Educated April 2013

DELUXE DORMS: REINVENTING CAMPUS HOUSING

SPRING 2013

INSIDE JUILLIARD RECEIVES $10 MILLION FOR DRAMA MASTERS

SUPERB SUMMERTIME STUDIES

HOW INNOVATIVE ARCHITECTURE IS DELIVERING EXCEPTIONAL ACADEMIC EXPERIENCES

SPECIAL ADVERTISING SUPPLEMENT TO THE NEW YORK OBSERVER

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Moving Forward

At Hofstra University, innovation is central to everything we do.

In the past few years, we’ve opened the Hofstra North Shore-LIJ School of Medicine and announced a new School of Engineering and Applied Science. With a rising national reputation, new opportunities in research and the sciences, small classes and a student-faculty ratio of 14-to-1 in over a hundred areas of study, Hofstra University is more than you expected and all you can imagine.

World-renowned resources and facilities. Hands-on learning opportunities. Easy access to the career and internship opportunities in New York City. World-class events and activities, a residential campus with a nationally accredited museum, and fi nancial aid for almost 90 percent of students.

Discover what Hofstra’s pride and purpose is all about at our Spring Open House, April 28.

Find out more @ hofstra.edu/springopen prideandpurpose

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SPRING 2013

DELUXE DORMS: REINVENTING CAMPUS HOUSING

SPRING 2013

INSIDE JUILLIARD RECEIVES $10 MILLION FOR DRAMA MASTERS

SUPERB SUMMERTIME STUDIES

HOW INNOVATIVE ARCHITECTURE IS DELIVERING EXCEPTIONAL ACADEMIC EXPERIENCES

ON THE COVERTHE NEW SCHOOL'S NEW UNIVERSITY CENTER.

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SASHA MASLOV

EDITORBENJAMIN-ÉMILE

LEHAY

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A SPECIAL ADVERTISING SUPPLEMENT TO THE NEW YORK OBSERVER

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Media Group

pring is an extremely busy time in the world of higher learning. Our calendar (p. 28) offers just a smattering of performances and events that the public can enjoy before things wind down for summer. But Sunny Park’s article (p. 24) about new summer courses and programs will leave you

feeling like the hustle and bustle never stops.In this issue, we tackle building and classroom

design. I met with Kohn Pedersen Fox Associates prin-cipal Jill Lerner to discuss how today’s successful higher learning environments involve a wide-range of players: faculty and staff, students and parents, donors and the general public.

STEM education, the studies of sciences, technology, engineering and math, is said to be the new answer to building a better U.S. economy. Mollie Knapp’s feature (p. 20) is an fas-cinating introduction to the issue.

Another great read is the personable chat that Educated Observer had with Fashion Institute of Technology President Joyce F. Brown on our back page.

I hope you enjoy this edition of the magazine!Cheers,

Benjamin-Émile Le Hay

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2 NEWS BITESJuilliard scores a $10m gift as Pratt recovers from a mysterious fire.

8 IF YOU BUILD IT, THEY WILL LEARNAn interview with Kohn Pedersen Fox Associates principal Jill Lerner.

14 L’ART DE VIVREDanielle Mowery investigates how renowned performing and visual art programs are faring in hard times.

18 IT’S MY HOUSE AND I LIVE HERE!Revamping student housing to be more sustainable, comfortable and attractive.

20 MATH, SCIENCES AND TECHNOLOGYWhy STEM education is the future focus of higher learning and the job market in the U.S.

24 SUMMER LEARNIN’Sunny Park tell us what’s trending in summer education programs, both on and off campus.

28 WHERE TO BE, WHAT TO DOEducated Observer’s seasonal calendar of great cultural and academic events in New York.

30 THE BACK PAGELily Chen speaks with Fashion Institute of Technology President Joyce F. Brown.

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2 THE EducatEd ObsErvEr spring 2013

Pratt Institute's Main Building on February 15 of this year. The cause of the fire was faulty wiring.

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“On Friday, February 15, a four-alarm fire broke out in Pratt Institute’s Main Building,” Leighton Pierce, acting dean for the School of Art and Design, told us in an exclusive interview. “While there were no injuries, the fire destroyed the roof and the 6th floor of the building, caused significant smoke and water damage to the 5th floor, and all of the floors below suffered water damage as well. Many students lost artwork, including a large number of senior painting students.”

Educated Observer asked the dean a series of questions to find out exactly how the campus community at Pratt is rebuilding and supporting each other through the disaster.

How has the reaction on campus been?While coping with loss is an individual

experience, the majority of students who lost work in the fire are looking forward and are engaged in creating new works in their temporary, relocated studio spaces in Steuben Hall. The community, as a whole, has demonstrated great strength and resilience in the fire’s aftermath, and the students

have bonded very closely to be there for one another. The administration, from the onset, was quick to react, along with faculty, to meet and connect with students so that they could provide the support that students would need during this difficult period. A Fire Recovery Task Force was created by the Institute to coordinate and expedite programs and services to Pratt students in the fire recovery effort.

