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Download PDF - Education Update

4 spotlight on schools ■ EDUCATION UPDATE ■ MARCH/APRIL 2011INTERNATIONAL EDUCATION: Education Update’s Interns Travel AbroadStudia, Mangiae Godere aFirenze, ItaliaBy Dominique CarsonDominicanRepublicBy Grace McCartyAs I read through my volunteer paperworkwhile lying in bed on a quiet January evening, Icould not imagine why foam earplugs were on thepacking list. I was soon to travel to the DominicanRepublic to volunteer with Orphanage Outreach,an organization that coordinates teaching projectsfor groups and individuals who want to serve thestudents of the world’s developing communities.While still in my own room, I stared in consternationat the list. I had planned to pack sunscreen,sturdy shoes, and my camera, but I could notimagine why I would need earplugs.However, my bewilderment was instantlyassuaged as I stepped out of the airport in SantoDomingo. Before I had the chance to appreciatethe mid-80s temperature, or catch a glimpse ofthe aqua ocean glistening on the horizon, I wasstruck by the startling pounding of drums, therhythmic sounding of brass instruments, and asurge of Spanish words that moved far too rapidlyfor my learning ears to comprehend. Contrary towhat preconceived notions of the Latin Americanworld might have led me to believe, the sourceof the music was not a melodious crew of cheeryminstrels clad in traditional and festive garb.Instead, the sounds exploded from a faded whiteand teal microbus, which seemed to risk spontaneouscollapse with every pound of the music’sbaseline. I soon recognized this resonant bus asnone other than my ride to Monte Cristi, the smallrural town where I would live in an orphanageand teach in local schools. For the next sevenhours, I bounced in this vehicle along earthencountry roads, all the while developing a head-Most people will gather around family and friendson New Year’s Eve or watch the ball drop in TimesSquare, but I was getting ready to embark on anew journey. Before I went to church and went outto eat, I was packing and said, “see you later,” ora piu tardi, in Italian, to family and friends sinceI was studying abroad in Italy during the monthof January.The study abroad program was organized throughQueens College and a number of courses wereoffered for sophomores, juniors, and seniors. Theclasses were cooking, studying wine, fashion mar-continued on page 9ache from the Dominican music that soundedat unprecedented volumes, and trying to declinepolitely each time the driver encouraged me tosing along. I can’t remember many moments inwhich my eardrums so desperately begged forquiet. It was then that I realized I had forgottenthe earplugs. I felt unsettled and uncomfortable inan unfamiliar world.This feeling was exacerbated when I walkedinto my first class of students, and I found mycontinued on page 10“An Intimate “An Intimate Place Place to Learn to in the Heart of a Great of a Great City” City“An Intimate Place to Learn in the Heart of Great City”“An Intimate Place to Learn in the Heart of a Great City”Don’t eraseour progressHere is where New York really ranks:(Sources: “Annual AP Report to the Nation,” The College Board, Feb. 10, 2010, and “Quality Counts,” Education Week, Jan. 13, 2011)1st in the nation in closing the achievement gapin fourth-grade reading and eighth-grade math2nd in the nation on a wide variety of multiple, rigorousmeasures of education quality3rd in the nation in Advanced Placement test scores (2009)4th in the nation in improving high school graduation rates(up 10 percent between 2000-2007)4th in the nation for students enrolled in collegeor with a post-secondary degree*The “34th in the nation” statement has been traced back to an obscure 2007 Census statistic that contains acategory called “total educational achievement.” That refers to the entire citizenry of New York state with highschool diplomas. It lumps together present-day adults with their parents and even their grandparents, anddoes not measure performance by students in school today.Representing more than 600,000 professionals in education and health care.800 Troy-Schenectady Road, Latham, NY 12110-2455518-213-6000 • 800-342-9810Affiliated with AFT / NEA / AFL-CIOwww.nysut.orgRichard C. Iannuzzi, PresidentAndrew Pallotta, Executive Vice PresidentMaria Neira, Vice PresidentKathleen M. Donahue, Vice PresidentLee Cutler, Secretary-TreasurerYork York Preparatory School SchoolYork Preparatory School40 West 68 th Street – New York, NY 1002340 coeducational West 40 West 68college th Street th preparatory – New NY 10023school York, serving NY students 10023 fromcoeducational college preparatory school serving students fromgrades 6-12.grades 6-12.coeducational college preparatory school serving students fromgrades 6-12.Outstanding AcademicsOutstanding AcademicsOutstanding AcademicsSuperb College GuidanceSuperb College GuidanceChampionship Sports TeamsChampionship Sports TeamsSuperb College GuidanceEndless Extracurricular ActivitiesEndless Extracurricular ActivitiesChampionship Sports TeamsAn Oasis of Learning and CompassionAn Oasis of Learning and CompassionThere IS something for everyone at York Prep!There IS something for everyone at York Prep!Endless Extracurricular ActivitiesFor more information, contact our Admissions Office atFor more information, contact our Admissions Office or or 212-362-0400.www.yorkprep.orgAn Oasis of Learning and CompassionThere IS something for everyone at York Prep!

MARCH/APRIL 2011 ■ For Parents, Educators & Students ■ Education updateWomen ads 2011_EdUpdate 3/2/11 2:11 PM Page 15Pride of New YorkMitsy Chanel-BlotHunter CollegeNSF Fellowship Winner, University of Texas/Austin 2012M.A.-Ph.D. in Social Anthropology‰Shirley ChisholmBrooklyn CollegeFormer Congresswoman and Candidate for DemocraticPresidential nominationIn Memoriam‰Ruby DeeHunter CollegeAward-winning star of stage and screenWriter‰‰Carmen ArroyoHostos Community CollegeNew York State AssemblymemberRita DiMartinoCollege of Staten IslandCUNY Trustee; Chair, Bronx Lebanon Hospital BoardFormer AT&T VP of Congressional Relations‰Inez BarronHunter CollegeNew York State AssemblymemberGertrude ElionHunter CollegeNobel Laureate in MedicineIn Memoriam‰Barbara BoxerBrooklyn CollegeUnited States SenatorVanessa GibsonBaruch CollegeNew York State Assemblymember‰‰‰‰Deborah GlickQueens CollegeNew York State AssemblymemberChairwoman, Higher Education CommitteeNettie MayersohnQueens CollegeNew York State Assemblymember‰‰Ruth Hassell-ThompsonBronx Community CollegeNew York State SenatorJoan MillmanBrooklyn College, NYC College of TechnologyNew York State Assemblymember‰‰Rhoda JacobsBrooklyn CollegeNew York State AssemblymemberKathleen PesileCollege of Staten Island, Baruch CollegeCUNY Trustee, Former VP JPMorgan, Global Marketsand Investment Banking; Founder,Pesile Financial Group‰Ellen C. JaffeeBrooklyn CollegeNew York State AssemblymemberAudrey PhefferQueens CollegeNew York State Assemblymember‰‰Augusta KappnerHunter CollegeNYU Steinhardt Institute for Higher Ed. PolicyFormer President, Bank Street CollegeFormer U.S. Assistant Secretary of EducationToby A. StaviskyHunter College, Queens CollegeNew York State SenatorChairwoman, Higher Education Committee‰‰Helen MarshallQueens CollegeQueens Borough PresidentFormer New York City Councilmember andNew York State AssemblymemberZujaja TauqeerMacaulay Honors College, Brooklyn College2011 Rhodes Scholar‰‰Iyanla VanzantMedgar Evers College, CUNY Law SchoolBest-selling author, Inspirational Speaker‰Lottie WilkinsCity CollegeJudge, New York State Supreme Court,New York County‰Rosalyn YalowHunter CollegeNobel Laureate in MedicineThe City University of New York celebrates Women’s History MonthVISIT WWW.CUNY.EDU 1-800-CUNY -YES CUNY-TV CHANNEL 75

6 spotlight on schools ■ EDUCATION UPDATE ■ MARCH/APRIL 2011ON Location InterviewS with SuperintendentsLas Vegas SuperintendentDwight D. JonesMiami-Dade SuperintendentAlberto CarvalhoBy Marisa SuescunLas Vegas-Nev.—Dwight D. Jones, newlyminted Superintendent of Clark County SchoolDistrict, has a saying, a sort of inspirational dictum,he repeats time and again to those aroundhim: “Hope is not a strategy.”In December, Jones officially stepped into therole of leading the country’s fifth-largest schooldistrict, which includes Las Vegas. He has neededan abundance of hope to take on such a dauntingjob, which includes the dual mandates to vastlyimprove education quality (raising a graduationrate that is among the worst in the country) anddrastically reduce expenses (cutting 14 percent ofan already skeletal budget).Jones accompanies his sense of hope — theaspiration to provide all CCSD students with aquality education — with sober, rational pursuitof effective strategies to achieve those aspirations.His manner during our interview reflectedboth his sense of hope and his groundedness: heapplied the same unfussy candor when discussinglarge-scale ambitions and granular policy matters.It was the manner of a man who knows thetask ahead won’t be easy — and who’s ready for it.Marisa Suescun (MS): What initiatives areyou proudest of so far?Dwight D. Jones (DJ): In Colorado [whereJones served as Education Commissioner], wedeveloped the Colorado Growth Model for measuringhow students progress. It’s an applesto-applescomparison of how our schools areperforming: it takes into account students’ academicgrowth over time. Fourteen states adoptedit, including Nevada prior to my arrival. But itwas not yet implemented. So my biggest accomplishmentso far is the work in implementing theGrowth Model.MS: What are the greatest challenges youhave faced in your first three months as superintendent?DJ: Number one is budget. Out of a $2.1billion budget, the governor is proposing cutting$300 million — which would mean 4,000employees. That’s substantial. It’s about understandingthat everyone has to make a sacrifice,and determining what’s the level of sacrifice.Secondly, we need better results. Our graduationand reading rates are not at the level they needto be. Our system right now is producing theseresults, so we need to change the system. To dothis, we have to change the culture.MS: What do you mean by “changingthe culture?”DJ: To foster a culture in the community thatwe need to achieve more — to raise the bar. Todo this, we’ve got to be very accessible, be onmessage, and have a lot of conversations. Oneway is to put out transparent data, so parentscan judge how their schools are doing comparedwith other schools, including those with thesame demographics. That would start a differentconversation among parents, and help them makeinformed decisions.MS: Using the Growth Model data, howdoes CCSD measure teacher effectiveness andstudent growth?DJ: Our Growth Model measures the academicgrowth kids make in the core content areas (math,literacy, social studies, science). Students oughtto make at least a year’s growth in a year’s time.This growth is measured on a test. We don’tyet have accountability measures. That will beconsidered in this year’s legislative session. Thegrowth model will count for up to 50 percent ofthe teacher’s evaluation.MS: How do you balance meeting standardsmeasured on tests, while still encouragingcreativity?DJ: It’s important that we establish the “what”— what do we want students to know and do.The state of Nevada has adopted national corestandards: students should be able to move intopost-secondary education or work, without remediation.The “how” should be at the discretion ofthe professional teacher. You need measurementsto ensure that students are getting there. Becauseyou can’t just hope, you ought to know.MS: What will be the impact from the projected$300 million in budget cuts? You have statedit could mean cutting $270 in per-pupil spendingand increasing class sizes by two to five students.DJ: Those conversations are just starting. Weare asking parents, community leaders, businessand church leaders, “What do you recommendthat we cut?” We are asking employees, “Whatdo you recommend that we cut?” For example,employees might consider furlough days; wemight learn they are willing to pick up more oftheir health-care costs.MS: You said you want to transform thesystem to improve education quality, while atthe same time make these cuts. Is it possibleto do both?DJ: Absolutely, it’s possible. We must focusour resources, and some programs we’ve got tocease and desist. We call those “sacred cows:”someone might like them, but if they’re not gettingprogress, we must reconsider. Online courseswould help provide a rigorous environment toprepare students for the future, but at the sametime cut costs. For example, if a calculus classhas 10 students at three different schools, youcould combine them into one class with oneteacher. This has already been implemented inrural districts.MS: How do you handle the great diversityin the student population?DJ: Number one: we want to make sure thatkids learn English as quickly as possible. Wewant to maintain rigor as they learn. When a kidspeaks a different language, people sometimesequate that with the kid not being bright, whenin fact the kid could be very bright. We trainteachers in the inclusion model, which meanssupport takes place within classrooms. When youpull students out, sometimes the rigor starts tochange. We have to embrace the diversity. Thedifferent cultures and perspectives are an asset tothe school district.MS: President Obama has highlighted scienceand math education as a national priority.How can you encourage more students topursue science and math?DJ: Our Career and Technical Academies(CTAs) show that the best way to improve mathand science is by helping kids connect whatMiami-Fla.—Dr. Pola Rosen (PR): We havecome to Florida to find out some of the secretsof your success. We hope it can serve as aparadigm for replication in other parts ofthe country. What are some of the challengesthat you have faced here in the fourth-largestschool district in the nation.Mr. Alberto Carvalho (AC): Two-and-a-halfyears ago when I was appointed superintendent,we were a system that was basically bankrupt,with a total fund reserve of less than $4 millionto protect a $5.5 billion entity. We were a systemwhose credit rating, according to the NewYork agencies, was unstable. And, we were adistrict also plagued by a significant number ofunder-performing schools, primarily schools inthe urban core of the city, with a threat from thedepartment of education of a permanent shutdownof no less than nine schools because ofmultiple years of failing grades. Perhaps equallysignificant, the discord between staff, superintendentand board, was significant. Teachers hadgone without a pay increase or contract for twoyears. So that was the dramatic, very stark backdropagainst which we began this work. Overthe past two-and-a-half years, we’ve completelyreversed every single challenge. We began [by]approaching a zero-based, moral-values-basedbudget, which is sort of a novel concept. Weidentified what our non-negotiable principleswere, and we imposed those principles on thebudget discussion. We turned that dramatic budgetcondition from near-deficit, near-bankruptcy,into one where our reserves grew by 3,000 percent.PR: How did you do that?AC: Well, zero-based budgeting, dramaticreductions to administrative spending. We are thelowest per-people administrative spending districtin the entire state. We cut staff. So, from twoyears ago to where we stand today, we have 6,000fewer employees in the school system.PR: Administration or teaching?AC: Not teaching. Not a single teacher hasbeen fired for economic reasons. We certainlyhave moved in the direction of rectifying andaddressing teacher-quality issues, but not foreconomic reasons. Administration is down nowby 52 percent. We took our overall highest-paidadministrative salary expenditures and reduced itby 45 percent over these years. During that time,we were able to negotiate every single contract.Some of it required some short-term sacrifice, soI did ask the employees to lend the district twodays, which I paid back a year later; when I paidthem back, I gave them the first salary increasethat they had received in two years. We weresuccessful in landing the $700 million in Race tothe Top funding.As far as health care is concerned, as thenational debate on health care was inundating theairwaves, I made a declaration that we would notspend an additional dollar on health care expenditures.Now, that was important because secondonly to payroll, health care is the biggest liabilityany district has. So I fired for convenience theprevious health care provider, we self-insured,and we were able to reduce the expendituresby $72 million in one single year. We basicallybecame our own insurance company. Were-designed the plan and we still maintained anabsolutely free option for all employees. I negotiateddirectly with large doctor conglomerates,medical conglomerates and hospital providers.So we now cut the deal directly with them.PR: What did you do about the question ofthey’re learning in the classroom to the differentjobs out there. The CTAs are some of our bestperforming schools, with high graduation ratesand rigor. Kids can articulate, “This is what I’mlearning,” and how it’s connected to the world.tenure? Did you have any conflicts with theunion and tenure?AC: We are at the table right now to address therequirements in Race to the Top, so we are deepin conversations regarding tenure, merit pay,performance pay and a new way of evaluatingteachers tied to student achievement, but recognizingthe external factors in the classroom thatcontribute to or at least impact student achievement.Remember the state had us on warningthat they would shut down nine schools. Today,every single one of those schools [has] movedup dramatically. In the state of Florida, schoolsare graded with letter grades, and those schoolswere all F’s. Every single one of those schoolsmoved — some from F to A in one single year,from F to C, and the two lowest-performinghigh schools in the country were here in Miami,Central and Edison Senior High Schools. Theyhave been able to earn their first C in the historyof those schools. Graduation rates in some ofthese schools improved by as much as 20 percentin one single year, and for the first time ever, our10th-grade students surpassed overall state performance!And for the first time ever Miami-Dade wasranked the highest performing urban district inAmerica for reading and math! Science [scores]just came out this week, and the one conclusion,as the state’s performance was stagnant, as thenational performance in science was stagnant,the one positive point of light was that Hispanicstudent achievement in Miami-Dade soared. Andin fact we lifted the entire state. So, at a timewhen we lost $839 million [in the budget], wewere able to force student achievement to soarto unparalleled levels, increase graduation rates,we were able to stabilize our finances, we wereable to impose true health-care reform locallywithout federal interference, and we were ableto put Miami-Dade on the map, saving every oneof those nine schools from closure because ofperformance. And we are now at a particularlyexciting time, because we are at the table negotiatingwith the union the non-negotiables of Raceto the Top. So, it’s a good time for Miami-Dade,to say the least. #When they can make that connection, boy do theymake a real effort! To the president, I would say,make the connection. He mentioned solar andwind energy. Well, that’s math and science, sothose will be the jobs of the future. #

