanding the ways different values can be used as filters through which a given issue can be viewed. Please note that this course is geared toward beginning debaters with an emphasis on basic argumentation, not competition, although more experienced debaters are welcome.

Department Faculty

Ms. Freya Sachs '00

HS English Teacher; Chair, English Department

(615) 321-8000

Dartmouth College - A.B.
Vanderbilt University - MFA

fsachs@usn.org
Phil Bandy

HS English

University of Tennessee - B.A.
University of Tennessee - M.A.
University of Wisconsin - Ph.D.

pbandy@usn.org
Ms. Katie Greenebaum

English Teacher/Chamber Ensemble Director

(615) 321-8022

Yale University - B.A.
University of Virginia - M.F.A.

kgreenebaum@usn.org
Michael Hansen

High School English Teacher

917-558-6460

University of Chicago - PhD
Sarah Lawrence College - BA

mhansen@usn.org
Mr. Justin Karpinos

HS Dean of Student Life & English Teacher

615-642-6135

Kenyon College - B.A.

jkarpinos@usn.org
Dana Mayfield

High School English Teacher

(615) 321-8012

University of Dayton - M.A. in English
University of Dayton - B.A. in English and Education

dmayfield@usn.org
Mr. Robbie McKay

HS English Teacher

(615) 321-8000

Davidson College - A.B.
Univ. of Alabama - M.F.A.

rmckay@usn.org
Teacher TBA
Dr. Ann Wheeler

High School English Teacher

(615) 321-8000

Vanderbilt University - Ph.D.
Berry College - B.A.

awheeler@usn.org
Mr. Bill Wilson

Debate Coach, Economics

6159791115

Wesleyan University - B.A.
London School of Economics - M.Sc.

wwilson@usn.org

Contact

Edgehill Campus
2000 Edgehill Ave.
Nashville, TN 37212

Phone: 615-321-8000
Fax: 615-321-0889
Email: info@usn.org

River Campus
1200 County Hospital Road
Nashville, TN 37218

Resources

USN Mission:
University School of Nashville models the best educational practices. In an environment that represents the cultural and ethnic composition of Metropolitan Nashville, USN fosters each student’s intellectual, artistic, and athletic potential, valuing and inspiring integrity, creative expression, a love of learning, and the pursuit of excellence.