Happiness Gym in Boca Beach: Good News

Professor Ken Wietzman’s “The Theatre of Well-Being” engages with the formation of the Positive Psychology movement to transform decades of research into an experimental, participatory, theatrical event called the Happiness Gym. Its main goal is to foster connection, gratitude, and kindness based on scientific research that promotes and maintains happiness and well-being. After winning the HISB Fellowship award in 2023, Professor Weitzman created a trial run of his event with Stony Brook students, and later had its first professional production in Florida called “Happiness Gym in Boca Beach.” 

Professor Weitzman’s journey to create the Happiness Gym started when he began researching positive psychology and encountered many practices with scientific backing that promote happiness. After attempting to follow them, however, Professor Weitzman encountered a roadblock with these exercises as they started to feel like a burdening to-do list. Upon further research and hypothesizing, Professor Weitzman read that having a prosocial, communal exercise where you practice twice a week, will effectively promote and maintain lasting happiness. This led to his belief that a theatrical event that featured these prosocial aspects would be efficacious. As a result, the Happiness Gym was founded.

Piloted as part of a Stony Brook class in Spring ‘22, the Gym took over three Staller theatres that each had a distinct theme: Good News, Gratitude, and Connection. The first room, the Good News room, involved participants reading a kind story from a piece of paper, and retelling it to other students. This fostered an easy and fear-less social connection because participants would tell stories not about themselves but other people. The Gratitude room contained different stations that all had a unique prompt that participants would answer (e.g. What are three qualities you possess for which you’re grateful?). Students would additionally write a letter

Happiness Gym in Boca Beach: Connection

to someone expressing gratitude. Scientific research states that reading the letter out loud to the recipient would produce the most effective results, but Professor Weitzman set up a more theatrical way to present the letter ‘as if’ to the person (i.e., to an empty chair, to one of the facilitators, in a phone booth, etc.). Finally, the Connection room had pairs of students go back and forth asking and answering thirty questions that got progressively deeper. By the time the exercises were over, Professor Weitzman found that the students didn’t want to leave the room, they just wanted to keep talking with one another. 

The overwhelmingly positive feedback inspired Professor Weitzman to look into professionalizing the Happiness Gym, which eventually led to the world premiere of Happiness Gym in Boca Beach at Theatre Lab, a professional theatre in residence at Florida Atlantic University on April 12. The theatre was set up as if you were walking into a bonfire on the beach, with a propped bonfire center stage, the MC playing the ukulele throughout the exercises and other beach-like props scattered around the stage. 

Hearing Professor Weitzman talk about the Happiness Gym was incredible, and I think necessary in today’s climate. We so often get caught up in the frantic activities of our daily lives that we frequently fail to appreciate the joys of community and connection; even on a college

Happiness Gym in Boca Beach

campus. I would love to participate in a Happiness Gym, and I think the Stony Brook community would greatly benefit from having our own rendition of Professor Weitzman’s Theatre of Well-Being. 

Nadine Jamora

Nadine Jamora is only a freshman here at Stony Brook, but the connections she’s making have already had lasting impacts on her academic and professional journey. As the President and Founder of Journal at Stony and an intern for the Humanities Institute, Nadine plans to use what she’s learned through her experiences on campus to someday teach at a college level, inspiring future generations of English students. 

What made you pursue English as a major? What’s the most fulfilling part of your major?

I don’t know when exactly I realized what books can do, and how far a reader can travel into herself and outside of herself. But ever since I was young, I’ve always gravitated towards books. My parents have been very supportive. My mom used to bring me to the bookstore every Sunday after church and it’s a hobby I’ve kept and enjoy doing. . English was also my favorite school subject growing up, but I chose to pursue English as a major for a reason more than my love of books and literature. . There is a quote that my EGL204 Professor, Katherine Johnston, said that really stuck with me; she said that there is creative reading as well as creative writing, and I think I’m a creative reader. I love analyzing books. Once I read a book and get into the analysis, my world opens up. Everything in my life gets more textured and I start connecting things together. The English major  makes my life more meaningful and allows me to be intellectually curious and ambitious.

What is the biggest difference you’ve seen from your time in high school and being in college?