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8 Education update ■ For Parents, Educators & Students ■ MARCH/APRIL 2011The Israel Sci-Tech Aviation andSpace High School and CollegePrepares Students for the FutureBy Adam W. SugermanHow many schools do you knowof that have their own portableplanetarium and a telescope? Howmany schools actually prepare studentsto come up with a scienceproject that both completes animportant function and has immediatecommercial value? Howmany schools can say that themajority of their students wouldbe classified as the U.S. equivalentof advanced placement students?How many schools havea flexible curriculum that fits theephemeral needs of society? How many studentswill commute halfway across the countryto attend high school daily? And finally, howmany high schools offer thirteenth and fourteenthgrades where students delve exclusively intotheir majors?In November 2010, the American IsraelFriendship League organized a dynamic group ofU.S. school superintendents to look at successfulschools in Israel. The first institution that the delegationvisited was the Israel Sci-Tech Aviationand Space High School and College in Ma’aleAdumim, one of Israel’s leading magnet schoolsfor science and technology.The Israel Sci-Tech Aviation and Space inMa’ale Adumim belongs to the largest charterschool network in Israel – Israel Sci-TechSchools Network with 186 schools and collegesacross Israel. One of every 10 Israeli high schoolstudents studies in this high quality network.More than 60 percent of the students in thenetwork’s schools study in science and technologytracks.The faculty and curriculum at the Israel Sci-Tech Aviation and Space prepare students forcareers in electronics, scientific engineering,computers, and biotechnology. Working withIsrael’s air force and high tech sectors, theIsrael Sci-Tech Aviation and Space High Schoolattracts Israel’s brightest technical students —all students must pass an entrance exam. Butalthough the academic climate at the IsraelSci-Tech school is serious and competitive, theadministration and teachers give each cadet (eachstudent is considered a cadet in the air forceupon enrolling, and when joining the air forceas part of the compulsory military service, manybecome officers) the personal attention and supportneeded for her or him to feel empowered, tobe a part of the school and air force communities.Not only are academics taught, but human valuessuch as honesty, team work, and “pride in a jobDr. Joan Freilich, Trustee,Barnard College & College of New RochelleCongratulations to Education Update and Dr.Pola Rosen on reaching this important milestone!Education Update has had an enormous impacton the lives of students, teachers and parents.Its programs have provided young people withhands-on experience through internships andschool newspaper projects that have expandedtheir dreams and their confidence that they canmake those dreams come true. Its award programshave recognized outstanding educators aroundthe region and shown others how much can beaccomplished, even in difficult circumstances. Theinvolvement of public officials has strengthenedtheir understanding of educational needs,especially important at a time of scarce resources.Best wishes to Dr. Rosen and Education UpdateINTERNATIONAL EDUCATIONwell done” are stressed. In order to graduate,each year students must volunteer their time atnursing homes, as mentors to younger children,and as tutors.The level of study is sufficiently advanced thatwhen the Aviation and Space students go on tothe university, they frequently bypass their firstyear and enter as sophomores. Besides technicalclasses, the curriculum includes areas of criticalthinking in literature, Bible study, physical education,and social sciences. There are six areas ofconcentration for students: scientific engineering,biomedicine and biotechnology, electronics,social and theoretical science (a combination ofpsychology and sociology), electronic and controlsystems, and challenge (which is for underperformingstudents).The student success rate has been phenomenal.The first graduating class, in 2007, 35 out of 50students “passed” the matriculation exam, orbagrut, which is an extremely challenging examon mandatory subjects such as Hebrew literature,grammar and composition, English language,civics, mathematics, history, literature, the Torahand an elective. In 2007, 74.4 percent of Israeli12th graders took the exam, and only 46.3 percentwere eligible for the bagrut certificate. Inthe 2010 graduating class, over 100 Aviation andSpace students graduated, with a bagrut certificationpassing rate hovering around 90 percent.In Israel, education is mandated and paid forby the national government. The cost to parentsis very similar to a typical public school, whichis about $150 per year, although there are severalspecialty teachers in the sciences and math.Also many of the teachers at Israel Sci-TechAviation and Space are university professors.Students could also take additional universitylevelcourses.A typical day at the school begins with a rollcall. Students line up, as they would do in themilitary, for inspection. At the roll call, there isCongratulations for Education Update’s 15th Anniversaryfor many more years of inspiration!Dr. Susan H. Fuhrman,President, Teachers CollegeFor 15 years and counting, Education Updatehas been the journalistic equivalent of a reliablepublic utility — delivering dependable reportingand thoughtful commentary on news, issues andtrends in the world of education month aftermonth. Thanks to the vision, dedication, andpassion of Dr. Pola Rosen (a Teachers Collegealumna, naturally!) and to the stellar work of hercolleagues, Education Update has become theperiodical of record in education for the NewYork/New Jersey region. I look forward to eachnew issue, where I invariably find importantinformation and food for thought. To Pola and herteam: Congratulations, and well done!Teaching English in Buenos AiresBy McCarton AckermanThousands of college graduates across the countryhead to cities and towns throughout the globe toteach English as a Second Language (ESL) to internationalstudents, but many of them are now forgoingEurope or Asia for the international metropolisof Buenos Aires.Located in Argentina, nearly three million residein the capitol city famous for the art of the tangodance. However, it’s the extremely low cost of livingand plentiful teaching opportunities that have drawnmany recent grads here.“I was able to rent a room with friends in themiddle of the city for around 500 pesos ($125)a month,” said Carly Eaton, a graduate of OhioWesleyan University. “It’s cheaper for me to livehere than it would be to live at home with theexchange rate.”English fluency is still considered a rarity inBuenos Aires. Many of the Americans teachingEnglish here were not hired because they held aneducation degree or had previous classroom experience,but simply because they are native speakers.Making a living out of teaching English can beslightly more difficult. The English institutes thatprovide lesson plans and classrooms filled with aalso a time for reflection, where the staff sharesa thought for the day or a quote from the Bible.At the end of the day, there is another assembly.After school, there are a number of sports (notcasual sports, but as activities that soldiers wouldperform in the army, such as running, weavingand dodging through an obstacle course) and avariety of social activities.On an academic level, students work on projectsthat fulfill a need either on a military orThe Cahn Fellows Programfor Distinguished Public School Principals atTeachers College, Columbia University wishes tocelebrate the 2011 cohort of exemplary leaders…few dozen students offer 15 pesos an hour in pay($3.75). Even worse, the institutes typically don’thire people on a full-time basis, which leads to teachersjumping from one institute to another throughoutthe day.“Even in Buenos Aires, you really can’t live offthat kind of salary,” said Ignacio Frontan, a bornand-raisednative of the city. “You can survive, butthat’s about it.”The next level up on the ESL food chain is workingfor an outsourced company. Although they mightrequire previous teaching experience in BuenosAires or a background in the field, the pay is slightlyhigher at 25 to 30 pesos an hour ($5 to $6) and theytypically won’t place more than a handful of studentsin a classroom.“What you’re really doing working for an instituteor an outsourced company is trying to make connection,”said Eaton. “The salary doesn’t really makethe job worth doing permanently, but it can lead to alot of chances to teach private lessons.”Private lessons are the easiest and most lucrative ofthe options for teachers in Buenos Aires. With mostteachers charging 50 pesos ($12.50) an hour for alesson, getting just thirty hours of work per week canlead to an extremely cushy life in this city. #commercial level. In fact, innovation is partof the project. Students also must work on thebusiness side of the project, including analyzingthe product vis-à-vis an existing need as well asgenerating a business plan for the manufactureof the product. Several of the student projectsincluded a robot that fights fires, a model of avehicle that can travel easily on sand, and aniPhone application that controls household appliancesremotely. #Megan Randy Asher, Adams, Brooklyn NYC Lab Technical Middle School High School for Collaborative Studies, ManhattanMagalie Roshone Alexis, Ault-Lee, Park MS Slope 296Elementary/Middle School 282, BrooklynAnthony Melessa Avery, Barbetta, PS 273 Thomas Edison Career High School, QueensDeirdre William Budd, Bassell, PS Long 178, Island Manhattan City High SchoolFranca Linda Beal-Benigno, Conti, PS 217, PS Brooklyn 312Giovanna Jaynemarie Delucchi, Capetanakis, PS 43, PS Bronx 69Frank Monique DeSario, Darrisaw, PS 60, Academy Queensof Urban PlanningColleen Kathleen Ducey, Elvin, PS Williamsburg 326, Brooklyn Preparatory SchoolRamona William Duran, Fiorelli, PS PS 157, R037 BronxDanielle Ann Gordon-Chang, Giunta, PS 154, PS 85 QueensJason Marc Griffiths, Harris, PS The 04 Brooklyn Latin School, BrooklynPaula Liset Isaac, Holmes, PS 192 McKinney Secondary School of Arts, BrooklynBrooke Brett Kimmel, Jackson, Washington HS 412, Manhattan Heights Expeditionary Learning SchoolApril Rafaela Leong, Landin, Liberation PS 08 Diploma Plus High School, BrooklynYolanda Giselle McGee, Méndez, PS Roberto 58 Clemente Elementary School, NewarkLaverne Rosemarie Nimmons, Nicoletti, PS PS 335, 197BrooklynRobin Kathleen Pitts, Peknic, The High PS 18 School of Sports Management, BrooklynCharlene Yvrose Pierre, Reid, PS Bronx 753 Charter K School for Excellence, BronxEdward Myrna Rodriguez, Tom, Bronx PS Center 206for Science and Mathematics, BronxJoaquin Patricia Vega, Tubridy, Bronx Channel International View School High for School, Research BronxDeneen David Vazquez, Washington, Urban Maple Assembly Avenue Bronx School, Studio Newark School for Writers and ArtistsElizabeth Alicja Winnicki, Waters, PS PS 34 506, BrooklynJie Erica Zhang, Zigelman, Queens MS High 322School forthe Sciences, QueensTo find out more about theprogram or nominate a publicschool principal with three ormore years of experience, contactus at