What are some of the positive responses?The outpour of support since the fire has

been tremendous. Pratt’s first priority in all of its planning was to ensure that those students who have been most affected were working again as soon as possible, particularly the students who lost studios and work. The Institute provided gift cards to each of the senior fine arts students with a studio on the 6th floor of Main Building, as well as to junior and sophomore students who had supplies in classrooms and lockers on the 5th floor. Pratt has also received offers of help from alumni and the greater community. The Institute has had nearly 150 donors contribute funds to both the student recovery effort and the restoration of Main Building. Within days

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after the fire, the Fine Arts department created a temporary donation center to house and distribute donated supplies to students who lost materials.

What’s next to restore and rebuild?Within hours after the blaze was extinguished

on February 15, an architectural build-out was already developed for the new studio and classroom spaces in the ARC Building. This plan was then reviewed by members of the administration, faculty and student body for their input. These new spaces opened on Monday, March 18, when students returned from spring break—and they found new, larger studios with bright lighting. As for the landmarked Main Building, it will be restored, and plans are ongoing for the process.pratt.edu

The Juilliard school's

Big Donors Open Their Wallets The Juilliard School announced on March 11 that funds for the endowment of the school’s new four-year masters-level graduate program in drama had been met thanks to a $10 million gift. The gift supports increased instructional costs and new faculty, while also supporting full scholarships and stipends for actors in their final year of the master of fine arts program in drama. Juilliard chairman Bruce Kovner and his wife Suzie initiated a matching challenge grant of up to $5 million to endow Juilliard Drama’s MFA program,

with patrons John A. and Carole Moran and The Harold and Mimi Steinberg Charitable Trust completing that challenge.

“We are deeply grateful for the support and vision of the Kovners, the Morans, and the Steinberg Trust members,” said Juilliard President Joseph W. Polisi in a statement. “These gifts will ensure that Juilliard’s new MFA program will be able to support adequately the talented young artists who will participate in this degree program in the time ahead.” Other generous donors to Juilliard’s MFA in drama include Margot Adams, Barbara G. Fleischman, the Philip & Janice Levin Foundation and Linda R. Emory. juilliard.edu

weill cornell medical college and new-york presbyTerian hospiTal

Tap Dr. Lewis Cantley for Cancer Research and Patient CareConsidered to be one of the foremost cancer researchers, having discovered a family of enzymes fundamental to understanding cancer in the fall of 2012, Dr. Lewis Cantley has been named director of the newly established Cancer Center at Weill Cornell Medical College and NewYork-Presbyterian Hospital. Weill Cornell physicians have diagnosed and treated

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The Juilliard School, Alice Tully Hall.

Dr. Lewis Cantley.

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on campus. online. abroad.

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more than 4,000 new cancer patients annually since 2008, and the center is one of the best of its kind in the country. Dr. Cantley was appointed by Weill Cornell Medical College’s new dean, Dr. Laurie H. Glimcher, in collaboration with NewYork-Presbyterian Hospital CEO Dr. Steven J. Corwin. “We are honored and delighted to have Dr. Cantley, a pioneering researcher in the field of cancer, join us to lead the new Cancer Center,” commented Dr. Glimcher. “Multidisciplinary translational research is the future of biomedicine. There will be no barriers between our clinicians, translational researchers and basic scientists, whose close collaboration across disciplines and institutions will lead to new discoveries and cancer therapies—transforming cancer patient care and ultimately finding cures.”

Dr. Cantley served as the William Bosworth Castle Chair in Medicine and professor of systems biology at Harvard and director of the Cancer Center and chief of the Division of Signal Transduction at Beth Israel Deaconess Medical Center.

“I look forward to leading the new cancer center at Weill Cornell Medical College and NewYork-Presbyterian and the beginning of the next revolution in cancer care with unparalleled progress in discovery research, including the translation of our discoveries into novel, patient-centered approaches for cancer prevention, treatment and cures,” Dr. Cantley said.

A statement explained that the new center will be headquartered in an 18-story, $650 million state-of-the-art Belfer Research Building set to open in 2014 and will focus its efforts on colorectal, lung, melanoma and hematopoietic cancers and expand to all cancers (breast, prostate, pancreatic, endometrial, ovarian and glioblastoma).weill.cornell.edu

TEACHERS COLLEGE, COLUMBIA UNIVERISTY

Celebrates a 125-Year Legacy Founded in 1887, Teachers College, Columbia University, is the nation’s oldest and often most highly-regarded graduate school dedicated to education. For 125 years, the college has fostered exceptional academic higher education in health, education, leadership and psychology.