I get to focus a lot more on my interests now that I’m in college versus when I was in high school, but the things I learned in high school undoubtedly shaped my understanding of what I know now. It truly set the foundation for my academic journey. I had an amazing high school experience, actually. It’s a part of the reason why I decided to study English. I’ve always had great English teachers. 

Are you involved in any extracurriculars/jobs/internships at SBU? 

I am a member of the English Department’s Advisory Council and President and Founder of Journal at Stony, a club dedicated to providing access to wellness journaling. We’ve built a community of students who are passionate about journaling, scrapbooking, and letter-writing. I’m also an intern for the Humanities Institute at Stony Brook (HISB) with Dr. Scheckel and Adrienne Unger. I conduct marketing and interviews with visiting scholars and artists. I recently interviewed a Professor from Columbia two weeks ago, and I really enjoyed it. 

What has been your favorite class that you’ve taken so far? 

I would say EGL204 with Professor Katherine Johnston. I learned the foundations of literary analysis and she’s really inspired me to teach at a college level someday. I also took British Literature, EGL205, with Professor Robinson which is one of my favorite courses. I like that I was able to take it in my first semester at Stony Brook because it was a great transition from highschool to college. His whole class told a story in a way because the literature was all interconnected with one another. It made me realize that I chose the right major.

What’s been the most interesting thing you’ve learned either from any of your classes or your time as an English major?

Right now I am taking EGL311, Literary or Critical History, with Professor Koski, and we’re learning a lot about posthumanism, postcolonialism, and post-structuralism. It’s helping me a lot with my other classes as well. I’m able to make connections by using what I’ve learned in this class to concepts outside of English.

Anastasija Petrovska, Class of ’25

As a double major in Honors English and Honors Philosophy, Ana engages in endless thought provoking conversations in her classes. Currently working on her original English thesis on the role of abjection in art, Ana enjoys spending her days hanging out with friends, working out, and most importantly, reading with a cup of coffee.

What made you pursue English as a major? What’s the most fulfilling part of your major?

I came into SBU undecided and I first fell in love with philosophy, so I declared that my first major. But, with philosophy, while the readings are very thought-provoking, the way in which they are presented is a bit dense. When I then took an English course here, I was surprised that the concepts we were learning about were the philosophies I was learning in my philosophy courses but they’re presented in a condensable and artistic way. The principles are very similar, and the thought processes are the same, so I thought to myself: why not declare a second major? It was a conscious choice, and I’m glad that I get to look at my English thesis as a passion project.

Do you feel like being a double major in English and Philosophy amplifies the conversations/viewpoints you have in both of your majors?

Yes, but it gets tricky. Because there are interdisciplinaries that cross over between my majors, it’s sometimes difficult to keep the focus and attention on the readings you’re doing in one particular class, even if some concepts overlap. I have to remember not to bring in an ongoing conversation that I had from a class five minutes prior into the reading and discussion in my next one. So while I see connections all the time, and feel inclined to share, the hardest part is actually trying to concentrate on one class at a time.

Tell me about your Original Thesis; What led you to this topic? Who’s mentoring you?

My original thesis idea came from a summer read, Powers of Horror by Julia Kristeva. A one-sentence summary (though it hardly does her work justice) is that abjection disrupts the subject-object binary, calling binarism into question entirely by outlining a psychological process rather than a fixed category of: subject/object. Abjection further challenges an individual’s subjectivity and relationality with others in the world. Kristeva writes poetically and abstractly enough for me to filter my interactions with daily artworks such as music, other books, advertisements, even memes through the concept of abjection. I remember putting on my headphones, hearing Zombie by The Cranberries, and instinctively beginning to analyze the metaphor of zombies application to Kristeva’s case study of the corpse. After taking EGL494 last semester, I started questioning whether applying theory to the consumption of art is an ethical way of engaging with it, especially in works depicting violence. Professor Celia Marshik is my mentor. One of my favorite parts of the English Honors thesis and process is the ways in which your project molds and shifts in ways you couldn’t really consider or account for as it happens naturally in the research and conversations through your cohort, professors, and even the scholars of whom you’ve entered a scholarly conversation with. 

What does a typical day at SBU look like for you?