MARCH/APRIL 2011 ■ For Parents, Educators & Students ■ Education update9Leymah Gbowee, Liberian ActivistFirenze, Italiacontinued from page 4keting, or digital photography. But, it was a vacationas well because I was able to escape from NewYork’s messy, snowy and rainy weather. Otherstudents from York, Brooklyn, Queens, City andJohn Jay colleges and I all left the United States onJanuary 1 and arrived in Florence between the hoursof 10 a.m. to 6 p.m. the next day since classes startedon Jan. 4th.I knew studying in Italy was a once in a lifetimeopportunity for most of us so we must enjoy ourtime in our new “habitat” but be accountable of ouractions at all times. Italy was our home for threeweeks, which means we had to adjust to the cultureand way of living. Adjusting to the time difference,buying food, budgeting Italian money, passing yourcourse, and actually communicating in Italian wereall challenges for my fellow classmates and I. SinceI am an Italian major, I have been reading, writing,and speaking Italian for six years so I was able tohelp my fellow classmates.I decided to take the cooking course along withnine other students because I love Italian food —especially the eggplant parmesan, tiramisu, and ofcourse the gelato. Italy is known for its scrumptiousdishes so why not dig in, find out how they aremade, and learn the history behind Italian cuisine.Students from the cooking courses made eggplantparmesan, fried meatballs, vegetables, bread vegetablesoup, lasagna, crepes (Florentine style), cakes,cannoli from Sicily, seafood spaghetti, risotto (rice),Tuscan bread with tomatoes and basil, and manymore with Professoressa Cecilia Ricci.However, other food workshops took place suchas a gelato teaser workshop at Apicius and studentsmade lingue di gatto (the cookie, a cat’s tongue) sothey can eat it with their ice cream. We were ableto visit a gelato restaurant called, “Il Re Gelato,”(the ice cream king). At the workshop, Chef DuccioBagnoli made three different ice cream flavors —strawberry sorbet, coffee granita with whippingcream and yellow base ice cream. One weekend, thegroup went to a wine tasting at Castello di Vologanoin the province of Florence. Students were informedabout how wine originated, the classification ofdifferent grapes, why wine is important in Italianculture, and tasted two forms or red wine and whitewine. One of the most popular wines in Italy is theChianti. Students also discovered a hamburger spota Via De Pepi called, “Principe” (prince) and madehot dogs, fries and veggie burgers.When the rules and regulations were addressedWOMEN SHAPING HISTORY 2011by Jennifer MacGregorLeymah Gbowee lived most of her life in wartornLiberia, where she saw firsthand the devastatingeffects of what a decade-long civil warcan do to a country. She was the subject of the2008 documentary “Pray the Devil Back to Hell,”which was directed by Abigail Disney and wonnumerous awards, including the best documentaryaward at the Tribeca Film Festival.The film chronicled how Gbowee organized thewomen of her town to protest the violence constantlyerupting all around them. What started asa protest of women in front of a fish market turnedinto a sit-in at peace talks that eventually led tothe end of civil war in Liberia and the exile ofPresident Charles Taylor. Gbowee was a recipientof the 2009 John F. Kennedy Profile in CourageAward for her peace activism.Gbowee spoke to a room of parents at theMarymount School in Manhattan, where shetalked about her personal struggles obtaining aneducation and raising her five children, and howimportant parents are in creating the next generationof leaders.Dr. Pola Rosen (PR): Who are some of yourmentors? How did you get to be a leader?Leymah Gbowee (LG): In terms of leadership,I come from a background of very strong women.My grandmother, who’s 93 now, is a very powerfultraditional ruler, or traditional priestess if youwant to call it that. She tells us the story of beingmarried off at 15, and then she had her first childat just about that time. And this child was threemonths old when her husband beat her for the firsttime, and that day she left him and left the childwith him. So this is just to give you an example.In her time, she divorced three times and neverremarried after the third time. She raised all ofher children on her own and she taught us thatfor whatever a man can do, you can do. We werenever really taught to sit back and wait for someoneto do for you because you’re all girls. Wewere taught — you have to take that step. And Ithink, over time looking at my upbringing, lookingat all the challenges these two women wentthrough in their own lives, and they are leaders intheir own rights.As I grew up it came naturally: I would run foroffice in my school as a young girl and I wouldwin. But then also in this field I read a lot and Icontinue to read. Unfortunately when I startedclose to 15 years ago, I was reading King andGandhi and there was always this question, whereare the women? You have this reference made toRosa Parks, standing up this one time, but then thequestion was, did it end there, did other womentake it on? So you never really see much of thewomen in these movements. And you have storiesand class was dismissed, it was time to enjoyrecreational activities. During our stay in Italy, theStudent Life and Development Office took studentson a tour to the Piazza Michelangelo, PiazzaSan’Abroggio and Piazza Ponte Vecchio. When wewent walking we saw the whole view of Florence,the sculpture of David, a gelateria (ice cream shop),Galileo’s house, different cathedrals, universities,markets to buy clothes and accessories, and a gardensimilar to the Garden of Eden. Everyone wasstunned because Italy is an exquisite place. Studentsalso attended Movie Night to watch a popular Italianfilm called, “L’Ultimo Bacio” (The Last Kiss).Students climbed 463 steps at Il Duomo (Cathedralof Santa Maria del Fiore), a popular monument inFlorence. The Duomo is famous for its construction(the Cupola) and its architect, Filippo Brunelleschi.Three weeks was enough time to study for somebut for me it was time to return to New York. Italyis a mind-blowing city to visit but not to live. I ama city girl at heart and I had to return to the city thateven of Gandhi having a woman as one of hisclosest aides, but she’s just that invisible figure.So I read a lot about all of these people, read aboutsome of their qualities, and I think it brought meto a place where I don’t want to be one of thoseinvisible women walking in the shadows of men.PR: Do you think your strength is very specialto your family, or is it something that ispart of African culture?LG: I told the girls [at the Marymount school]today that it is a universal thing. I think there’ssomething in every woman. It’s just that you haveto get to that place where something makes youvery angry to bring it out, or something makesyou very sad to bring it out. It’s like when youpour water, [that] water is a fluid thing withinyou, and when it comes out, whatever containeryou put it in is the shape that it’s going to take.So for example, if you have this strength in you,and you take it and put it into a violent container,violence will be exhibited in your life and ineverything that you do. If it comes out and yousay, I am going to use it for social justice, andto strengthen and enlighten other people, is thatcontainer of strength and peace, that’s the shapethat it’s going to take.So I think it’s within each and every one of us.It’s not just restricted to the men. I think the reasonwhy it’s taken us women so long to do someof the things that we’re doing is because of oursocialization. We’ve been socialized to believethat you can’t be a leader, you can’t do this, youcan’t do that. And that is one of the reasons why Itake a lot of pride in working with young peoplenow because we have to convey the message tothe young women that you can be a leader.PR: Tell us just a little bit about your education.LG: Well, my parents are from very humblebackgrounds, but one of the things that my dadespecially, who came from a very, very poorbackground, said was that his children wouldnever go through the kind of struggles that he did.They really worked their butt of to get us to thebest high schools that Liberia had to offer at thetime. So I went to a private high school. I did verynever sleeps. But, in the long run I am flabbergastedI went to Italy since I am studying this romantic languageand planning to teach Italian after I graduatefrom college. In the near future, I know everyoneelse and I will return to Italy to visit the southernside such as Sicily for their gelato and pasta.I recommend everyone to study abroad becauseyou are able to expand your horizons when you stepout of your comfort zone. Furthermore, you willMarymount School of New York1026 FIFTH AVENUE, NEW YORK, NY 10028 212.744.4486 WWW.MARYMOUNTNYC.ORG(L-R) Leymah Gbowee & Concepcion Alvarwell in school. And I started University when thecivil war [in Liberia] came and then I stopped. Ididn’t go back to school until I had four kids, andafter an abusive relationship, everything was lost.I went back and got a college degree. And aftera few years I said, I’m going to get a Master’s,and I did.PR: A Master’s in what?LG: A Master’s in conflict transformation andpeace building. I’m thinking of eventually goinginto politics but I’m also thinking I want to makea statement, not just to my daughters but to manyyoung women that even after four kids, your lifeis not over. So I want to do a Ph.D.PR: Sounds fabulous. Which country do youthink you’ll do it in?LG: Well, I don’t know, usually I pray to stepinto these things and wherever the opportunitypresents itself. Given now that I have three kidshere going to school…PR: In New York City?LG: One is in Virginia, one is in Ohio, one ishere. I would probably decide the U.S. is the placeto stay and do it.#Leymah Gbowee was introduced by MarymountSchool Headmistress Concepcion Alvar andreceived a standing ovation after she spoke.gain knowledge about other people’s cultures. Nextyear, I want to study abroad in Spain or Argentina.Spain is another European country; Argentina isSouth American and the tango originated there. Thestudy-abroad trip made me appreciate my homecountry because the media only shows you thealluring side of Italy and sometimes the grass is notalways greener on the other side. #Dominique Carson is a student at Brooklyn College.Discover Marymount

16 Women Shaping History :: Future Leaders | MARCH/APRIL 2011Future Leader: Amanda EvansFuture Leader: Catherine RolfeIf you are a student, what college do youattend, and what is your major? If you work,what kind of work do you do?Barnard College, Columbia University.English Major, Political Science Minor. I internat the Columbia/Barnard Rape Crisis/Anti-Violence Support Center.What are some of the challenges you havefaced and how did you resolve them?As a student with a passion for ending sexualand relationship violence on college campuses,I am constantly faced with the overwhelmingnature of the problem and the feeling that violenceis constantly perpetuated. I seek solacethat every day my peers and I at the Rape Crisis/Anti-Violence Support center spread awarenessin an attempt to end violence. We are gettingone step closer to ending it, no matter how smallthat step may be.What are some of the accomplishmentsyou’re proudest of?Working at the Rape Crisis/Anti ViolenceSupport as an intern and peer educator I havehelped to plan many events and workshopsthat seek to prevent sexual violence on collegecampuses. Specifically in October I plannedan event around stopping intimate partner violence.Who have been the most influential mentorsin your life?My mother has always supported me in all myendeavors, big or small, and reminded me neverto give up in the face of adversity.What would you describe as a turningpoint in your life?My acceptance to Barnard College and mytime thus far as a student here has definitelybeen the most definitive time period of my life.I have been able to immerse myself in all collegelife has to offer and establish my identityas a Barnard woman.What are your future goals?After college I hope to go to Teachers Collegeand become an English teacher in New YorkCity, as well as become an advocate at hospitalsin New York City for victims of sexual andrelationship violence. #Future Leader: Rachel GellertIf you are a student, what college do youattend, and what is your major? If you work,what kind of work do you do?I am a student at New York University, with amajor in politics and a minor in social and publicpolicy.What are some of the challenges you havefaced and how did you resolve them?I grew up in a difficult lower-income publicschool district that truly lacks the resources tomotivate its students. Both of my parents arecollege graduates, so I was lucky enough to begiven many more advantages than most of mypeers. But I was always so frustrated and angryat a system that kept a lot of my friends frombelieving they could be successful. As I’ve gottenolder I have made a point to turn that frustrationinto a passion for change. I can step back and usemy opportunities at NYU and in New York Cityto study and explore what I can do to make a difference.Thanks to my friends and where I wasraised, I am able to relate personally to studentsstruggling in a failing education system and Ihave first-hand knowledge of what needs to happenfor things to get better.What are some of the accomplishmentsyou’re proudest of?Right now, I am proud to be a full-time collegestudent and varsity track athlete. I also work fora non-profit organization called Charley’s Fund.The charity raises money in the fight to cureDuchenne Muscular Dystrophy and is namedfor a young boy I babysit for. Through Charley’sFund, I started an advocacy program that inspiresteens with the power of social action and nonprofitwork. I still keep in touch with the studentsfrom my first program and the passion I was ableto spark in them is my most rewarding achievement.Who have been the most influential mentorsin your life?I am blessed to have had many influentialmentors throughout my life. In this long list ofgreat teachers and friends, there are a few whoreally stand out. First is my high school AP U.S.History teacher, Mr. Mark Lant. Aside from beingan outstanding teacher, Mr. Lant challenged meto participate in the American Legion Oratoricalcontest and coached me to take second in thestate. Thanks to his energetic guidance, supportand inspiration, I developed a love for constitutionallaw, public speaking and the political process.Second is Tracy Seckler, founder and CEOof Charley’s Fund. Tracy’s strength and ambitionhave made Charley’s Fund a $17 million organizationand inspired me to believe that everyonehas the power to make a difference. Third ismy Uncle Bill. He introduced me to the DailyShow, challenges me to question everything andis perhaps the smartest person I know. Last, butcertainly not least, are my parents. Whether itwas driving me to activities, editing my papers orcheering for me from the stands, my parents havemade it possible for me to become the person Iam today. They have always encouraged me tobe strong and passionate and nothing is morecomforting than knowing I have their support inanything I aspire to do or be.What would you describe as a turning pointin your life?A huge turning point in my life was when I leftmy rural home in Columbia County, N.Y. andmoved into New York City for college. The firstday I walked to class through Washington SquarePark, it was as if I could feel my world expandingwith every step. I suddenly felt like I was growingup faster than ever and being thrown into anew life of responsibility, change and unforeseeableopportunity — it was exhilarating andequally scary. The energy of New York City iscontagious and living here, while overwhelmingIf you are a student, what college do youattend, and what is your major? If you work,what kind of work do you do?I am a junior at Barnard College and I’m studyingPolitical Science.What are some of the challenges you havefaced and how did you resolve them?The biggest challenge I’ve had to face thusfar is struggling with depression. During mysophomore year of college, I went about 4months before really getting diagnosed and seekingtreatment. It was awful. I truly cannot imagineanything worse than suffering from majordepression, and it took over my entire life. But,I was lucky enough to find help, and gradually, Igot better. It took me a long time to understanddepression, and the fact that having a mentalhealth condition isn’t something you can justsnap yourself out of. Sometimes, you need to askfor help.What are some of the accomplishmentsyou’re proudest of?In that vein, I’m proudest of how I recoveredfrom my depression. I was attending a big stateschool at the time, and I wasn’t very happy with it(which was, of course, exacerbated by my depressionat the time). So, I applied to transfer schools,and was lucky enough to get into Barnard here inNew York. Looking back and remembering howawful I felt, I still can’t really believe I managedto get myself together enough to do those applications.I felt so crappy, it’s a miracle I managedto stay in school at all, let alone get accepted to aschool like Barnard. I feel very lucky.Who have been the most influential mentorsin your life?My family (all of them).What would you describe as a turning pointin your life?As I’ve described, the decision to transferschools and come to New York City. I think thatdecision was also kind of triggered by a trip Itook to Ecuador during the summer of 2009. IRita DiMartinocontinued from page 14and accelerate the program’s assistance in theareas of child health, nutrition, water supply,sanitation, and education, and many otherboards and commissions where I assisted inenhancing the lives of people I am also proud ofhaving had the opportunity to participate in 12International Electoral Missions to places likeAfrica, Europe, Asia and the Americas, andserving as an ambassador for peace in SouthKorea and Israel.Most Influential Mentors:There have been too many to mention, butone example of an influential mentor in my lifewas Daniel Scavone, a retired police officerwho strongly insisted that I continue with mygraduate studies at a time when I was too tiredand dispirited to continue my studies as a singlemother with three children and a full-time job.My mother was a religious person and a mentor,also. She instilled in me at a very youngage a strong sense of values, and the importanceof attaining a good education. She was agreat inspiration.Turning Points:at times, is a great source of inspiration.What are your future goals?When it comes to my future, I wish I had tenmillion lives to live. I want to travel the worldand make friends on every continent. I want tobreak an NYU track record, learn to speak flawlessSpanish and ski-dive by graduation. As faras concrete academic/career goals are concerned,I am not entirely sure yet what I want to do. Iwas a volunteer English teacher in two coastaltowns, and the trip really opened my eyes tounderstanding what life is like outside the UnitedStates. It was the first time I’d traveled abroadalone, and the experience really taught me a lotabout myself. I came back with a lot more confidenceand self-awareness, and I think that’s whatmade me realize that I wasn’t where I wanted tobe—and what made me do something about it.While I was making the decision to transferabout 6 months later, I was also interning atthe Missouri House of Representatives in theCommunications department, and that made abig impact on my professional goals. I reallyloved working there because my co-workerswere amazing, but I also got some really greatexperience working in a government office. Itdefinitely influenced my decision to major inPolitical Science here at Barnard.What are your future goals?Graduate college! Then we’ll see what happens.I’d like to be a Peace Corps volunteer, andthen maybe I’ll go to law school. Regardless ofwhat profession I end up in, I hope to be involvedin some sort of public interest work (and preferablywork that involves traveling abroad). But,ask me tomorrow and that answer will probablychange.A most important turning point in my life wasPresident Ronald Reagan’s appointment of meas the U.S. Ambassador to UNICEF. It openedup a whole new world that I knew nothing aboutuntil then.Future Goals:My future goals are to continue serving onboards and commissions where I can continueto learn, and where I derive a tremendousamount of pleasure in helping others. It isimportant that we women understand and knowthe tools available to effectively influence decisionsfrom the top down in the areas of social,economic needs.I believe in, and I am always dedicated tothe importance of public higher education aswell as health services for the improvement ofpeople’s lives.Right now, I am serving on the CUNY Boardof Trustees, the New York State Commission onCommunity and national Service, the NationalEndowment for Democracy, the Inter-AmericanFoundation, the Cuban-American nationalCouncil, the Committee for Hispanic Childrenand Family, and of course, the Bronx-LebanonHospital Board of trustees where I have servedfor more than 20 years. I also enjoy serving as amember of the Council on Foreign Relations. #have fallen in love with the non-profit sector andintend to pursue a career in that field. I would notbe surprised if law school is in my future and/or amaster’s degree in public administration. I have apassion for working with children and I dream ofparticipating in Teach For America after college.At some point I will definitely volunteer or workabroad, but more than anything I want to comehome and help fix the broken systems here.