“I am in awe of the vision of our founders and early leaders, who created and nurtured a great institution dedicated to innovation and agile enough not only to adapt to the time but to lead change and set the standard for all other schools of education to come,” said TC’s President, Susan Fuhrman, in her 2012 State of the College address. “Now is our time to reinvent ourselves once again —to build on our strengths, to embrace our distinctions and to create an institution that honors the past while transforming the future. We must continue to create with confidence and optimism. One of our founders, Nicholas Murray Butler, wrote, Optimism is essential to achievement and it is also the foundation of courage and true progress.’ Let us remember his wise words as we re-dedicate ourselves to advancing the TC legacy for the next 125 years.”

To commemorate the milestone, TC is hosting a calendar of events and inviting members of its academic community to share their fondest TC memories on its website. The big bang, however, will take place at a 125th Gala in November, at the legendary Apollo Theater, where TC will honor some very notable names in education, philanthropy, entertainment and business. Stay tuned ...tc.edu/125/events.asp EO

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Yalein Summer.Smart.

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By Benjamin-Émile le Hay

Recently, over lunch at Kellari Taverna in Midtown Manhattan, Educated Observer had the opportunity to talk with Jill Lerner, Managing Principal at Kohn Pedersen Fox Associates (KPF), about the role architecture and design plays in the world of higher learning today. Ms. Lerner's 30-year career in design and management at KPF has seen her at the helm of many award-winning projects for academic institutions across the globe. She and her KPF team oversee the conceptual design through construction and project close-out. In doing so, they establish a dialogue with their client's higher learning community, ensuring that a building's functionality is optimized for a variety of end-users and inhabitants. From the Newman Vertical Campus mixed-use academic complex at City University of New York’s Baruch College, to Huntsman Hall at the

University of Pennsylvania’s Wharton School of Business, to a new multi-use facility for New York University’s School of Law, Ms. Lerner is innovating ways to maximize the potential of buildings, as well as ways that students can learn in a world of globalized technology. Her experiences on the Cornell University Board of Trustees (2004-2009) and as a parent of a recent college student have benefited her career as an architect for institutions of higher learning.

Here, Ms. Lerner discusses exactly what she's been up to.

Q. First of all, tell us about how you began your career.

A: After graduating from Cornell with a Bachelor of Architecture in 1976, one of 12 women in a class of 65, I worked as a designer on a range of building types for a series of great firms in New York, Philadelphia, and then in Chicago. Upon moving back to the East Coast in 1985, I began to focus primarily on academic, medical, and research work for both public and private institutional clients, working with a number of wonderfully talented and supportive designers and mentors. The history of every great institution is tightly bound with its specific place and the buildings that embody its mission. I was drawn to the unique challenges, variety, and design opportunities inherent in these projects. I joined KPF in 1994 and became a partner in 1999, working with Gene Kohn and Bill Pedersen to diversify the firm's practice in these areas.

Q: KPF has an impressive portfolio of higher learning facilities. What makes the firm and its leaders so attractive to educational institutions?

A: The approach to our institutional work has been consistent with KPF's guiding philosophy: for each plan or building, to create a design that addresses its specific context and climate, meets the functional needs and requirements of the program or brief. One that aligns with both the owner’s and users’ aspirations. Each building is a unique response to its context and each is also directly connected to the mission of the institution. We always try multiple solutions along the way and help to guide the institution through the possibilities that will shape its identity, its culture, and its internal programmatic and working relationships.

Q: What are some of your most challenging academic projects to date?

A: Projects are challenging for different reasons—sometimes budget or schedule, site or climate, regulatory or neighborhood challenges, working in a foreign culture, or perhaps a particularly daunting or complex internal program. But great challenges often require truly innovative thinking

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Baruch College's Newman Vertical

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and can yield outstanding results. The Children's Hospital of Philadelphia was exceptionally challenging, with a complicated, phased program on a tight urban site; the Chapman Graduate School of Business at Florida International University had a remarkably tight budget; the W. P. Carey School of Business at Arizona State University deals with an intense climate in a sustainable building; Furman Hall at NYU Law School had to address extreme neighborhood opposition. All of these challenges required exceptional design solutions.

Q: Do you have a favorite KPF project?

A: My favorite projects are transformative. I enjoy being able to work with an institution as it seeks to improve its culture. Often our buildings are key in that process.

Baruch College's Vertical Campus was my first major project at KPF and will always be special to me. It had a major impact on an important institution in the city and was significant for the firm as well, launching us into a new arena. The 780,000-square-foot building occupies almost a full city block in Manhattan’s historic Gramercy Park neighborhood and won an AIA National Honor Award in 2003. We pursued innovative planning concepts with vertical interlocking "quads," utilized new materials, worked within a tight budget, and designed something

unique. The students are proud to be there, and the quality of their experience is affected every day by the building. CUNY had very high aspirations and challenged us to create a "Village in the City." It is always rewarding to work with a client with these sensibilities. It was a fabulous opportunity to remake a major institution in the city and resulted in an internationally recognized, award-winning design.