Typically, if I wake up before class and have time, I’ll do some reading with coffee. I love slow mornings and taking my time. Then, I’ll go to my classes and linger in the library or the Humanities building. I’m in several clubs too, I’m on the e-board for the Philosophy Club and I’m a member of Pink Gloves (a boxing/self defense club). I like going to the gym, reading, cooking, and hanging out with my friends. 

What career path are you interested in after you graduate?

My dream career is to be a Professor in the humanities discipline. I like the university environment and want a career where I’ll be surrounded by young people who shape my worldview as I shape theirs. I also believe education is the best avenue for meaningful engagement. I love fostering thoughts and ideas with others, creating ripple effects that extend beyond the classroom. If I choose a different path, my backup plan is probably law; primarily because I see it as a form of activism that applies educational perspectives to drive forth action.

English is one of the most versatile and flexible majors that Stony Brook University has to offer. In particular, the skills gained from an English major easily allows students to excellently adapt to the skill set needed for Law School. Kayla Hayman, a career coach and pre-law advisor on campus, held an event in the Poetry Center for pre-law English students to advise them on the steps to take for a career in Law. 

Kayla shared several tools that students should utilize in order to maximize their future law school resume including but not limited to Forage, a job simulation/apprenticeship website, Handshake, a career exploration platform, Linkedin, a career centered social networking site, and our own SBU career center. We discussed different ways to approach professors for letters of recommendation, law career options and even a hypothetical mock court case to keep us engaged. 

As a pre-law student myself, I found that the information Kayla provided was extremely fruitful and worthwhile. In particular, taking advantage of career platforms such as Handshake and Forage are easily accessible and can quickly boost your resume. I know for certain that I’m going to start utilizing these tools more, and I definitely am going to make an appointment with the Career Center to take more steps toward my goals. 

Dr. David Heska Wanbli Weiden

David Heska Wanbli Weiden is an enrolled citizen of the Sicangu Lakota nation who strives to bring awareness about Native American literature, culture, history, and more into his classroom. His specialty in law and politics brings a new point of view within Indigenous studies, allowing us to understand the injustices Native Americans have faced by the U.S. Government. Currently working on a sequel to his bestselling book Winter Counts, Dr. Weiden continuously works on amplifying Indigenous voices both in mainstream media and in everyday life.

What made you pursue your current profession and what is the most fulfilling part of it?

Before I chose teaching 25 years ago, I was a licensed attorney in Colorado for a number of years. I did not find that to be the job I was best suited for, so I went back to school for teaching and earned my PhD at the University of Texas at Austin. I’ve never regretted that choice. The most fulfilling part about my job is certainly interacting with the students. When a class is going well and the students are really appreciating and understanding the material, it’s wonderful. I also enjoy helping students with their professional goals; I’ve helped students get into law school and graduate school and have been delighted to stay in touch with many of them. 

What inspired you to specialize in Native American Literature/Native American and Indigenous Studies? Why is it important to teach these topics to our students?

I’m an enrolled citizen of the Sicangu Lakota nation but grew up in Colorado. Our reservation is in South Dakota and my earliest memories involve visiting my family there. Naturally, I was drawn to issues involving Indigenous people, and especially fiction and nonfiction. For my M.F.A. degree in creative writing, I studied Native American fiction and literary theory at the Institute of American Indian Arts and I was able to focus on one particular area of Native literature for my thesis.

I believe it’s important to teach Native American studies, literature, culture, law, and politics, because Native Americans were the original people of this land, of course. But Indigenous people have a different way of thinking and looking at the world, which can provide a useful counterpoint to standard Western ideas and worldviews. I should also note that it’s important for Stony Brook students to know about the history of Indigenous people right here on Long Island, as well as learning about the current status of all of the Native people who are still here in New York. There’s a brand new program (and minor) in Native American and Indigenous Studies, and we have a community Steering Committee comprised of Native citizens from Long Island. In the new NAIS program, students can learn about Native history, art, culture, literature, and environmental justice. Students who’d like to learn more can check out the new website:  https://www.stonybrook.edu/nais/.

What is it like being a part of the Sicangu Lakota Nation? 

Native Americans have an important role in the U.S. because of our unique status as political entities as well as ethnic minorities. Many people don’t know that there are just under 600 sovereign Native nations within the boundaries of the United States. Because of this status, enrolled Natives are dual citizens:  citizens of their Native nation and of the United States. So, I’m a citizen of the Sicangu Lakota Nation as well as an American citizen; this creates a sense of duality, not only in regards to citizenship but culturally as well. 