18 CAMPS ■ EDUCATION UPDATE ■ MARCH/APRIL 2011FROM THE SUPERINTENDENT’S DESKPlan Now for Summer to Give YourChild the Best OpportunitiesBy Carole G. Hankinwith Deborah FrenchSpring is finally here — though I wonderedmore than once over the past few months whetherit would ever arrive, didn’t you? We’re justbeginning to see green returning to trees that werebare, but just as surely as spring has replaced thewinter, summer will come along before we knowit. Now is a great time to start planning summeractivities for your children, while registrationlists and calendars are still open. Camps, sportsprograms, travel and other organized activitiesoffer many wonderful benefits for kids — butspots can fill up quickly.We all think of summer as a time for relaxing,and children as well as adults need to beable to enjoy some “down time.” But with toomuch free time, kids are likely to cool off fromthe heat by plopping down in front of the TV orgrabbing the video game controller. Sure, a littletime spent this way is fine, but children needphysical exercise and mental stimulation forhealthy development.Camps, whether overnight or day programs,help children develop confidence as they’rechallenged to try new things. Kids often discovertheir own previously untapped interestswhen they attend camp. Meeting new friendsand engaging in fun group activities also helpsthem develop their social skills and feel a senseof belonging.If your child enjoys a particular sport, you maywant to consider a camp aimed at skill development.Sports camps and day programs can beUsdanThisSummer:AMERICA’SPREMIERARTSDAY CAMPa terrific way to help kids develop self-esteemas they improve their abilities in an activitythey enjoy.Traveling with your children or making arrangementsfor them to visit with out-of-town relativesor friends are other great ways to introduce newexperiences. Family vacations to other countriesor territories can be fantastic learning opportunitiesfor kids. They’ll soak up history, cultural arts,language and more without even trying. If you doplan a trip, you might ask your kids to conduct alittle research on the Internet — a few interestingfacts about the area you’re traveling to can be themakings of a fun trivia game.You don’t need to leave the country to provideyour children with a wonderful travel experience.Music, Art, Theater, Dance, Writing, Nature & Ecology,Organic Gardening, Chess, Swimming, Tennis.Air-conditioned buses from all NY-area neighborhoods.Weekdays: 4 or 7 weeks. Tuition: $2,750-$3,650 plustransportation and • 631-643-7900 631-643-7900• 212-772-6060Selecting A Camp For YourSpecial Needs ChildBy Gina Maranga,Director of Program Operations,Block InstituteWhen selecting a summer camp for your childwith special needs, first ask yourself if the child isready for the camp experience. Then determine ifit should be a day camp, a sleep away camp, or ashort-term Respite Camp. Another considerationshould be how much time the child should spendin camp. Is it the child’s first experience in acamp setting?Additional questions to consider include:If your child needs a special diet, can the campprovide appropriate meals? If the camp is unableto provide food to accommodate the needs ofPlan an adventure, even if it’s a short driving trip.Depending on the ages of your children, you mayeven want to let them select the destination. Justgive them a maximum travel distance, and oncethey’ve decided where they’d like to go, havethem plan an itinerary. This works especiallywell with older children who may not show muchenthusiasm at first for taking a family trip.Here’s a suggestion for a cost-free way to providesome structure and interaction for your childthis summer: If he or she has a special friendnearby, consider arranging an “exchange” withthe other child’s family by offering to have theirchild stay with you for one week and vice versa.This can be a delightful treat for the two children,as well as a nice break for the parents.Some children will have plenty of ideas of theirown about what they’d like to do this summer,and some may be reluctant to participate in structuredactivities at all. If the latter describes yourchild, give him or her a few appealing options tochoose from. Whatever your children’s interestsare, you’ll be more likely to find great activitiesand programs if you begin well before that lastschool bell in June. #SELF-DEFINING MEDIUMSFreestanding Works by Members of Usdan’sHonors Art IntensiveIn Manhattan: March 1 – April 4 at The LobbyGallery, 430 Park AvenueOn Long Island: April 5 - May 2 at the TillesCenter AtriumFree and Open to the PublicWorks by students of Usdan Center for theCreative and Performing Arts’ Honors ArtIntensive will be exhibited at two public spacesduring March and April 2011. Previous pieces bythese students have been presented at major publicvenues in New York City and on Long Island.Usdan Center ( is the nationallyrenowned summer arts day camp now enteringits 44th season. Usdan is situated on a 200-acre woodland campus in the Huntington area ofLong Island. Featuring more than 40 programs inmusic, dance, theater, visual arts, creative writing,nature and ecology and chess, Usdan Centerhas introduced the arts to more than 50,000children, ages 6-18. Most programs are open toall, with no audition required, and children attendfrom Long Island, New York City, and throughoutthe Tri-State Area, many on scholarship.Usdan alumni include Natalie Portman, MariahCarey, Jane Monheit, and members of Broadwaycasts, and major music and dance ensembles.From March 1 – April 4, the exhibit, titled Self-Defining Mediums, freestanding works coveringa variety of themes -- several tied to current worldissues -- runs at The Lobby Gallery at 430 ParkAvenue in Manhattan; the exhibit then travels toLong Island, where it will be presented April 5to May 2 in the Atrium at Tilles Center for thePerforming Arts on the C.W. Post Campus ofyour child then find out if the camp allows parentsto provide meals for the child. Also, keep inmind that this may not be the best time for yourchild to experiment with new foods that may beunfamiliar.If physical accessibility is an issue, what’s thelayout of the camp? Parents of special needschildren who require handicapped accessiblefacilities should take a close look at the buildings,the walkways (are they paved?), the restroomsand recreational facilities. If special provisionsneed to be made for your child, get an assurancein advance that the camp is willing to do so. Ifyour child has problems with memory or recognition,are the buildings easily identifiable? Everylittle detail can make a big difference for a specialneeds child.Do staff members have a background workingwith kids with special needs? Find out howif staff members have experience dealing withyour child’s specific needs, or will this be a newexperience for them. This is especially importantif your child has behavioral issues. Parents shouldplan early in the year to look at a list of campsthat specialize in meeting the needs of their child,so that the summer is a time of healthy and funactivities that meet the abilities of the campers.What’s the procedure if your child develops acomplication related to his or her medical problems?Make sure the camp has a plan in place andis aware of the nearest hospitals. It’s also importantto make sure that if your child needs specializedtreatment it’s available at the hospitals.What is the staff like? Parents may want toattend a camp orientation, along with their child,to meet staff and help their child with specialneeds learn who will be caring for them duringcamp. Families of special needs children willmost likely be asked to supply written paperworkregarding their child’s disability, likes anddislikes, in addition to any other informationrequired of campers anywhere.Usdan Center Public Art Exhibits,In March And April 2011Long Island University in Brookville, hosted byTilles Center. In both venues, the exhibit is freeand open to the public.The Usdan Honors Art Intensive, a selective,pre-professional program with 11th and 12thgrade students whose work has been exhibitedat the Heckscher Museum, the HuntingtonLibrary, and The Lobby Gallery, premiered theexhibit August 2-9 at the North Gallery at UsdanCenter. The artists are Sarah Hartigan, KyleMontemurro, Mirella Nappi, Rebecca Sisoski,Emily Rabinowitz and Brandon Wall. TheIntensive, taught by Craig Mateyunas and hisassistant, Hillary Broder, with guidance fromRochelle Morgan, Art Department Chair, hasbeen a year-round selective program of advancedstudio art, museum study, and career preparation.Tilles Center, Long Island’s premier concerthall, has long hosted exhibits in its public spacesby faculty and students of the C.W. Post ArtDept., students from local schools, and professionalartists.More than 1500 students annually attend UsdanCenter, transported by air-conditioned buses.The Center, at 185 Colonial Springs Road inHuntington, is open to all young people fromage 6 to 18. Although the mission of the Centeris for every child to establish a relationship withthe arts, the unique stimulation of the Center hascaused many to go on to arts careers. Usdan isan agency of the UJA-Federation of New York.The Center is currently hosting several OpenHouses for its 2011 season, on Sundays March27 and May 15, 2011; and Wednesdays: February23 and April 20, 2011. For information, call(212) 772-6060 or (631) 643-7900, write to,or visit #

New York City • MARCH/APRIL 2011 • 19Comprehensive Autism TreatmentCenter Coming to NewYork-Presbyterian HospitalNewYork-Presbyterian Hospital, along with itsaffiliated medical schools Columbia UniversityCollege of Physicians and Surgeons and WeillCornell Medical College, announced its collaborationwith the New York Center for Autismto establish the Institute for Brain Development,a comprehensive, state-of-the-art institute dedicatedto addressing the pressing clinical needsof individuals living with autism spectrum disordersand other developmental disorders of thebrain, across their lifespan.The institute, situated on the hospital’s 214-acre campus in White Plains, N.Y., will be acenter of excellence for best-practice evaluationsand treatments. It is expected to open in2012 and will be a resource for communitybasedproviders and families.According to the U.S. Centers for DiseaseControl and Prevention, autism spectrum disordersaffect one in 110 children and one in70 boys. An estimated 1 million to 1.5 millionAmerican adults and children live with anautism spectrum disorder.Through an integrated clinical program andaffiliations with other organizations, the Institutefor Brain Development will create a fertileenvironment for the development of innovativediagnostic and treatment services, training ofhealth care professionals from diverse disciplines,and the rapid integration of findings fromclinical and translational research into practice.The New York Center for Autism, led by LauraSlatkin and Ilene Lainer, and with a generouscontribution from Marilyn and James Simons ofthe Simons Foundation, has provided essentialguidance and support in the formation of theInstitute for Brain Development. Additionalsupport for the institute is provided by AutismSpeaks, North America’s largest autism researchand advocacy organization, founded by HospitalTrustee Bob Wright and his wife, Suzanne.“We are sincerely grateful for the supportof the autism community, especially NewYork Center for Autism’s contribution andleadership as well as the seed money fromMarilyn and James Simons, which make theInstitute for Brain Development possible,” saysDr. Herbert Pardes, president and CEO ofNewYork-Presbyterian Hospital. “Their dedicationto improving health care resources forpatients with autism spectrum disorders willchange the lives of countless individuals andtheir families.”“As parents of an autistic child, my husband,Harry, and I are especially gratified that theNew York Center for Autism could play such animportant role in making this Institute a reality,”says Laura Slatkin. “We are honored to be workingwith three outstanding institutions to bringthis important initiative to fruition.”The Institute for Brain Development willcare for patients at all life stages, from infancythrough adulthood, with the whole spectrumof developmental disorders including autismand those with Asperger’s syndrome and highfunctioningautism.For children with autism, the institute willtake a unique approach that works closely withparents to guide them as they arrange for care intheir home community. These innovative “gapservices” are crucial for the child and familyas they plan for the child’s development andfuture treatment, says Dr. John Walkup, directorof child and adolescent psychiatry at NewYork-Presbyterian Hospital/Weill Cornell MedicalCenter and vice chair of the Department ofPsychiatry at Weill Cornell Medical College.“In the current care system, families oftenhave the burden of finding and coordinatingcare for their child,” Dr. Walkup says. “Theinstitute will serve as a bridge, linking childrenand their families to a full spectrum of interventions.”A comprehensive array of evaluation anddiagnostic services will help identify the issueearly, which, Dr. Walkup notes, will improvethe child’s chances for optimal developmentand socialization.The institute’s multidisciplinary clinical teamcomprises physician-faculty from ColumbiaUniversity Medical Center and Weill CornellMedical College in pediatrics, psychology, neurology,psychiatry and other disciplines, as wellas specialists in speech and language, physical,occupational and behavioral therapies.“Our coordinated and integrative careapproach will facilitate collaboration amongexperts from each discipline, improving patientcare across the board,” says Dr. Jack Barchas,chairman of the Department of Psychiatry atWeill Cornell Medical College and psychiatristin-chiefat NewYork-Presbyterian Hospital/Weill Cornell Medical Center. “In addition toensuring the development of best practices,it will minimize stress on patients and theirfamilies and provide the most sophisticated careunder one roof.”Alongside its mission of comprehensive care,the institute will support work to advanceeffective new treatments and train the nextgeneration of brain development specialists.“Cutting-edge research and innovative clinicaltechniques allow us to provide the mostadvanced care for children and adults withautism,” says Dr. Bradley Peterson, chief ofchild and adolescent psychiatry at NewYork-Presbyterian Hospital/Columbia UniversityMedical Center and director of MRI Researchat Columbia University College of Physiciansand Surgeons. “For example, one of the moreunique treatment methods that is currentlybeing developed here at NewYork-Presbyterianis the use of computer-based techniques toteach non-verbal children with autism how toread. By using written language and mathematics,which operate on different neural systemsthan spoken words, we’re taking a back-doorapproach to engage thoughtful communicationin these children.”“Autism treatment and research is a top priorityat NewYork-Presbyterian, Weill CornellMedical College and Columbia UniversityMedical Center,” says Dr. Jeffrey Lieberman,chairman of the Department of Psychiatry atColumbia University College of Physicians andSurgeons and psychiatrist-in-chief at NewYork-Presbyterian Hospital/Columbia UniversityMedical Center. “The establishment of theInstitute for Brain Development is a criticalcomponent of a major initiative to understandthe nature of this devastating illness, to developtreatments to limit its effects, and ultimately toprevent its occurrence.” #Nashville’s Only Four-StarRestaurant Teams Up With CharterSchool for Nutrition EducationIn Nashville, Tenn., a new program to attackchildhood hunger and obesity caused by poornutrition combines hands-on gardening experiencewith classroom instruction to show childrenhow to make the right choices in what they eat.The gardening experience happens at the historicGlen Leven estate, a pre-Civil War, 66-acreurban farmstead and home five miles from TheHermitage Hotel that is owned by the Land Trustfor Tennessee. In April 2010, under the directionof Executive Chef Tyler Brown, the hotel planteda period garden at Glen Leven using sustainablefarming practices. Throughout the 2010 growingseason the garden not only supplied the hotel’sfour-star restaurant, the Capitol Grille, it alsoproduced additional crops that were distributed toNashville-area charitable organizations.The new educational program resulted froma field trip in September when The Land Trustinvited LEAD Academy seventh-grade studentsto visit Glen Leven — an opportunity for someof the students to visit a farm for the first time.From this initial visit, the partnership betweenthe hotel, the Land Trust and the charter schoolgrew into a year-long program about food andgood nutrition that reinforces classroom lessonswith experience in the Glen Leven garden.Using the garden at Glen Leven as a backdropfor learning was a natural fit. “Not onlydo the students learn from what we share withthem but they also have a chance to experiencea bit of nature right in the middle of the city,”said Brown.After the students’ visit to the garden, Brownmet with LEAD Academy faculty to designprogramming for the rest of the school year thatincorporates food and nutrition into the school’score curriculum. More than 90 percent of thestudents who attend LEAD Academy are on thefree- or reduced-lunch program so incorporatinga program about nutrition into the learning processis crucial. Brown was inspired to work onthis program by his continued work with ShareOur Strength, an organization focused on endingchildhood hunger by 2015.Capital Grille of the Hermitage HotelChef/Farmer Tyler BrownBrown visits LEAD Academy every othermonth to serve a delicious lunch and talk withstudents about how his work relies on the kindsof knowledge the students are learning. Forexample, during his first visit to the school inNovember Brown talked about how preparingmeals uses the knowledge of ratios andproportions that the students were studying.After meeting with the students, Brown shares anutritious lunch prepared with vegetables fromthe Glen Leven garden and meats provided byarea farmers whose methods and stock meet hishigh standards.The topics of upcoming sessions will includesocial studies, with a focus us on how differentcultures have influenced Southern Cuisine;history, where the students will explore historicmenus to learn why and how our eating habitshave changed; and the science of food, with astrong emphasis on the chemistry of cooking.Students will also visit Glen Leven again in thespring when Brown, his staff and a group of TheLandTrust’s volunteers begin planting in thegarden. #