Q: Part of what you do is enhance and curate better learning experiences and spaces for your clients. What wasn't working? Tell us

about some innovations you've discovered in the way students, faculty and communities interact and learn in classrooms and academic spaces?

A: In designing the Ross School of Business at the University of Michigan, we responded to the extremely competitive climate facing universities today, the impact of rankings by students, importance of alumni and donor participation, desire to decrease energy costs, concern with changing models of education, active learning, globalization, as well as student and faculty recruitment. The first phase of the project changed the culture of the school, giving students and faculty a central hub which

enabled events to take place on campus, for students to continue dialogue outside the classroom, to work in teams, and to communicate globally. Our next phase will now focus on needs of new faculty, an increasing diversity of programs, and increased use of technology in flexible learning environments. Less than four years after the first phase was completed, we are helping the client to rethink the best models for teaching, learning, and research again as the rapid pace of change continues. While the building itself contributes dramatically to the quality of the campus and will be there for many decades, the interior will, no doubt, change over time.

Q: How do you facilitate a collaborative planning and building process with your projects? Who gets involved?

A: Our philosophy is firmly rooted in the belief that success is the result of collaboration and dialogue. A creative process stresses an open exchange of ideas both within the firm and, more importantly, between the client and the design team throughout the development of a project. Clients for our academic projects have many decision-makers and multiple stakeholders. Often, everyone has input into the design—faculty, students, staff, administrators, donors, alumni, funding agencies, community groups, and even taxpayers. Addressing multiple perspectives in our process creates a rich overlay of ideas from which a great solution can be derived. Our clients have consistently challenged our thinking, but supported the creativity of our solutions. Often they become enthusiastic advocates of the power of architecture to transform campus experience or even the institutional culture.

Q: What's next in classroom and academic building innovation?

A: The biggest trend is incorporating technology into universities. The global communication and integration of technology has become much more prevalent in the way people teach and leverage distance learning and integrating commentary from classes around the world. Some have asked if the academic campus will still even be necessary in the future. But despite the promise of technology, there is no substitute for personal interaction in a new environment. The blend of program, planning, and architecture must serve to inspire the building's

NYU's Shanghai campus.

Ross School of Business at the University of Michigan.

RSB


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users with elegant and functional solutions that make human interaction even easier and, more important, personalizing the way people work, study, meet, and exchange ideas.

Q: Tell us about your international academic projects. How do they differ, and how is the American model of learning and campus design—in higher educational settings—being embraced abroad?

A: New projects for the School of Transnational Law for Peking University in Shenzhen, China, and at NYU’s first urban campus in Shanghai are both based on the principles our practice has developed over time. They point to a wider, more robust and varied practice in the future. Working with NYU's Shanghai Campus, now under construction, has provided our first opportunity to do an academic building in China for a U.S. institution, so we feel we are part of the experiment—bringing liberal arts education into the heart of Shanghai's commercial center and furthering the cross-cultural dialogue.

In this age of globalization, American universities seek to engage the world more fully and directly, while universities worldwide share the aspiration to work to a high bar for academic standards, user satisfaction, and quality of student life. The role of the built environment to foster cultural connections and intellectual exchange is even more critical now than before. Our goal is to create campus environments that enable students to learn effectively across cultural borders, in buildings that inspire the next generation of great thinkers and leaders worldwide.

Q: How did being the only architect on the Cornell University Board of Trustees affect your tenure on the board? Did it influence you professionally at all?

A: It was a wonderful opportunity to both give back to my alma mater, as well as to learn about how a large research institution can be governed both efficiently and effectively. As the only Architect on a 64-person Board, I had an opportunity to play a unique role during a period of major campus expansion. Everyone at Cornell greatly appreciates and values the virtues of the Ithaca campus, but it can be a challenge to integrate and prioritize the many college goals, diverse programs, and funding needs. Having spent over 30 years designing academic buildings myself, I understood what was happening at

other universities and had expertise in relevant building types, technical issues, and campus master planning, which I believe was helpful to others on the board. The balance required between academics, student life, scholarships, facility issues, climate concerns, fundraising, state support, and alumni interests greatly enhanced my own understanding of the complex environment in which major universities operate today. I am still involved as an Advisory Committee member for the Atkinson Center for a Sustainable Future, so my commitment continues! My Cornell experience also led me to involvement with other Universities, including the Asian University for Women in Bangladesh, where there is an opportunity to make an enormous impact through the education of women in South Asia. It’s been a fascinating, multicultural experience.

Q: How has being a woman influenced your career—if at all?

A: Over my career (since 1976), there has been a vast change in the number of women graduates from architecture programs, and in their acceptance within the architectural profession. There are still too few at the top, but it’s truly been a sea change.

During my professional career, I have often been the most senior or first woman in a particular role. As has been written by others, this position comes with greater visibility—more scrutiny, sometimes skepticism, but also more visibility for one's talents. And, of course, the work/life balance was a challenge.