Are you currently working on any publications/research that you’d like to talk about?

Yes, I’m working on the sequel to my novel, Winter Counts. That novel was marketed as crime fiction, but was really a meditation on Native identity and an examination of the broken criminal justice system on reservations. I was fortunate in that the book received a fair amount of attention, both from readers and policymakers. I explore other issues in Wisdom Corner, the next book in the series. On the scholarly side, I have just written “Leonard Peltier’s Sun Dance,” an essay that will appear in The Cambridge Companion to American Prison Literature. It’s an examination of the Peltier case and a literary analysis of his memoir. Many believe that Leonard Peltier was a political prisoner and wrongly convicted for aiding and abetting murder on the Pine Ridge reservation in the 1970’s. He was just released from prison; President Biden commuted his sentence in the very last hour of his presidency. 

What has been the most impactful thing you’ve ever learned during your research?

The most impactful thing I’ve learned is there is a huge gap in knowledge among high school and college students when it comes to the status of Native Americans and how they’ve been treated by the U.S. government. When I started teaching Native American history and culture twenty years ago, I learned that many people do not understand that our religion and spirituality was made a federal crime until 1978. Until 1978, there could be a criminal conviction and prison sentence for any Native American who practiced our unique spiritual ceremonies. Students are always stunned to learn this. There are many other laws and policies regarding Native citizens that students are surprised to learn. My hope is that my teaching and writing can help to educate people as to the history and culture of Native peoples and hopefully bring about changes in law and policy.

On February 11, 2025, the VocalizED Identity Crafting and Exploration (VOICE) Research Lab introduced the first session of their Fireside Chat Series, The Stories We Interrogate: Amplifying Immigrant and Refugee Narrative Amid Anti-Immigration Discourses. This inspiring event led by four English Faculty members gave glimpses  into the conversations surrounding migrant narratives during a time when it’s more crucial than ever. 

As the creator of the VOICE Research Lab, Dr. Neisha Terry Young focuses specifically on Black immigrant youths, and how they can reposition their authentic narratives to be amplified in white dominated discourse surrounding migrant narratives. Dr. Young’s inspiration for her passion stems from her experience being a black immigrant from Jamaica, alongside her experiences in the classroom as an educator. Using multiliteracy tools like podcasting, she strives to make space for students in the classroom to tell their authentic story. 

Dr. Jeffrey Santa Ana is a first-generation college graduate who’s strong attachment to migrant narratives comes from being a child of two immigrant parents from completely different backgrounds. His current work discusses how refugee narratives depict concepts like “home” and “belonging,” and how those who are displaced by war and conflict depict these ideas. Dr. Santa Ana’s work also shows how climate change exacerbates such violence, and he asks how we can find environmental justice within these narratives. 

Dr. Timothy August aims to curate a space for immigrants to amplify and tell their own story. His book, The Refugee Aesthetic: Reimagining Southeast Asian America, looks at the resurgence of people reclaiming their refugee identity, despite the long precedent of people being discomfited of the label. Dr. August strives to bring these discussions into his classroom, as his past Single Author course focused on Ocean Vuong and the Place of Refugee Literature.

Interested in narratives beyond English, Dr. Simone Brioni posits the ideas of translation and colonialism in respect to immigrant narratives, with particular emphasis on contemporary Italy. His passion for studying migration comes from both the rage and love he feels about the topic. Rage of how migrants are presented, especially with the abundance of misinformation that constantly shapes the migrant narrative, and love for the courage, ripeness, intelligence, and sensitivity of the writers he’s collaborated with. Dr. Brioni uses language, film, and literature to subversively re-think the idea of labels that force people to define themselves, particularly for immigrants.

On February 4, 2025, I had the honor to attend and be a panel member for The Department of English’s Admissions Virtual Event: Literary Lens: an English Student’s Life at SBU. The event consisted of a brief presentation giving the prospective students an overview of the Department and a fifty-minute Q&A session with the student panel. 