20 COLLEGES & GRADuate Schools ■ EDUCATION UPDATE ■ MARCH/APRIL 2011The DEAN’S COLUMNAnticipating Heads and TailsBy Alfred Posamentier, Ph.D.With the recent emphasis on the study of probabilityat many secondary school grade levels— where not so many years ago the topic wasrelegated to the end of the Advanced Algebracourse — there are many misconceptions thatneed to be addressed, as well as enlightenmentsthat can, and ought to be introduced. Take forexample, the person flipping a coin nine timesgets all heads. The usual thinking is that on thenext try — the tenth — a tail will surely comeup. Not true! Each flip of the coin is independentof the previous ones. This is a misconception thatought to be emphasized at the earliest stages ofthe study of probability.Then there are many skillful ways to investigateprobability questions. Here is a lovely littleexample that will show how some clever reasoning,along with algebraic knowledge of the mostelementary kind, will help solve a seeminglyimpossibly difficult problem.Have your students consider the followingproblem:You are seated at a table in a dark room. On thetable there are 12 pennies, 5 of which are headsup and 7 are tails up. (You know where the coinsare, so you can move or flip any coin, but becauseit is dark you will not know if the coin you aretouching was originally heads up or tails up.) Youare to separate the coins into two piles (possiblyflipping some of them) so that when the lights areturned on there will be an equal number of headsLet’s cut to the quick. You might actually wantto have your students try it with 12 coins. Here iswhat you have them do. Separate the coins intotwo piles, of 5 and 7 coins, respectively. Then flipover the coins in the smaller pile. Now both pileswill have the same number of heads! That’s all!They will think this is magic. How did this happen?Well, this is where algebra helps understandwhat was actually done.Let’s say that when they separate the coins inthe dark room, h heads will end up in the 7-coinpile. Then the other pile, the 5-coin pile, willhave 5-h heads and 5-(5-h) = tails. When theyflip all the coins in the smaller pile, the 5-h headsbecome tails and the h tails become heads. Noweach pile contains h heads! What an awed reactionyou will get! #Dr. Alfred Posamentier is dean of the School ofEducation and professor of mathematics educationat Mercy College. He is also author of over45 Mathematics books, including: MathematicalBy Rachel GellertIt seems that nowadays everything can be measuredby rank. Our society craves to discover whoor what is number one. In this competitive atmospheresuccess is only measured by being namedthe best with no regard to what it takes to get there.This system may work perfectly for finding the finestpizza in Manhattan, but is it really a productiveway to compare top-tier international universities?Jurgen Enders, director of the Center for HigherEducation Policy Studies (CHEPS) at University ofTwente, says no. At a seminar called “InternationalUniversity Rankings and the Race for World-ClassStatus,” hosted by The Steinhardt Institute forHigher Education Policy at NYU, Enders discussedhow the rankings system creates a socialorder that has begun to affect the structure of highereducation both nationally and internationally. Anorganized list clearly ordering the top universitiessignificantly reduces complexity for prospectivestudents, professors and employers. While desperatelywanting to know which university is first, weforget that there is virtually no difference betweenrank number one and number two. In reality, saysEnders, “there is barely any significant differencebetween number one and number ten.” However,this race for winning status creates a ‘quasi-market’in which universities depend on a cycle of reputation,in each pile.Amazements and Surprises (Prometheus,money, and self-fulfilling prophecies to stayTheir first reaction is likely to be: “You mustbe kidding! How can anyone do this task withoutseeing which coins are heads or tails up?” This iswhere a most clever ® (yet incredibly simple) use ofalgebra will be the key to the solution.®2009) Math Wonders to Inspire Teachers andStudents (ASCD, 2003), and The FabulousFibonacci Numbers (Prometheus, 2007), andmember of the New York State MathematicsStandards Committee.competitive, sometimes at the cost of students’best interests.Enders reminds us that rankings only reflectthe aspects of higher education we can accuratelymeasure. This results in a widespread emphasis onthings like reputation by peer appraisal, industryincome, library size and the number of times facultymembers are cited in scholarly journals. The®®®Times Higher Education rankings use surveys ofSAT®in a Day Boot Campacademic reputation to make up nearly 34.5 percentof their total. However, as Einstein said, quotedso accurately by D.D. Guttenplan of the NewYork Times in an article about university rankings:®“Not everything that can be counted counts, andnot everything that counts can be counted.”SAT®in in a Day Day Boot Boot Camp Camp®®Feel unprepared for the SAT?® Enders also discussed the great deal of bias that®• ®plays into the development of any ranking system,especially one that has been developed by the epis-Feel Learn to Tackle unprepared the SAT for for the the SAT? SAT?exam• Learn Everything You Need to Perfect• Learn from the Best How temic elite of a certain disciplinary. For instance, heLearn to to Tackle Tackle the the SAT SAT• Learn to Tackle the SAT ® examtoYour Scoreexam • Learn Everything Learn Everything You Need You to Perfect Need to PerfectAce the TEST examLearn • Everything Advanced, You fast Need paced, to Perfect successful explains how certain types of research are weightedLearn from the the Best Best How How to toYour Score Your Score®more heavily than others and there is a great bias• Learn Intense from SAT the Best Prep How Designed toYour Score strategiesto the field of science. Since universities are rankedAce Ace the the TEST TEST• Advanced, Advanced, Advanced, fast paced,fast paced, fast successfulsuccessful paced, successfulEspecially for the Busy StudentSATon a whole, international rankings systems tendSAT ® Prep Designedstrategies • Taught by SAT• Intense SAT Prep Prep Designed Designed strategies strategiesto favor older, larger, and more comprehensiveDay Boot Especially for the Busy Student• Taught by SAT for the Busy StudentTaught by SAT ® Test Experts WhoEspeciallyBoot Campfor theCampTest Experts WhoWho Seeks a Top SAT ® CourseScored in the Top 1%Busy Student• Taught Test by SAT Experts Test Who Experts Who universities. While revealing the formula behindWho Seeks a Top Top ® CourseScored in the Top 1%Who Seeks®a Top Course®® Course ® Scored in the Top 1%many top-ranking systems, Enders shows how it isBooks, Materials and LunchPay Scored by credit in the card Top or check: 1% $399d impossible to have a top-tier international universitywithout a well-established engineering and/orpared for SAT will Books, the be for Materials provided SAT? in and the Lunch a SAT? Day Pay Boot by credit Ask about card or Scholarshipscheck: Camp$399Books, Materials and LunchPay by credit card or check: $399will be providedAsk about Scholarshipsm• Learn Everything will •Books,Learn be provided You EverythingMaterials Need to and Perfect YouLunchNeed to PerfectPay by credit card or check: $399Ask about Scholarshipsmedical school. There is also a strong bias towardwill2011 Boot Camp Dates:English, disadvantaging universities whose facultyHeld at2011 beBoot ®Your Score 2011 Boot provided Camp Dates:Held Ask about at ScholarshipsFeel Sunday, Camp January unprepared Dates: 16 (10 am to 6 pm) Held at for Marymount the Manhattan SAT? College• Advanced, fast Sunday, January 16 (10 am to 6 pm) Marymount Manhattan Collegemembers publish in other languages.• 2011 Advanced, paced, successfulBoot January Camp fast16paced, Dates:successfulto pm) Marymount Manhattan CollegeSunday, March 6 (10 am to 6 pm)221 East Held 71st atstrategies • Sunday, Learn StreetCraig Calhoun, University Professor of SocialMarch am to pm)221 East 71st Streetstrategies to March Tackle the 6 (10 SAT am ® exam to 6 pm)221 East 71st Street• Learn Everything You Need to PerfectSunday, May May January 1 1 (10 (10 am 16 am to (10 6 to pm) am 6 pm) to 6 pm) (betweenMarymount2nd & 3rd Avenues)Manhattan Collegeent• Learn May (10 am to pm)(between 2nd 3rd Avenues)Taught from by March SAT the ® Best Test29 (10 6 am (10 Experts How toYour Score (between 2nd & 3rd Avenues)• Taught by SAT ® Test Experts WhoSunday, May 29 (10 am to am 6 to pm) to Who 66 pm)New York, New 221 NY East York, 10021 71st NY Street 10021se Scored in the Ace May 29 (10 am to pm)New York, NY 10021Sunday, Scored Top the 1% in TESTMay the Top 1 (10 1%• Advanced,am to 6 pm)(betweenfast paced,2nd &successful3rd Avenues)• For more information:Sunday, Intense SAT May Prep 29 (10 Designedstrategiesam to 6 pm)New York, For more NY information: For 10021 more information:Pay by credit card Pay Especially by or check: credit online for card $399at: the or Busy check: Student $399• Taught by SAT at:Call:Call: Test(212)(212) Experts650-3552650-3552WhoAsk about Scholarships Register online at:Ask Who about Seeks Scholarshipsa Top SAT SAT is a registered trademark of the College Board,For more information:SAT is a which registered was not trademark involved of in the the College production Board, of,which was and not does involved not in endorse the production this product. of,CourseScored in the Top 1% Call: (212) 650-3552Cell:Cell:(917)(917)375-0497375-0497Not and affiliated does not with endorse Columbia this University. product.Held at Heldwww.ColumbiaScholarsPrep.comRegister at online at:Cell: Call: (917) (212) 375-0497650-3552Not affiliated with Columbia University.Books,6 Marymount pm) Manhattan MarymountMaterials College Manhattanand LunchCollegePay by credit card or check: $399willm) 221 East 71st Street 221 www.ColumbiaScholarsPrep.combeEastprovided71st StreetAsk about ScholarshipsCell: (917) 375-0497)(between 2nd2011(between & 3rd Avenues)Boot2ndCamp& 3rdDates:Avenues)Held atm) New York, NY 10021Sunday,New York,JanuaryNY 1002116 (10 am to 6 pm) Marymount Manhattan CollegeFor Sunday, more March information: For6more(10 aminformation:to 6 pm)221 East 71st StreetSunday, May 1 (10 am to 6 pm)(between 2nd & 3rd Avenues)Call: Sunday, (212) May Call: 29 650-3552(10(212) am to 6650-3552pm)New York, NY Cell: (917) Cell: 375-0497 (917) 375-0497Register online at:www.ColumbiaScholarsPrep.comSAT is a registered trademark of theSATCollegeis a registeredBoard,trademark of the College Board,which was not involved in the productionwhichof,was not involved in the production of,and does not endorse this product.and does not endorse this product.Not affiliated with Columbia University.Not affiliated with Columbia University.For more information:Call: (212) 650-3552Cell: (917) 375-0497SAT is a registered trademark of the College Board, whichwas not involved in the production of,and does not endorse this product.Not affiliated with Columbia University.The Ranking Game:Who wins, who loses?International University Rankingsand the Race for World-Class StatusScience at New York University adds to the conversationby highlighting how the rankings systemsolidifies many class inequalities and limitsthe accessibility of higher education. Calhoundescribes how financial aid is no longer given outon an entirely need-based system. Many universitiesspend incredible amounts of money competingfor the small number of top students who havethe high scores and grades to raise overall rankings.This leaves significantly less money for theother students who actually need tuition assistance.Calhoun makes Ender’s point abundantly clear:“As resources are devoted to this highly expensiverace for world-class status, nation-specific goals foraccess, equity, and quality teaching may suffer.”Robert H. Frank, Professor of Economicsat Cornell University, agrees with Enders andCalhoun’s conclusions while going on to explainhow in the academic marketplace, too much competitionis really not a good thing. Frank explainshow higher rankings mean more applications, astronger alumni network and more money flowinginto the university. But then, schools developmarketing departments that focus on branding theiruniversities and creating a public image more thanenhancing student life or lowering tuition.The focus, Frank concludes, is no longer onbeing the best university, but rather on beingranked as the best university. It is an unfortunategame where there are lots of losers and very fewwinners. Universities begin to imitate the “top”universities in order to up their rankings, but Frankadds this merely results in standardization acrossthe board, financial waste, and a neglect of thewider purposes of higher education.It is comforting and secure to think that a numericalformula can accurately determine the best andmost influential universities, but realistically this isnot the case. However, when asked if society couldever truly turn away from the rankings system,Enders replies “most likely not.” Enders goes onto explain that society relies heavily on the simplicitythat rankings supply. He acknowledges thecompetitive nature inherent between organizationsand points out that while this global competition isperhaps unproductive, it gives the field a rarely critiquedsense of structure. Therefore, Enders advisesthat the best bet for improvement would not beto eliminate rankings, but rather to regulate andlimit competition and make the rankings systemmore transparent.Enders, Frank and Calhoun all agree that internationaluniversity rankings need to switch theirfocus and use field-based, adoptive criteria topraise the multiple classes and dimensions ofhigher education. They conclude that the importanceshould be on creative teaching, innovativeresearch and challenging opportunities that engagestudents. This is the only way to make universitiesmore accessible and to enhance higher educationacross the globe. #SAT is a registered trademark of the College Board,which was not involved in the production of,and does not endorse this product.Not affiliated with Columbia University.SAT is a registered trademark of the College Board,which was not involved in the production of,and does not endorse this product.Not affiliated with Columbia University.SAT is a registered trademark of the College Board,which was not involved in the production of,and does not endorse this product.www.EducationUpdate.comNot affiliated with Columbia University.