When I first started and was sent to a construction site at the age of 23, there was huge resistance from the client. It was very clear that I wasn’t welcome. It’s not like that anymore. I think women have proven themselves in all aspects of the profession—from design to management, to team and project leadership, to construction, as well as in teaching and architectural theory in the academy.

As our clients have become more diverse in all areas—in both the corporate and academic worlds—I think it’s been easier because there are women on both sides of the table. EO

NYU Shanghai.

Children's Hospital of Philadelphia (CHOP). Q: You are involved with many organizations related to your professional work. Which one

makes you the most proud?

A: I’m proud of all the organizations I’m involved with, but right now, I am focusing my energies beyond KPF, primarily as 2013 President of the AIA’s New York chapter. There are so many critical issues facing New York today that involve the quality of the built environment. Architects are really tackling these issues, providing strategic thinking and expertise to help shape the future of the city. Post-Sandy initiatives include: resiliency and sustainability, housing and zoning challenges for changing demographics, development of the waterfront, vibrantly livable neighborhoods, expansion of the academic and technology sector, the

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*Check with your college to see if credits are transferable.An af�rmative action/equal opportunity institution. Photo: Matthew Sussman.

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Untitled-43 1 4/1/13 4:29:14 PM

14�THE EDUCATED OBSERVER SPRING 2013

BY DANIELLE MOWERY

It’s a trend that’s almost expected—when the economy is bad, graduate school applications are up. Whether it’s for more time before launching a career or extra training to be more competitive, people decide to become students when jobs are harder to come by. Undergraduate applications are usually robust, too, when employment is scarce. But how does that rule apply when the degree involves the arts? And how do art programs overall fare in a world of limited budgets and declining resources? “The interesting thing is that, despite what’s happened in previous economies, there is not a boom now,” said Judith Aaron, VP for Enrollment at Pratt Institute. “Most of the art schools have found that applications and enrollments are down.” Typically, those pursuing degrees in visual arts are not expecting to get a job doing their own art work, but they will commit to an arts program. Today, they either don’t want to invest the money, or “there’s a fear now, with much more of an inclination to choose a profession. The fi elds that have especially su� ered are the fi elds where people know there are no jobs, like teaching. Or for

undergraduates, it’s the fi elds that tend to be freelance that we’re down: photo, illustration and writing,” explained Ms. Aaron. However, while Ms. Aaron felt graduate study was problematic all over for the arts, she was confi dent that it would turn around quickly as the economy improved. She had positive news for design especially, where “graduates are getting jobs. There’s a 95-99 percent placement, so there’s a distorted view of the job opportunities that exist.” In fact, Pratt has seen a surge in their MS/MFA programs, with applications up signifi cantly. In response to both the changes in the fi eld and the downturn in the economy, Tula Giannini, dean of the School of Information and Library Science at Pratt, initiated a dual degree MSLIS/MFA Digital Arts program in 2009 that just keeps growing. “It’s a program that’s unique and serves a defi nite need,” said Ms. Aaron. Students create work in digital and other media while also acquiring the skills at the intersection of digital arts and information technology. With the changes in the economy, The New School also responded with an expanded focus. Long known for o� ering studies that delve proactively into current and urban issues, the school launched a new MS in strategic design and

AFTER THE ECONOMY TOOK A BEATING, VISUAL AND PERFORMING ART PROGRAMS TOOK A HIT. EDUCATED OBSERVER INVESTIGATES HOW THEY'RE FARING TODAY

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Summer Session 2013

Join us at an Open House: 6:00-8:00pm Not sure which open house you’d like to attend?

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www.hunter.cuny.edu/ce

CONTINUING EDUCATION at

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CONTINUING EDUCATION atSum

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management this past fall. It’s a step removed from fine arts, but it’s solidly based in a design sensibility, merging technology and digital skills with design and guiding their combined impact. In performance, The New School is now offering a BFA in dramatic arts, emphasizing entrepreneurial and media skills suited for a world where work exists—and continues to be distributed—in ever-changing mediums. Not only do students have a dramatic background, but they gain a solid understanding of how the means of production and distribution have changed. “The New School is committed to educating the next generation of leaders of the creative economy,” stated New School President David E. Van Zandt. That economy is still very much a New York one. It’s “in the middle of one of the world’s most vibrant communities of fantastic theater professionals and artists,” said actor Sarah Jessica Parker, member of the school’s Advisory Board, when the program was announced this February. “I can’t imagine a more exciting, more promising and more opportunity-packed setting for young artists to begin their careers."

At NYU, the news is also focused on the positive. “Art school provides tremendous training for today’s evolving job market,” said Shonna Keogan, press officer at NYU’s Tisch School of the Arts. “Our students have the ability to think creatively, to promote themselves, and to be entrepreneurial, which is all extremely valuable regardless of your career.” Perhaps that’s why applications are up in most areas, especially in film

and the Clive Davis Institute of Recorded Music. Again, being in New York ensures that students are surrounded by a community of artists and making contacts in the industry. (The Beastie Boys even made the rounds recently at Clive Davis, attending classes for the day.)