Being a part of the panel meant that I had the opportunity to tell prospective students about my experience at Stony Brook and why the English Program would be a good fit for them. I spoke about my experience as a double major, a Pre-Law student, and my favorite English classes I’ve taken thus far. It felt rewarding being able to hopefully inspire future students and I hope my story resonated with them.

One thing I especially took away from the event was hearing my fellow students’ varying experiences in the English major. I love how versatile everyone’s stories were, and it proves how many paths this department provides its students. There is no right or wrong way to go through this program and I hope that versatility was apparent to the audience. 

If you were unable to make it and would like the opportunity to learn more, you can check out “Literary Lens: an English Student’s Life at SBU” on the Stony Brook University Admissions’ YouTube page here: https://youtu.be/vJv9Cplz2Hc

Catalina Benavides, Class of ’22

Catalina dedicates her time to help students flourish, especially those in the Academic Intervention Service. Inspired by her time in Stony Brook’s Teacher’s Education Program, Catalina believes that teaching is a two way street, and educators can always learn something new from their students: “We can all learn from each other, and I think that allows me to really establish good relationships with my students.”

What does a typical day at your job look like and What would you say is the most satisfying part about it?

I teach first period, so I get to work at 6:45am everyday. I set my objectives up on my whiteboard, I will set up my powerpoint, check emails, and prepare to teach for the day.
I think the most satisfying part of my job is seeing the growth that students make from September to May, especially because I teach some AIS English. My students who are in AIS are currently reading at a seventh grade level or below, so my goal is to get them to the ninth grade reading level by the end of the school year. Seeing them grow and enjoy English is definitely one of the biggest growths and certainly one of the most fufilling parts of my job.

What is AIS?

AIS stands for Academic Intervention Service. It is one of the things we get government funding for so we can support students. I work with two groups that I have for 80 minutes every other day, and that time allows me to small group instructions, or to re-teach, and because they are significantly below average than the ninth grade, we have extra programs to additionally support them and get them to the ninth grade level. 

How has your time at Stony Brook helped you in your current career?

The Teacher’s Education Program helped me realize that teaching literature is a lot like teaching life lessons to students. You can use literature to teach empathy, and a lot of students might struggle with that skill, especially teenagers, so I feel like the Program and the professors helped me see the deeper value of doing that. 

What do you think was the most valuable thing you learned in the Teacher’s Education Program at Stony Brook?

There are two things that have stuck with me the most. My educational theory class was definitely one of them. My professor taught us about how students can teach us things as well, and that really stuck with me. I am not in the classroom just to be an authority figure, so building a horizontal relationship with students is something that I always think of, and I tell the kids that as well, and they appreciate the authenticity. We can all learn from each other, and I think that allows me to really establish good relationships with my students. The second thing that stuck with me from the Program is my student teaching seminar group. Having Dr. Mangiano every week instilling confidence in us was great. Just knowing that I had people I could always rely on was super comforting and special.

What made you pursue teaching English?

English is the best subject. It allows students to use their voices to express themselves and to hear the voices of other students to learn about their experiences. I believe that what I teach them will stick with them for the rest of their lives.

Caleb Woellhof, Class of ’25

Currently working on his novel series, The Bridge—a fantasy epic inspired by Indo-European mythology—Caleb has transformed his passion for reading and writing into a viable career path. Now enrolled in the Teacher’s Education Program, the BA/MA Program, and the English Honors Program, Caleb’s dedication to educate and uplift students drives him in his studies. 

What made you pursue English as a major?

Because it was discouraged by the religion I grew up in, I originally wasn’t supposed to go to college at all. In high school, I took a lot of computer science classes because I thought it would be a good profession to go into that didn’t require college, but my passion was always reading and writing. When I got out of high school, I went to BOCES for HVAC, but it didn’t really pan out. I didn’t have a passion for it. When Covid happened, however, online college became easy and affordable, and I figured “why not become an English teacher?” I went to Suffolk Community College for English, graduated, came to Stony Brook, and joined the Teacher’s Education Program. 

Tell me about your Masters Thesis. What is your topic about? 