MARCH/APRIL 2011 ■ For Parents, Educators & Students ■ Education update21My Lunch Box ProjectBy Elan RomeroI made a recycling project out of juice pouches.My project was a lunch box. It is importantbecause it saves the world. It helps the environment.It’s recycling. It makes the dump notgrow. The way I made it is I got about 50 juicepouches from my friends. First I got 8 for thesides, then 4 more for the other sides. I tapes thesides together and, tata! You have a lunch box inthe display case at Wagner College.I had help from my brother and my mom. Ihad lots of fun, but it was lot of work. There aremuch more ways to save the planet. Rememberto recycle and make people happy. #Children’s WritingsSeven-year-old Elan Romero is a second grader at P.S. 65 in Staten Island, N.Y. His class participated ina project with Wagner College in Staten Island.Public School 65 joins the efforts with their “Going Green with Wagner College Challenge.” Each studentwas asked to design a useful item made from recycled materials. The winning projects will be judgedon functionality, the students’ ability to demonstrate and explain its use, creativity, overall design andmaterials used. The five winners and nine honorable mention winners will be presented with awards.The Wagner College Athletic Department has teamed up with the Hess Corporation and Public School 65for “Going Green Week”. Hess has purchased certified renewable energy certificates and carbon creditsto offset the energy usage of the Athletic Department for the week while the Wagner College men’sbasketball game on Thursday, February 3rd has been dubbed “Going Green Night.”Hess’ purchase of renewable energy will offset 24 metric tons of carbon dioxide emissions. This is theequivalent of taking 4.6 passenger cars off the road, conserving 2,720 gallons of gasoline, energizing 2American homes for one year and saving 8.2 tons of waste from landfills.TraditionsBy Grace MooneyTraditions.They keep us close.They keep memories alive.They keep families from disconnecting.They stop the “lost contact”,the fake smiles,the stiff hugs,the small talk.They make familiesinto families.Grace is a seventh grader at East Side Middle SchoolGromBy Kate DiamentIt’s a place two blocks awayOn 77th and BroadwayTwo blocks,Two streets,One avenue and325 seconds is all it takesI open the door and the magic beginsThe stereo is playingI hop on lineI look around andCheck out the new flavorsThey change each month“What should I get?”I think to myselfCrema de Grom,Pear,Apple,The Flavor of the MonthOr my usual,StracciatellaWith YogurtI lick my lips with anticipationI can already taste the sweet creamy deliciosogelatoEverything was fine ...til the bill!Kate Diament is a fourth grader at PS 87, Man.Tomorrow’seducaTion leadersaTTendwagner Today.Wagner College challenges students to:• Think critically• Write insightfully• Communicate powerfully• Apply their knowledge in high-needschools, innovative charter schools,and creative after-school programsWagner students excel in the classroom,give back to their communities, andbecome the leaders who can createmeaningful reform in schools. Programaccredited by • 718-390-3464

22 Education update ■ For Parents, Educators & Students ■ MARCH/APRIL 2011Seacamp marine sciences summer campThe Young Man and the SeaBy Adam SugermanImagine teenagers dreaming about snorkelingabove a coral reef, swimming in the warm clearwaters among parrotfish, sea turtles, yellowtails,angelfish and sergeant majors over dozens ofcoral species. Imagine their dreams coming tofruition with the opportunity to spend 18 days ofsummer vacation studying the third largest coralreef in the world… right there! The teens’ experiencessolidify their desire to become marinebiologists, to find a cure to diseases whose secretsare waiting to be discovered in the sea bed, tocreate works of art whose motifs include the greatworld under the ocean’s surface, to become attorneysdedicated to protecting the environment, tobe the next Jacques Cousteau, and to teach futuregenerations of marine biologists. Then duringthe following school year, they convince theirparents, science teachers, principals and schoolsuperintendents to convert an abstraction to reallife by transporting their science classrooms tothe same tropical shoreline described in theirtextbooks, shown on TV’s best nature programs,and posted on YouTube. As the teens get olderand start to consider career choices, they decideto study oceanography, which includes an internshipwith an organization that is nestled in one ofthe world’s most unique ecosystems. Years later, ajob in ecology or research opens up and they starttheir careers in paradise.This dream can certainly become reality.The Seacamp Marine Sciences Summer Camp,which is located in the dream-like setting ofBig Pine Key’s southern shore 30 miles east ofKey West and 110 miles southwest of Miami,founded its camping program on the groundsNJ Panel Grapples with EducationTechnology IssuesBy Judith AquinoMore efforts are needed to promote professionaldevelopment and garner the support of decisionmakersto help schools implement advances intechnology, said panelists at a New Jersey technologyconference.Hosted by Optimum Lightpath, a divisionof Cablevision Systems Corporation, the NewStrategies to Transform Schools & Classroomsconference brought together more than a hundrededucators, administrative leaders and technologyspecialists.“The world and the workforce are changing rapidlyand our students need to keep up,” said keynotespeaker Gene Longo, manager of Learningand Development at Cisco Systems, Inc.Longo gave a video presentation of “A Day inthe Life of a 21st Century Student,” starring ahypothetical high school student, Sally. Using alaptop, smart phone and other electronic devices,Sally communicates with her classmates andcompletes a research project on water quality. Thevideo demonstrated the ways digital technologycan be integrated into a student’s academic andsocial life.A panel of technology experts and educatorsdiscussed the benefits of using new technology inthe classroom and the challenges of implementingchange.“You can lead a horse to water, but you can’tmake it drink,” said David Ullman, CIO at NewJersey Institute of Technology. “We need to demonstratethe value of technology to teachers.”Parents tracking their children’s grades onlineand a quicker means of identifying students whoare struggling were some of the benefits technologycan offer, Ullman said.“Professional development is the backbone ofchanging the use of technology,” said SusanSullivan, educational technology specialist at theNew Jersey Department of Education. “The toolsare out there and we need to help teachers learnhow to empower themselves by using them.”Keynote Speaker Gene LongoThe problem is many tools, such as interactivewhiteboards, are expensive, said Ed Hayward,director of technology at Bergen CountyVocational Schools Department of Education.“We get a lot of requests for bells and whistlesfrom teachers. But we have to go back to professionaldevelopment because without that, all thesefancy tools aren’t useful,” Hayward said.An area where advances in technology arebeing successfully implemented is in “virtual fieldtrips,” said Cathy Timpone, director of Curriculumand Technology at Park Ridge Public Schools.“Video conferencing is a great way to connectwith classrooms around the world,” said Timpone.“One of our middle schools used it to connectwith a class in Japan. You could see how excitedthe students were to speak with students on theother side of the globe. Parents were crowdinginto the room just to watch.”During the conference, Optimum Lightpath alsoawarded $100k in grants across 10 New Jerseyelementary and high schools. The grant recipientswere chosen based on how the funds would beused to create new initiatives and improve theoverall education experience. Some of the programsthat will be funded by the grants includedistance learning, virtual field trips, remote accessto cutting edge applications from the home, creationof a live-stream television studio run bystudents and advanced connection to the natureand practice of science. #Danielle Bennett, an intern with Seacamp disseminates her knowledge of bonnethead sharks, allowingteachers to touch dermal denticles which serve to protect a bonnethead’s skin from parasites.of a defunct hotel in 1966. According to JudyGregoire, the director of the school program, over300,000 campers have spent part of the summerat Seacamp. Youths from ages 12 to 17 can spendan 18-day residential experience in the summeror a five-day camp experience during the schoolyear that includes interactive marine science educationcourses with snorkeling trips to the localcoral reef, hands-on laboratory learning, sailing,SCUBA diving, windsurfing, arts and crafts,kayaking and canoeing. Chuck Brand, who hasbeen with the camp for over 25 years, is proudof Seacamp’s environmental ethic, which is tocultivate a deep appreciation for the fragile naturalworld, which helps lead students to becomegood global citizens and makes learning funand meaningful.Campers live in a dormitory style setting witha community dining hall. Students participatein serving and cleaning up after each meal andrecycle their plastic utensils. Campers learn thatwater is an expensive finite resource in theFlorida Keys, where water must be piped in fromthe mainland. The camp staff stress the need toconserve because students observe how waste candestroy this very fragile ecosystem. Not only dostudents reside among the unique wildlife foundin the waters and low-lying islands of the FloridaKeys National Marine Sanctuary, but also in theNational Key Deer Refuge. At twilight, key deer,an endangered endemic species about the size ofa Great Dane and whose habitat is exclusively onBig Pine Key and No Name Key, frequently grazetheir way through the property.A typical day for a camper is to eat a heartybreakfast and then to take part in a class or workshopoutdoors or in a laboratory. Campers have anarray of activities from which to choose. Studentsmight measure the depths of sea grasses and thesoil in which they are found, or wade through thewarm water to identify sea life. Or they mightlearn about sharks in the classroom, with frequentinterruptions from excited scientists who havespotted a young nurse shark off shore. Afterlunch, students might take a flat top boat ridewhere the white deck serves as a writing board forthe instructor, or they can go snorkeling in LooeKey, which is a groove and spur reef, and part ofthe reef system that parallels the Florida Straits’side of the Keys. After dinner, campers get togetherfor stargazing or continue to observe wildlife inone of the labs. During the day, there are pocketsof free time where students can hone their basketballskills or hang out with their friends.Kia Peters and Dale DiCiocco, students fromthe Leamington District Secondary School inOntario had just completed the five-day program,and said that although their days were structuredand busy, there was enough free time to not feelexhausted, which is common when one is on aStudents Fight for a DreamBy Giovanny PintoFor many young people in this country thethought of reaching economic advancementthrough academia is nothing more then a dream,no matter how hard they work. Juan-Carlos, whowishes to only be identified by his first name, isone of those people. Juan-Carlos graduated twoyears ago from a five-year accelerated programearning both a bachelor’s degree in math andmaster’s degree in education. He should be inthe prime of his career, but instead he is one ofmillions of young illegal immigrants who areheld back by their status.Juan-Carlos came to the United States fromMexico when he was 11. His family made theirway to New York City and Juan-Carlos attendedQueens International High School. There hegraduated with a 4.0 GPA, was involved innumerous student groups and was valedictorianof his graduating class.Through a connection he had made at hisCollege Now program he was able to get anin-house scholarship to a private University onLong Island (he wishes to keep the name of theschool private).After all of his hard work he is unable toachieve his dream of being a teacher because hedoes not have a social security number. As ofnow he works off the books at a car companyas a dispatcher and volunteers for a non-profitwhere he helps teach ESL to adults.“All I want to do is teach,” emphasized Juan-Carlos. “Education is my passion.”He is also an activist for immigration rights.He recently spoke at the New York ImmigrationCoalition’s annual meeting. In early Decemberof last year he spoke on behalf of the TheDevelopment, Relief, and Education of AlienMinors (DREAM) Act. It would offer studentswho meet certain criteria a path to citizenship.Guidelines that must be met include residing inthe country before the age of 16 for at least fiveyears, graduating from a United States HighSchool, and having good moral character. If thelaw would pass the student would also have tovery busy trip. When asked what was memorableabout their experiences, DiCiocco emphasizedthat he didn’t expect to hold a jellyfish, and hefelt a rush of adrenaline when feeding a barracudaand seeing rays. Peters said that although theywere at times within a classroom environment,everything was hands-on. Their science teacher,LeeAnne Carchedi, who accompanied the class,wished that she could bring all of her studentsto Seacamp because the content synergizes withthe school curriculum, and the counselors weregeniuses when it came time to explain conceptsand answer questions.If Seacamp were a dream, it would be the typefrom which one would never want to awaken.But because it is real life, it is a place whereone would want to stay forever and live the lifeof dreams. #Seacamp Marine Sciences Summer Camp;Newfound Harbor Marine www.nhmi.orginfo@nhmi.org1300 Big Pine Avenue, Big Pine Key, FL33043, 1-877-SEACAMP (732-2267)enroll in a higher-education institution or servein the military.The passage of the law picked up steam latelast year as supporters tried to pass it beforea new, primarily Republican congress tookoffice. President Obama, Secretary of EducationArne Duncan, and New York senators ChuckSchumer and Kirsten Gillibrand all supportedthe bill.New York City’s Mayor Bloomberg also cameout in favor of the DREAM Act, saying it wasgood for the city. “Why shouldn’t our economybenefit from the skills these young peoplehave learned right here in our public schools?”wrote Mayor Bloomberg. “They’ve played bythe rules, worked hard, and shown they valueeducation or military service. They are just thekind of immigrants we need to help solve ourunemployment problem.”Those in opposition to the bill argued that itwas an easy path towards amnesty for more then2 million illegal immigrants. They also voicedconcern that the passage of the bill would takeaway already scarce jobs and tuition.At that time Juan-Carlos spoke at NYIC’sevent, The House of Representatives had justpassed the DREAM Act by a margin of 18 votes,while voting was delayed in the Senate. It wasa nervous yet exciting time for him. He spenthis free time networking, calling senators andgathering support on social networks.When asked what would he do if the bill failedthe Senate, he said he would wait it out a fewmore years and if worst comes to worse, go backto Mexico. That means leaving the only life hehas ever known, his friends, his family and startingover from scratch.Less than a week later, the Senate voted downthe DREAM Act, leaving many such as Juan-Carlos to wonder and second-guess their futuresin this country.“I am just one of thousands. We all havedreams, the better future that our parents alwayswanted for us,” expressed Juan-Carlos. “Rightnow there is a wall between me and my goals.” #

MARCH/APRIL 2011 ■ EDUCATION UPDATE ■ COLLEGES & GRADuate Schools 23Dr. Jane Goodall Delivers Keynote at Second Annual Expo at NYUBy Rachel GellertThe energy was contagious in NYU’s Eisnerand Lubin Auditorium as over 250 excitedlocal public middle and high school studentsproudly displayed their team science projects atthe second annual Sci-Ed Innovators Expo &Symposium.” NYU Steinhardt School of Culture,Education, and Human Development and theJhumki Basu Foundation sponsored the event thataims to strengthen engagement in the sciencesand encourage hands-on project-based learningin the classroom.The expo commemorates the work of the lateJhumki Basu, Steinhardt faculty member anddedicated science educator. The Jhumki BasuFoundation, established by Jhumki’s parents,works to make excellent science education availableto students in resource-starved schools. Thefoundation selects dedicated science teachers,many of whom were involved in the expo, andturns them into “Sci-Ed Fellows,” a communityof professionals who can share ideas and techniquesin order to transform the quality of scienceeducation. Looking around at the colorful posters,creative exhibits and incredible PowerPoints,it is clear the Jhumki’s legacy lives on in thesefuture scientists.Teachers, reporters and other guests crowdedaround the display tables as each student teameagerly explained their particular project. CamilaQuintero of East Side Middle School and herteammates read an article about Devils Lake inNorth Dakota and were horrified to learn thatglacier melting is causing the lake to overflowwith devastating consequences. So the team madea model version of Devils Lake to demonstratethe problem, complete with a system of tubesto control the lake’s elevation and salinity. “Itwas so much better than any other project,” saysQuintero. “We actually learned something and wewanted to help.”Just as inspiring was a social action projectexposing the crisis of child slavery hidden in thechocolate industry. Diana Drake, Sorene Mewsand Sofia Carrillo of Chestnut Ridge MiddleSchool spoke with incredible knowledge aboutyoung children harvesting cocoa beans for littlecontinued on page 24My College — My FutureNYSCASASSOCIATE AND BACHELOR DEGREES:Business Management and Administration • Human Services • Psychology • EducationSocial Sciences • Computer Science • Desktop and Web Publishing • Liberal Arts and Sciences** also in conjunction with the School of Health Sciencesnot all programs can be completed at all sitesNEW!Associate in Science in PARALEGAL STUDIES877.369.7227 x1043BACHELOR OF SCIENCE/DOCTOR OF OSTEOPATHIC MEDICINESCIENCE HONORS TRACK 212.463.0400 x5440a 7 year track leading to B.S. and D.O. Degrees at NYSCAS divisionof Touro College and Touro College of Osteopathic MedicineCERTIFICATE PROGRAMS:• DMX—Digital Media Arts | 212.463.0400 x5588• Desktop and Web Publishing | 718.336.6471 x119Other Professional Opportunities: Pre-Law, Pre-Medical, Pre-DentalMANHATTAN: 212.463.0400 x5500 Midtown212.722.1575 x101 UptownBROOKLYN: 718.265.6534 x1003Bensonhurst, Kings Highway, Flatbush,Brighton, Starrett City, Sunset ParkQUEENS: 718.520.5107 Forest Hills718.353.6400 x107 College is an equal opportunity institution