NYU’s Kanbar Institute of Film and Television takes a practical as well as artistic approach, making the program even more

competitive. Students in the graduate program are required to complete a feature film which gives them something tangible to submit to festivals. In fact, the Tribeca Film Festival this year boasts some six films from NYU alumni. Then there’s Lucy Alibar—another alum who just received an Academy Award nomination for Best Original Screenplay for Beasts of the Southern Wild. An overview of the economy’s effects in NYC couldn’t be complete without acknowledging the aggressive drive that the city overall is making towards attracting tech companies. The NYU Game Center, now expanding to 2 Metrotech Center in Brooklyn, is a multi-school collaboration immersed in this growth industry that is firmly rooted in the creative arts. So while applications for traditional MFAs and undergraduate arts programs may not be soaring, New York schools are certainly broadening the appeal of the arts in innovative ways, better positioning those with a passion for visual expression and performance for vibrant, flexible careers in today’s economic reality. EO

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‘Typically, those pursuing degrees in visual arts are not expecting to get a

job doing their own art work, but they will commit to an

arts program.’

Most of the art schools in New York City have found that applications and enrollments are down.

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Visit us at www.mmm.edu or call 1-800 -MARYMOUNT

“ Marymount Manhattan College offers a first-rate, personal education in one of the world’s most exciting cities. ” —Dr. Judson R. Shaver, President

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BY MICHAEL EWING

Universities across the country are improving their residence halls to provide the best living conditions for current students and appeal to the prospective ones. These dorms, which were once piled high with fi reproof couches and cement block bookcases, are being torn down and replaced with hardwood fl ooring and energy-e� cient appliances. Prestigious universities in New York City—Columbia, NYU, Fordham, and the New School—are ahead of the pack in redefi ning their residence halls, communities, and an education in the city.

NYU’s Gramery Green, located on the corner of 23rd Street and Third Avenue, is among the most coveted residence halls at the school, o� ering students full apartments with amenities like stainless steel appliances, touch-screen microwaves, hardwood fl oors, and room-wide windows. The residence hall, standing as a beacon of luxury student living, will be one of many as schools upgrade, refresh, and build new dormitories across the city.

“Student housing is an important part of campus life,” said Linda Reimer, The New School’s Senior Vice President for Student Services. “It is here where students make lifelong friendships and learn to be productive members of a very special community of peers.”

Upgrades and New Buildings“The University Center will include some of the greenest

student housing in New York City,” said Ms. Reimer of the New School. “The building itself has a projected LEED Gold rating, and the student residences include energy-saving features like motion-sensing lights and occupancy-sensing heating and cooling, sustainably sourced building materials, and green building systems including cogeneration and water treatment facilities.”

University Center, slated to open in the fall 2013, sits on the corner of 14th Street and Fifth Avenue and will house over 600 students. The building will also feature an exercise facility, soundproof music practice rooms, an art studio, student lounge, and study room.

“Our existing residences are also part of a broader university push to green the campus,” she added. “Residences recently competed to reduce their energy usage, with a prize for the N

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SPRING 2013 THE EDUCATED OBSERVER�19

roommates who reduced their usage by the greatest amount.”Fordham University’s Lincoln Center campus is

looking upward to increase student housing. The school is constructing a 22-story, 468,000-square-foot law school building and residence hall on West 62nd Street between Columbus and Amsterdam Avenues. The law school will occupy the lower nine fl oors, but the rest will house undergraduate students.

“We are under construction right now for a new traditional-style residence hall at the Lincoln Center campus, which will add 435 beds to our inventory, increasing our residential capacity on that campus to 1,370,” said Bob Howe, Senior Director of Communications of Fordham University. Rose Hill, the campus in the Bronx, is also planning an expansion of its own: two new buildings for more than 400 residents, bringing the university’s total capacity to nearly fi ve thousand residents.

The new construction is also being built with energy e� ciency in mind, as part of Fordham’s comprehensive e� orts to reduce its carbon footprint. Down in Greenwich Village, NYU shares similar values for energy e� ciency and is in the process of upgrading one of its oldest dorms, Brittany Hall on 10th Street o� of Broadway, to be more

energy e� cient and to foster community growth. “Brittany Hall is currently undergoing a major renovation,

which entails replacement of walls, installation of new windows, air conditioning, e� cient lighting, and making the building more energy e� cient,” said Philip Lentz, Director for Public A� airs at NYU. “In addition to projects such as Brittany, we are seeking to improve our lounge and common areas throughout the system with the eventual goal of refurbishing these spaces in all of our residence halls.”

“The primary goal behind our renovations is to improve the quality of life for our students,” said Mr. Lentz. “We want to ensure that the residence halls o� er our students environments that are conducive to the building of community and supports the academic focus of their time in residence.”