I’m writing about how Viking/Norse-mythology-based media can be separated from the far-right, misogynist white-supremacists and Neo-Nazis who have latched onto it in recent years, and how we can write these stories to be better representations of history that don’t encourage harmful narratives. I briefly discuss the history of Nazi ideology’s ties to Norse culture, and I focus my discussion around Robert Eggers’ 2022 film The Northman, how it actually acts against the far-right narrative by subverting the traditional, ultra-manly Viking legend into a cautionary tale against the dangers of toxic masculinity and warrior culture (the very same kinds of toxic masculinity and warrior culture that the aforementioned groups idolize). I then develop my point by comparing its story to cultural precedents from Norse mythology and the Sagas, as well as by comparing it to other “good” examples of Norse media like Vinland Saga, God of War, and Twilight of the Gods, as well as other “bad” examples like History Channel’s Vikings and the film/graphic novel 300 (which isn’t Norse-inspired, but is a good example of everything The Northman is often accused of being, an ahistorical propaganda-piece that glorifies toxic warrior culture without critiquing it).

Is there a favorite class you’ve taken at Stony Brook so far? Has anything stood out to you?

During my first semester at Stony Brook, I took EGL204 with Professor Flescher, and it was great. We focused on plays by Bernard Shaw. Each class, he would choose a section and we’d read out the lines like we were performing a miniature play, and it added so much life and color into what we were doing. I was able to distinguish myself a little by how much I got into that aspect of class because I love acting. Whenever I’d read the lines, I would put on an accent and everything!

Have you done your student observation or student teaching yet? If so, tell me about that experience.

I did my observations at Newfield High School, Selden Middle School, and Brentwood High School. It was a pretty enlightening experience being able to sit in classrooms and watch the teacher go about their work and seeing how they encourage their students to approach the topics. In Newfield, the students work a lot with laptops, and the teachers computer is connected to all of them, so she could monitor what the students were doing and give feedback. It’s great seeing what they’ve done with technology in the classroom.

Alyssa Sulaiman, Class of ’25

Alyssa’s passion for teaching emerged in high school when she began tutoring students living in NYC shelters. Now a student teacher in her hometown district, she is eager to educate and inspire the next generation. Alyssa’s love for her students drives her to be the best teacher she can be: “Every day I look forward to seeing my students.” 

What made you pursue English as a major? What’s the most fulfilling part of your major?

Ever since I was in elementary school, I had a natural inclination towards reading and writing. It was a passion that, luckily, my elementary school teachers noticed and helped me foster. What I love most about being an English major is being able to have both an individual and group experience with literature. When reading, we all get to experience an unique analysis of the text based on our own life experiences and perspectives, but when we all come together to share and discuss these individual, unique readings, each one of us walks away with a deeper understanding of the text than before. 

What led you to pursue both the Teachers Education Program and the BA/MA Program? How did you hear about them?

When I was in high school, a teacher recommended that I join a non-profit organization called Sparks Within Reach whose mission was to support academically struggling students from shelters across NYC. This was my first experience teaching and the only one I needed to know that this is what I want to do. During my freshman year, I had a TA who was in the BA/MA program who encouraged us to join. When I got in, it truly felt like a gift being able to do Master’s courses during my undergrad, and I am glad that I was ambitious enough to pursue it. 

Have you done your student observation or student teaching yet? If so, tell me about that experience.

I’m currently teaching 8th grade ELA at P.S./M.S. 124 in South Ozone Park, Queens. This is the elementary and middle school I went to and that my brother graduated from last year, so, coming in, I was already familiar with the environment and my past teachers were here supporting me all the way. My comfortability from the very beginning allowed me to direct all of my focus on practicing and improving my pedagogy rather than learning the school culture, which would have been foreign to me in schools on Long Island. 

What has been your driving factor for teaching?

Although there are many difficult moments while teaching, my love for my students is my driving factor. Every day I look forward to seeing my students and helping them in whatever ways that I can. Those small one-on-one interactions, sometimes not even during the lesson itself, but right before or after class when I’m chatting with a student, or a student is making me laugh is what makes everything worth it. 

What advice would you give to other students who wish to pursue teaching?

My first piece of advice to those who wish to teach is to get as much experience with teaching and working with kids as possible before graduating. Whether it’s tutoring or being a summer camp counselor, just do it! My second piece of advice is if your heart’s not in it — if you’re not truly passionate about teaching — don’t do it! It can be a thankless job at many points (and the pay doesn’t make it better). Our future students need educators who are passionate and really care about them as students and people.