24 Movie & Theater reviews ■ EDUCATION UPDATE ■ MARCH/APRIL 2011Grieving and Getting on in‘Rabbit Hole’By Jan AaronIn “Rabbit Hole,” director John CameronMitchell shows us a an upper-middle-class coupledeadened by grief at the loss of their toddler son,and how they try to get on with their lives thatare now tinged with melancholy. The movie isbased on David Lindsay-Abaire’s stage play ofthe same name. Lindsay-Abaire won a PulitzerPrize this work.Becca (Nicole Kidman) goes about her dailylife, perfectly groomed like a mannequin in astore window. She tends her immaculate gardenand bakes picture-perfect pastries in her tidykitchen. Her husband, Howie (Aaron Eckhart),puts tremendous force behind a squash ball andexudes cheer while making small talk at work.The characters go through the motions of livingfor months after their toddler son was killed by acar when he ran into the street near their home.They express their grief in very different ways:Becca wants to rid her life of every vestige ofher dead son. Howie wants to hold on to everymemory, savoring old videos and the boy’s favoritetoys. In desperation, the couple tries but failsto find solace in a support group.Becca follows Jason — played by Miles Teller,an outstanding newcomer — the driver who hither son. They converse on a park bench. ShePres. Regina PeruggiJane Goodallcontinued from page 14years at night to complete my MBA and doctorate.Clearly, attending class at night and havinga very responsible position during the day wasdifficult. How did I overcome the obstacles…I’m not sure except that once I got on track Ijust kept going. There seemed to be no otherchoice and I had good moral support from lotsof close friends.Other obstacles were more internal. I hadlittle self-confidence for a long time and thatwas difficult to overcome, but I think I startedto meet that challenge by pushing myself intodifficult situations and getting through them.After a while you say…I can get through anything!Accomplishments You’re Proudest Of: I’mproud of having developed the York CollegeCommunity Learning Center many years ago.I’m proud of the CUNY literacy, GED andother adult programs that I was able to expandat the University. I believe that the 11 years Ispent as president of Marymount ManhattanCollege made a difference. I am proud of thework that’s done every day in Central Park andcontinued from page 23to no pay so that Hershey can make its chocolatebars. They enthusiastically explained howawareness and buying fair trade products are thefirst steps to solving the problem. “Obviouslywe want it to end,” says Carrillo, “but for nowwe just push for change and awareness.” Eachdemonstration varied greatly from the next, butall of them glowed with thoughtful experiments,strong conclusions and innovative suggestionsfor the future.After the Expo, the crowds filed into theSkirball Center for Performing Arts for the symposium,including a keynote address by Dr. JaneGoodall, founder of the Jane Goodall Institute,famous primatologist and U.N. Messenger ofPeace. The symposium opened with SteinhardtDean Mary Brabeck and NYU President JohnSexton congratulating both students and teacherson their hard work. Then, with teary eyes, RadhaBasu, Jhumki’s mother and co-founder of thefoundation, described her daughter’s impressivelife and introduced Dr. Goodall as her daughter’sall-time hero.doesn’t want to punish him, but to find out howhe is coping with the accident. Kidman’s actinghere radiates such tenderness at a painful timethat you might find yourself reaching for a tissue.We think the Corbetts’ marriage might fallapart, but it doesn’t. The couple struggles to findnew choices so life can move on. Becca seekssolace and advice from her mother, Nat, (a superbDiane Wiest) and Howie considers but rejectsthe idea of an affair with Gabby (Sandra Oh), anacquaintance from group therapy. They put theircomfortable house up for sale, but take it off themarket. In fact, filmmakers used a real housein Douglaston, Queens. Eventually the griefstrickencouple gets on with their life. What elsecould they do? #I was part of that work for several years. And,I am so proud of the work that’s being doneat Kingsborough Community College today.Community Colleges are the unsung heroes ofthis city as they provide access to higher educationfor thousands of students each year. Mystudents seek higher education as the means toa better life for themselves and their familiesand I believe that everyone at Kingsboroughunderstands that deep down. That is why theirwork is so good. We are, in fact, one of the topcommunity colleges in the country!Most Influential Mentors: Early on, I wouldsay that my high school teachers were veryinstrumental in mentoring me. At my first job,my supervisor, a woman named Phyllis Hyde,really taught me everything I know about counselingand supervising other people. Jim Hall,my first boss in higher education was probablymy most important mentor. He encouraged me,supported my work, challenged me to go furtherand taught me so much about education,about people and about life. In fact, I wouldhave never gone as far as I have in higher educationwithout his guidance and support. MaryAnne Schwalbe, who passed away only twoyears ago and who led the Women’s RefugeeCommission for many years was anotherDr. Goodall took the stage and greeted theaudience with a lively chimp call, sparkingsmiles and applause across the room. Dr. Goodallspoke about her own experiences as a youngstudent of science, forever exploring and askingquestions of the world around her. She spokelovingly about how her own mother’s supportand encouragement nurtured that curiosity. Dr.Goodall discussed her early work with the wellknownarchaeologist Louis Leakey, includingher groundbreaking discoveries studying chimpanzees.More recently, Dr. Goodall has founded Roots& Shoots, a global community service initiativethat aims to educate and empower young peopleto be the peaceful, proactive change our worldneeds to see. While Dr. Goodall was sure toemphasize the devastating circumstances facingour environment, what stood out most washer unshakable message of hope. She told thestudents in the audience that the power to makethings better lies in their hands. “Young people,”she says, “informed and empowered of the differencethey can make, will change the world.”Hearing those passionate, inspirational words,surrounded by so many bright, eager minds, abetter world does not seem so far away. #Roseanne Haggertycontinued from page 15nificantly, she saw that their three-week stayat the shelter was typically followed by subsequentstays. She became additionally involvedwith policy development, particularly as thisaffected youngsters. And she began to see thatCovenant House, busy enough trying to provideshelter, could not also efficiently address solvingproblems — trying to prevent homelessness,recidivism and costly, impractical initiatives.The MacArthur no-strings genius awardcame “from out of left field,” she says, thoughobviously someone out there had been watchingher incremental movements to devise a stablehousingplan for the homeless by renovatingdefunct old buildings. Before that, she hadworked for seven years at Catholic Charities ofBrooklyn and Queens and after that at CommonGround, an organization she founded thatwould address issues related to homelessness.When she had been at Covenant House, whichwas located in Times Square, she could nothelp seeing what was going on next door at thebankrupt Times Square Hotel, a residence forthe homeless that had so far acquired 1,700 violationsand was a disaster in the way it treatedthe homeless, the elderly and the mentally ill.Common Ground started to buy, build andremake buildings. With funding from governmentsources but increasingly the private sector,Haggerty began to think of how providinglow-income housing could be joined to otherneeds — in health, education and broadersocial services, including jobs training andimportant mentor and close friend. I met MaryAnne when she was a trustee of MarymountManhattan College and I looked to her as a rolemodel for the type of person I would like to be.Her commitment, enthusiasm and caring forothers were extraordinary. She was a mentor,model, friend and someone whom I turned tofor advice in many areas of life! Finally, oneof my best mentors, but more importantly, bestfriends is Dr. Augusta Kappner who recentlyretired as president of Bank Street College ofEducation. I worked for Gussie in 1984 and itchanged my life. She was an inspiration, thebest supervisor, colleague, teacher and mentor.The work we did together was important. Weworked very hard but enjoyed every minute ofit and had loads of fun as well. Some of the bestlessons I learned in higher education I learnedfrom her. Work hard, play hard, remember thelittle things…they count….respect everyone….and in everything you do…do it with passion!Gussie and I continue to like to work and playtogether. Last, but surely not least, there isa very special person in my life now. I metJerry McCallion when he was a trustee atMarymount Manhattan. He was a committedtrustee who was always there for the collegeand our students. We were friends for a longtime and now I’m so lucky that he supportsme every day with his patience, love and goodhumor. That’s a long way of saying …goodpeople in your life make the real difference.Turning Points: A pivotal point in my careercame after having worked about six years at theCity University. Finally, I took a deep breathand decided to go back to graduate school formy MBA. At the time I was running the YorkCollege Community Learning Center, whichwas almost entirely grant funded. I realizedthat, in fact, it was like running a small businessand I wanted to develop my managerialand financial skills so that I could run theCenter as effectively as possible. From thisposition I moved on to the Central Office ofthe University (a position I would not havePres. Deborah Sparcontinued from page 15with public policy debates is something Iactively pursue. In terms of which debates, thepast two years at Barnard have shifted my lensactual jobs — and how all these resourcesmight be integrated and also serve as a modelnation wide. Today, from over a modest startin New York City, over 70 cities participate ina national Common Ground campaign, withspecial emphasis on cities such as New Orleansthat also symbolize the plight of the most vulnerable.“I’m in the systems integration businessnow,” Haggerty says, though the New YorkCity program continues, with a special focus onBrownsville. Central to all efforts, she emphasizes,is education, including classes in ESLand financial literacy, and so she has partneredwith public and charter schools, and with communitycolleges for a “from-cradle-to-career”campaign working on preventing homelessness.Both the New York City Common Ground andthe national chapter are aimed at eliminatingworking at cross purposes.As for assessment, Haggerty notes that datatracking in one pilot area has turned up a 94percent housing-stability rate after one year,and has dramatically reduced unnecessaryhospitalization, thus reducing costs. Relatedstudies are under way to evaluate how kids infamilies that are now being kept together do inschool. Outreach efforts in Brownsville havealso shown that the most vulnerable youngsters,many of whom have mothers who havebeen or are on welfare, should be identified asspecial-needs children.“There are so many terrible things that arebeyond our control. This [homelessness] isn’t…I believe that this is urgent work.” That statement,articulated almost a decade ago, is, shebelieves, slowly being realized. #obtained had I not been on my way to completingan advanced degree). It was there that Idecided that I wanted to have the opportunityto make a more direct impact on students andreturned again to school at night to pursue adoctorate. I knew that having the doctoratewould give me the credential I needed to beconsidered for high-level administrative positions.And, it did!Future Goals: My most immediate goalis to complete a project that we’re doing atKingsborough with four community collegesacross the country to help them look at theirinstitutions and think about how they can refocuswhat they’re doing to have a more positiveeffect on student success. It’s an opportunityfor us to share our work at Kingsborough tomake an even greater impact. Our projectis called “The Community College Jigsaw:Putting the Pieces Together.” We believe thatunless you look at everything you do for studentsfrom the time they apply to the time theyleave, make the changes that are necessary toimprove their chances of success, and connectall the “pieces,” your best efforts won’thave the impact you want. That’s my immediategoal.I’m also looking forward to continuing topursue my interest in refugee women and children.I’ve been a board member, chairperson ofthe board and commissioner for the Women’sRefugee Commission for over 12 years and Iwant to continue to promote attention to thespecial needs of women and children refugeesaround the world. Similarly, CUNY is embarkingon an important project to help restore andrebuild the education system in Haiti. We areplanning to work with the budding group ofcommunity colleges in the country to strengthentheir academic programs. I believe that thiswill make a major impact in opening up highereducation to a larger percentage of the Haitianpopulation who are seeking education andtraining. And, always, I’m looking forward tolots of fun in the years ahead. #a bit and I’m looking much more intensely atissues surrounding the education of women andwomen’s leadership, the financing of highereducation and, more broadly, the very future ofhigher education in this country. I was neverreally one for small topics. #