Columbia University, which owns 18 residence halls and 18 brownstones, is meanwhile working on a refreshment plan of its own.

“Columbia Housing is executing a ten-year plan to refresh many of its residences,” said Joyce Jackson, the executive director of Columbia Housing. “Currently, Wallach Hall, a traditional residence hall, is in the middle of a two-year planned renovation to replace plumbing and upgrade fi nishes. The brownstones at 619-623 West 113th Street are also being gut renovated and opening in fall 2013.”

As New York City campuses continue to bulge with growing student populations, and with the availability of student housing constantly uncertain, universities will most likely continue to look for new ways to expand and optimize their student housing o� erings. The good news is that students can expect better comfort and greener living from their buildings, which schools hope equates to healthier learning environments and improved e� ciency.

Summer in New York provides outstanding opportunities for students from across the country to come and work or intern in the city. Some schools hold restrictive summer housing policies for their residence halls, but New York University and The King’s College o� er more fl exible housing options. Here’s the nitty-gritty:

The King’s College: Housing is available in both the school’s Midtown and Brooklyn Heights locations, in which each full apartment accommodates a few residents. Air conditioning and Wi-Fi are included in every

apartment, two essentials for a summer in the city. The building also features rooftop access, laundry facilities, and furniture.

New York University: NYU o� ers the most extensive summer housing, with the option to live in one of ten residence halls. The halls range from traditional non-air conditioned housing options to single bedrooms in air-conditioned apartment-style residences with the cost ranging from $178 to $381 per week. NYU’s meal plan can be enjoyed at their key dining halls which remain open throughout the summer.

SUMMER HOUSING SOLUTIONS

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By Molly Knapp

According to The National Science Board, “The development of our nation’s human capital through our education system is an essential building block for future innovation.” The NSB reported in 2008 that “the abilities of far too many of America’s young men and women go unrecognized and underdeveloped, and, thus, they fail to reach their full potential. This represents a loss for both the individual and society.”

So began the initial discussion about how to better cultivate the “next generation of science, technology, engineering, and mathematics (STEM) innovators.” STEM education refers to fields of study in the major categories of computer science and math, engineering and surveying, physical and life sciences. The U.S. Department of Commerce, Economics and Statistics Administration lists 50 specific STEM occupations including careers that vary from aerospace engineering to geo-science and astronomy. According to the U.S. government and many leading academics, STEM workers are pivotal to sustaining the power of our nation’s economy. The NSB led a 2008 campaign on STEM education by tasking the Committee on Education and Human Resources to form an ad hoc

Task Group on STEM Innovators. “The Task Group was directed to identify strategies for increasing the number of future STEM innovators and synthesize recommendations for how the National Science Foundation (NSF), and possibly other Federal entities, might engage in fostering the development of these individuals,” a NSB digital report stated.

Following a 2009 expert panel symposium on the matter, NSB set forth on a two-year examination of STEM education development by the ad hoc Task Group. This has resulted in a growing interest and increased funding for STEM programs from both private and public sectors. Having strong STEM academics is essential for the economy.

Today, the future for current and aspiring STEM employees is very bright. STEM occupations are projected to grow by 17 percent from 2008 to 2018, in comparison to 9.8 percent for non-STEM occupations. STEM workers also enjoy higher salaries and those who hold a degree in a STEM area will also enjoy better earnings (26 percent higher) than their non-STEM counterparts. Degree holders in STEM fields will earn more regardless if they work in STEM or non-STEM occupations. The report Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category 5,

Selling STEM in the U.S.

Cultivating the next generation of science, technology, engineering and mathematics innovators

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EARN YOUR MPH DEGREE WITHOUT INTERRUPTING YOUR CAREER

Come to our next Information Session:

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prepared by the presidents of the National Academy of Sciences, National Academy of Engineering, and Institute of Medicine, found that the primary force behind job creation is advancements in science and engineering. In other words, STEM careers create even more jobs in other fields. It is not surprising that institutions of higher education are placing an emphasis on improvements in STEM education. Prestigious universities such as MIT, Columbia University, CalTech, and UC Berkeley are just a few examples of academic institutions fostering interest and development in STEM education.

MIT has teamed up with a nonprofit called FIRST (For the Inspiration and Recognition of Science and Technology) to use an after-school program to teach children in Kindergarten through 12th grade about robotics. A robotics competition challenges groups of students to solve a common problem in six weeks using a standard “toolkit” to build a unique and high-tech robot which will compete against other teams’ robots. There are two competitions, each for a different age group. The FIRST Lego League is a robot-building contest for children ages 9-14. The FIRST Tech Challenge is geared towards high schoolers in midscale robotics.