MARCH/APRIL 2011 ■ EDUCATION UPDATE ■ COLLEGES & GRADuate Schools 25CUNY Chancellor Re-imaginesFunding PossibilitiesBy Jennifer MacGregorMatthew Goldstein, the chancellor of the CityUniversity of New York, spoke at the HarvardClub recently, emphasizing that public highereducation is in crisis mode because of budgetdeficits, and administrators have to be creativewhen they look for ways to continue their missionof educating the public.Goldstein lamented the $241 million in budgetcuts to CUNY, giving the backdrop that NewYork is not the only state to have to make similarcuts in this time of economic crisis: In 2008,43 states either cut funding or raised tuition fortheir public higher-education institutions. This isespecially taxing for CUNY, since 80 percent ofthe nation’s high school students attend a publiccollege or university.“This is a time when we need more collegegraduates, educated to higher levels. Instead,we’re losing ground,” he said. “This is nothingless a national security issue.”Goldstein acknowledged the accomplishmentsof Zujaja Tauqeer, a Brooklyn College studentwho was awarded one of 32 Rhodes Scholarshipsthis year. She is part of the Macaulay HonorsCollege and Coordinated B.A.-M.D. Program, aNancy Zimphercontinued from page 14resources to bring the vision to life. The processis incomplete without the metrics to hold eachand every stakeholder collectively responsible formeeting our goals. Currently, the State Universityof New York is deeply engaged in a collaborativevision of driving New York’s economic revitalizationand enhancing New Yorkers’ quality oflife. We’re following precisely the steps I’ve justoutlined and we are publically sharing our progress.For SUNY, delivering an accessible, affordableand high-quality education for New Yorkersis essential to our success.Accomplishments You’re Proudest Of: Fortyyears (and counting) serving in public highereducation institutions is certainly an accomplishmentthat I take pride in, mostly becausethose institutions have distinguished themselvesas pathways for educational, career and socialadvancement for the tens of thousands of studentsand their families. Further, throughout my career,I have championed the need for highly effectiveCUNY Chancellor Matthew Goldsteincombined degree program that prepares studentsfor medical studies at Downstate College ofMedicine of the State University of New York.The United States ranks 20th in the high schoolcompletion rate among industrialized nations and16th in the college completion rate. The rankingis even lower for those who graduate withdegrees in science and math.Goldstein said that it was imperative for CUNYto address the issue of how to educate our country’scitizens without public support. He said thatwhen he was president of Baruch, he realized heneeded to spend more time raising private moneyinstead of “walking the halls in Albany.” Todayphilanthropic donations to the university are $200million annually.The chancellor explained that philanthropywill be just one facet of a multi-angle approachto financing. The CUNY Compact, he said, is afunding model that will include public-privatepartnerships in fields such as real estate ande-textbook publishing.“We cannot gamble with the talent that willdrive New York’s competitiveness in the decadesahead. It’s the most important investment we canmake in New York’s future,” he said. #teachers who are well prepared to serve in urbanand rural schools where the need is so great.I have organized and led national networks ofpublic urban research universities that are deeplycommitted to this goal. Recently, I helped forma national network of “cradle to career” localcommunity initiatives to ensure evidence-basedintervention wherever the “educational pipeline”is failing our kids, whether it’s in the Pre-K yearsor in our middle schools or beyond. This has beenmy highest personal and professional calling; tomake sure every young person in America hasequal access to a high-quality educational opportunity.Most Influential Mentors: My mother remainsmy most inspired mentor and role model. Shegraduated from college in record time, back whenmost women were not being exposed to college.She was a Latin major with a business schoolbackground — what a combination! She gave herlife to the classroom, eventually teaching youngwomen in the commercial sciences and placingthem in competitive jobs in their communities.She was ahead of her time throughout her career!Dr. Jamshed Bharucha, President,The Cooper UnionBy Joan Baum, Ph.D.Some people may not know or rememberthe full name of Cooper Union, the worldrenownedhigher education institution for engineering,architecture and technology, located inLower Manhattan. It is The Cooper Union for theAdvancement of Science and Art. They may notalso recall that the inventor, industrialist and philanthropistPeter Cooper established the collegein 1859, the year that the great scientist, humanistand writer Charles Darwin published his groundbreakingevolutionary treatise, “On the Originof Species By Means of Natural Selection.” Itwas a time, then, when “science” was part ofNatural Philosophy and when intellectual inquiryembraced analytical and aesthetic disciplines.For Dr. Jamshed Bharucha, who will assumethe presidency of the Cooper Union this July,the full name of the college not only reflects themultidisciplinary ideals of its founder, but, Dr.Bharucha believes, invites interdisciplinary andglobal enhancement of the school’s mission —“taking it to the next level” — in ways that PeterCooper would have approved. Archival records,which the new president is enjoying reading,show that in emphasizing both art and scienceas essential to higher education, Peter Cooper“was ahead of his time.” Dr. Bharucha alsobelieves that encouraging philanthropic supportfor the school’s continuing curricular innovationis important even though Cooper Union has theenviable distinction of being the only free institutionof higher education in the city. Philanthropy,a distinctively American enterprise, he points out,carries on Peter Cooper’s belief in meritocracyand passion for social justice, and it will be mostwelcome as the college moves to implement“vibrant” new curricula, especially in the areaof technology.Last year, 3,354 students applied for a freshmanclass of 214, making the Cooper Union one of themost selective colleges in the country. Sure, freetuition is a motivating factor in applications andhistorically a “cherished aspect” of the college,but it is not the main reason students want tocome to the college, Dr. Bharucha says. CooperUnion’s reputation for providing cutting-edgelearning and career opportunities, not to mentionfostering small classes and close student-facultyrelationships, makes it particularly desirable.Many architectural and engineering firms areincreasingly taking on projects in China, Indiaand Africa, and graduates of the Cooper Unionare educated to address those needs not only withskills, but with cultural sensitivity.For Dr. Bharucha, Peter Cooper’s dedicationto ensure that the best and brightest could pursuehigher education without being hindered byfinancial need has special resonance since the54-year-old new president came to the UnitedWhile many, many women and men have helpedadvance my career, only one was willing to editmy papers, help me rehearse my speeches, correctmy posture, sew my dresses, ask me to speakloudly, and always, always lead with a smile —and that was my indefatigable mother!Turning Points: I happened into my doctoralcareer almost accidently, which is usually theway with life’s turning points. You could sayI began following the lead of others who weredoing the same thing, largely without a specificdirection. Through that process I was eventuallyexposed to many people who planned and plottedtheir career steps with more foresight thanI had. They taught me how to be more strategicabout the kind of knowledge and experience Iwas acquiring, what field of study I pursued,and persistence in my studies. Even so, about10 years out in my career, I seemed stalled. Acolleague came along who helped hold a mirrorup to my abilities, encouraging me to be thebest that I could be, and to exercise my skills ina more directed fashion. This colleague becamemy co-teacher, my co-author, my soul mate, and,Mario MorgadoDr. Jamshed Bharucha, President,The Cooper UnionStates from India at 17 to attend Vassar Collegeon a full scholarship. But Dr. Bharucha also feelspersonally attached to the founder’s attentionto art and science. A scholar with impressiveresearch credentials in neuroscience, he is alsoan amateur violinist. Before coming to CooperUnion, Dr. Bharucha was provost and senior vicepresident of Tufts University where, significantly,he served on the faculty of three academic departments– music, psychology and neuroscience.He talks as easily about computer technology asabout the last movement of Mendelssohn’s Octetin E-flat major, which he hopes will be performedat his inauguration.It’s easy to imagine that the amiable presentelectwill follow in the footsteps of his mentors,among whom he lists, professionally, thelate James O. Freedman, the 15th president ofDartmouth, who, Dr. Bharucha says, was unstintingin his “selfless advice.” Personally, and withloving reference, Dr. Bharucha also cites as majorinfluences his parents – “flaming intellectualsand idealists” – his mother was a musician,his father the first engineering designer in hisregion in India to incorporate computers into hiswork. Dr. Bharucha would, indeed, integrate hisrich and varied inheritance as president of theCooper Union.American universities are still the world’s leadersin research and especially in valuing the place ofimagination and creativity in spurring innovation.For all the “misperceptions” in media reports thatChina and India “will eat our lunch in the globaleconomy,” Dr. Bharucha points out that Easterncountries look to America as a model for whathigher education can be in providing a “broaderperspective” in which to develop advanced skillsin math and science — the legacy of the founder,the aspiration of the incoming president. #ultimately, my husband. And that made all thedifference in my career and in the quality of mylife going forward.Future Goals: I have landed in a wonderfulplace, leading one of the largest, most comprehensiveand diverse public higher educationsystems in the country. You could say that theState University of New York and I were broughttogether by a mutual vision. I see SUNY playinga decisive role building the future of New YorkState. Because of the size of this system, I believewe are strategically positioned to take great ideasto scale across multiple sectors, from communityand comprehensive colleges to doctoral universitiesand medical schools. What we need is the collaborativevision to bring our collective knowledgeand skills, innovation and entrepreneurshipto bear on some of the most challenging problemsfacing our state, and our nation. I believeSUNY can be a catalyst for social and economicadvancement beyond any impact a single institutioncan muster — 64 institutions working collaborativelyto meet 21st-century challenges locally,nationally and around the globe. #

26 Education update ■ For Parents, Educators & Students ■ MARCH/APRIL 2011Art and Medicine Merge in Tibetan Medical ExhibitBy Jennifer MacGregorNine Tibetan Lamas from the Drepung LoselingMonastery created a “Medicine Buddha” sandmandala after a prayer ceremony that includedmeditation, chanting and instrument playing atthe American Museum of Natural History in NewYork, as part of an exhibit that merged scienceand art through Tibetan medical painting.Khen Rinpoche Geshe Kachen LobzangTsetan, the abbot of the Tashi Lhunpo Monasteryin Tibet, explained to visitors of the museum thatthey were creating the mandala for the “benefit ofall sentient beings.” The mandala, he said, is likea GPS for a spiritual journey, guiding the prayersof all who came to participate. He explained theprocess of making the mandala, which would becompleted over a six-day period. The whole processwas visible to guests at the museum.A class of first-grade students from the CarlC. Icahn Charter School in the Bronx watchedintently as the monks performed the openingceremony. Their teacher, Lissette Aldebot, hasbeen teaching her students to meditate and practiceyoga every morning. She said the positivechange in the students’ behavior was major aftershe started the meditation lessons.The Lamas made a procession through themuseum to the Body and Spirit exhibit of Tibetanmedical paintings.Laila Williamson, the curator of the exhibit andthe senior scientific assistant in the division ofanthropology, said that the 64 paintings on displayare painstaking reproductions done from works originallycommissioned by the fifth Dalai Lama in the17th century for the medical college in Lhasa, Tibet.The original set, which was intended as a visual aidfor medical students, was reproduced in the early1900s. The paintings hanging in the museum’sAudubon Gallery now are reproductions of that set.One of the objectives of the exhibit is to showthe history of medicine not only in Tibet, but inthe world at the time, Williamson said.Romio Shrestha, the Nepalese artist who createdthe paintings in the 1990s with the help ofhis students, said that the paintings were madethe same way the original set was created, withhandmade canvas and ground-up minerals andvegetables used for paint.He said that he decided to recreate the seriesbecause he saw unanswered questions in themodern scientific world. Modern medicine dealswith symptoms, he said, which lacks the holisticapproach that Eastern medicine embraces.Shrestha was born in Kathmandu, Nepal andwas told when he was six years old that he wasthe reincarnation of the master Tibetan medicalpainter Arniko. When asked how he learned howto paint, he said simply that was never taught, butknew from his previous life.“I have no religion,” he said, and went onto explain that he was born into a Hindu family,went to a Roman Catholic school, becamea Buddhist monk and married a Protestant. “Allreligions need to come together,” he said.“Body and Spirit: Tibetan Medical Paintings”will be on view until July 17. #Logos Bookstore’s RecommendationsMarch and April are great months to come toLogos Bookstore as there are many books, cardsand gift items for St. Patrick’s Day, March 17,2011, Easter, April 24, 2011 and Passover, April19-26, 2011.Special events for these months are:•Wednesday, March 9, 2011 at 7 p.m.-KillYour TV Reading Group will discuss The FinklerQuestion by Howard Jacobson.•Monday, March 14, 2011 at 7 p.m.-The SacredTexts Group led by Richard Curtis will continue itsBy H. Harris Healy, III, President, Logos Bookstore1575 York Avenue (Between 83rd and 84th Sts.)New York, NY 10028(212) 517-7292 Fax (212) 517-7197www.logosbookstorenyc.comdiscussion of the Book of Acts and The Talmud.•Friday, March 18, 2011 at 7 p.m.-Mary PatKelly, former Columbia Pictures and ParamountPictures screenwriter as well as associate producerof Saturday Night Live, will discus her Irish familysaga novel, Galway Bay.Every Monday at 11 a.m. is Children’sStorytime led by Lily.Coming in April: KYTV Reading Groupwill discuss Mrs. Lincoln by Catherine Clinton,Wednesday, April, 6, 2011 at 7 p.m.Linda Macaulaycontinued from page 15“who am I talking to?” unless the connection isbad or you don’t know the person. This is actuallyvery difficult for your brain to process. And if youcan do it, which we all can, you can learn the birdsounds, too.Accomplishments You’re Proudest Of: I havededicated the past 20 years to the study of ornithologyand to the support of wildlife. As a researchassociate of the Cornell Laboratory of OrnithologyI have been able to travel the world recording birdand animal sounds and documenting their behaviorand geographic variation. I have recorded thousandsof sounds from 2,660 species of birds, in over50 countries, on six continents along with numerousanimal and other natural sounds, amassing oneof the largest collections in the world. My workhas resulted in the first recordings ever made inthe world of a number of species like Whitehead’sTrogan from Mt. Kinabalu, Borneo, to Rust andYellow Tanager in Argentina as well as manyrange extensions, including work that led to thediscovery of a species new to science, Telephorusdohertyi, Four-colored Bush-Shrike, from Gabon,Pres. Jennifer Raabcontinued from page 14Master Plan for growth, but no strategy or moneyto implement it. And there was very little in theway of significant fundraising. Hunter’s reputationfor making the American dream possible for countlessimmigrants, minorities, and children fromlower-income families was threatened by its inabilityto leverage the talents of its students and facultyand transform itself into a dynamic 21st-centuryuniversity. For a Hunter diploma to once againrepresent something of great value, it was crucialto both demand excellence of students and facultyand recapture the status of a Hunter education inthe New York community. We have improvedacademic standards, invested significantly in thesciences, and added new programs, such as ourMFA in Creative Writing. We have restored thebeautiful Roosevelt House, the former New Yorkhome of Franklin and Eleanor Roosevelt, whichnow serves as the home of Hunter’s new PublicPolicy Institute. We have even added a new school:the doctoral-granting CUNY School of PublicHealth at Hunter College. We have raised morethan $140 million in private donations for facultyrecruitment, professional training programs, scholarships,improved facilities, and more. The proofof our success is in the pudding: Hunter is morecompetitive than ever, our faculty has receivedtens of millions of dollars in research grants, andour national rankings and reputation have skyrocketed.In February, for the third year in a row, ThePrinceton Review named Hunter one of the top ten“Best Value” public colleges in the nation.What are some of the accomplishments you’reproudest of?I am proud that I have made a career of publicWest Africa. My collection is housed and catalogedat the Cornell Lab of Ornithology where it is freeto anyone anywhere in the world to access online.Receiving the prestigious Arthur Allen Award inOrnithology from Cornell in 2010 for my workand contribution to the field of Ornithology was agreat honor.Most Influential Mentors: Greg Budney, theCurator of Sounds at the Macaulay Library at theLab, not only started me on the road to studyingbirds but also encouraged me at all steps of theprocess. He and Bob Grotke, an amazing engineerat the Lab, trained me to understand the physicsof sound, how recorders work, what the technicallimits are and how to work in the field to make thebest recordings possible.I was introduced to Ted Parker by Greg Budney.Ted Parker, a renowned ornithologist who workedin South America for most of his career, kept tellingme that I could learn the sounds and make greatrecordings. He was so legendary that one couldhave been intimidated by his abilities, but he was sodown to earth and encouraging that I kept workinghard and realized that I could make a significantcontribution to the field. Not every recording willbe great, but it may still have very important informationassociated with it. Strive to make the bestrecording, record the same species as many times aspossible and you will start to be able to tell a story.Ted’s extensive and very impressive collection ofrecordings is housed at the Lab of Ornithology.It is always great to bring back recordings thatare not in the collection and sometimes are the onlyrecordings in the world! That certainly is somethingto celebrate and makes you want to get back in thefield as soon as you can. I also learned that I couldmake a major contribution by recording all speciesincluding common birds. This has helped roundout the Library with geographic information, andvariation has added different types of vocalizations,rounding out the repertoire of individual species.Turning Points: A trip to Kenya in 1987 on a Labof Ornithology safari was a distinct turning point inmy life. It was supposed to be a vacation. With DonTurner, the best ornithologist in East Africa as ourtour guide, my eyes were opened to the idea that Icould go look at birds outside of the U.S.Greg Budney was carrying his tape recorder andmaking recordings of the birds we were seeing.This was an introduction to a new world for me.The next year I went to Peru with Ted Parker. Ialready had a tape recorder, but I was not using itservice. Even when I was a practicing lawyer, Ifought for firms and clients whose values I wasproud to represent. I am proud to have made adifference and to continue to make a differenceto the people of New York, my lifelong home andthe greatest city in the world. And I am proud tohave passed on to my children the same love andappreciation of public service.Who have been the most influential mentorsin your life?My law professors at Harvard taught me somuch about how to think critically and how toapproach the questions that really matter. Peoplelike Martha Minow, an expert on education equality,and Kathleen Sullivan, one of the nation’s leadingscholars of constitutional law, did more thanprepare me. They inspired me with their commitmentto the pursuit of justice.What would you describe as a turning pointvery productively. Ted really encouraged me to startdoing expeditions. When I would see him at theLab he kept encouraging and mentoring me.Future Goals: I would like to continue to recordbirds, document their behavior, and continue tobuild the Library.In March I am going to Sri Lanka, hoping to adda lot of new material to the Library. The birds havebeen separated from the Indian subcontinent for avery long time and evolution will have changed anumber of species. There are a number of birds onthe island that have already been identified as newto science, generally having been split from speciesin southern India. Since I have worked in SouthernIndia, it will be interesting to record these speciesand compare them to their close allies, as I was ableto do in Borneo with similar species found on theMalay Peninsula. Sound recordings are often thefirst clue to speciation.In addition, there is a list of countries that Iwould like to work in. Generally, those are countrieswhere the Lab collection is under represented.New Zealand is another place that is of particularinterest. Again the birds in New Zealand havebeen isolated for a very long time, making themvery unique. #in your life?Hunter College High School, certainly. As achild from a low-income, one-parent family, no onethought I had much of a chance of going to college.Getting in to Hunter College High School literallychanged my life and opened up doors I never couldhave passed through otherwise. It instilled a loveof learning and a sense of responsibility and hardwork that will stay with me forever. I have earnedthree Ivy League degrees since then, all wonderful,but none so special as my degree from HunterCollege High School, which made the rest possible.What are your future goals?To continue to follow, and inspire others to follow,the spirit of the great Hunter College motto:Mihi Cura Futuri, translated as “The care of thefuture is mine.” I will care for the future by makingsure Hunter remains a place where the AmericanDream still comes true.#

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