The Harlem Schools Partnership (HSP), a collaborative effort of the Teacher’s College (TC) and Fu Foundation School of Engineering and Applied Science (SEAS) at Columbia University, works in association with the New York City Department of Education (NYC DOE) and receives financial support from the General Electric Foundation. The HSP hosts institutes and symposiums for teachers on topics such as engineering and technology in today’s classroom, STEM education on the elementary level (grades K-5), and “Practical Ideas for Using the Common Core State Standards as a Lever for Raising the Quality of Math Instruction.”

Caltech offers space for 23 diverse and gifted high school sophomores and juniors to participate in a three-week long institute called LEAD for students interested in STEM careers. Summer 2011 was the first time Caltech hosted this educational experience. High school students with competitive GPAs and SAT scores were recruited from across the country and taught about computers and neuroscience by graduate students and faculty. LEAD was originally a business education program that encouraged academic development for promising, minority, and underserved students. LEAD for STEM education also seeks higher education for minority students.

UC Berkeley has also funded and hosted a variety of projects that aim to increase interest in STEM careers. Such projects include the CalTeach Berkeley Summer Institute: Research for the Next Generation of STEM

Teachers, Increasing Environmental and STEM Literacy in East Bay Area Communities, and YouSTEM. YouSTEM is a free, online resource that helps find information about local K-12 programs in STEM areas. Most of the programs are free and include opportunities such as internships, volunteer lab positions, guided labs, and seminars.

The government also has a huge stake in youth engagement with STEM education; our future depends on it. The Obama administration has launched a campaign called “Educate to Innovate,” which is designed to increase interest and participation of STEM education of American children. The U.S. Congress has also sought to pass legislation regarding STEM careers. On November 30, 2012, the House of Representatives approved the STEM Jobs Act (H.R. 6429) by a vote of 245-139. The bill seeks to

grant 55,000 green cards each year to immigrant students receiving their master’s or doctorate degrees in STEM fields at U.S. universities. Judiciary Committee Chairman Lamar Smith, R-Texas, released a statement that read: “Many of the world’s top students come to the U.S. to obtain advanced degrees in science, technology, engineering, and math (STEM) subjects. We could boost economic growth and spur job creation by allowing American employers to more easily hire some of the most qualified foreign graduates of U.S. universities. These students have the ability to start a company that creates jobs or come up with an invention that could jump-start a whole new industry.”

For now, the Senate has blocked the bill, and experts predict gridlock with this issue. Since an increasing number of

Americans are attending college, several politicians and lobbyists voiced the fear that these graduates will no longer be willing to work in lower-paying jobs that require less skills. Another critique of the STEM Jobs Act is that it eliminates the Diversity Visa (DV) Program, also known as the “green card lottery,” which was designed to increase immigration from countries with less than 50,000 immigrants over the past five years (excluding refugees and asylum seekers). There is a constant demand in the U.S. for lower-skilled immigrants in addition to these highly-skilled workers. Members of Congress such as such as Rep. Zoe Lofgren (D-CA) and Rep. Conyers John Conyers, Jr. (D - MI), said that the elimination of the DVP would prevent that demand from being met.

Despite these congressional setbacks, STEM workers in the U.S. will continue to enjoy higher salaries and more job opportunities than those who hold a degree in non-STEM areas. For now, it will remain the responsibility of private sector STEM companies and academic institutions to promote and expand STEM education in this country for the benefit of keeping our economy and higher learning programs competitive. EO

‘We could boost economic growth

and spur job creation by allowing American employers

to more easily hire some of the most qualified foreign graduates of U.S.

universities.’

Stem_Knapp_EDU0413.indd 22 4/4/13 2:35:33 PM

Graduate School Open House

Thursday, April 18, 5:15 - 7:00 pmRSVP to bankstreetopenhouse.eventbrite.com | 212.875.4404

Bank Street College Graduate School of Education610 West 112th Street, New York, NY www.bankstreet.edu/gs

Become an educator who makes learning come alive.

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24�THE EDUCATED OBSERVER SPRING 2013

So Many Things, So Little Time

This summer, Samantha will be working at a prestigious marketing agency in New York City as an intern. She is also planning on taking a course through Yale called “Human Emotion” with professor June Gruber. As part of the course, Samantha will learn about the various aspects of emotions, such as

the relationship between emotion and thinking. Will she be taking trains to and from New Haven? No. This internship is possible thanks to “distance education,” which has removed the constraints of location and allows for more fl exible learning experiences.

This new wave of online

education, or distance learning, is changing the dynamics of not only higher education, but education at all levels. Among the sectors most a� ected by the advent of distance education is that of summer program. Yale o� ers rigorous, online, credit-bearing summer courses taught by Yale faculty.

SUMMER EDUCATION PROGRAMS GET REVAMPEDBY SUNNY PARK

As Francis Bacon once said, “Travel, in the younger sort, is a part of education; in the elder, a part of experience.” New York University’s Writers in Paris and Florence Program is the perfect marriage between education and experience. Students can choose to focus on either poetry or fi ction, while the writing and reading assignments are designed to encourage immersion in the city of their choice. In “Writers in Paris,” students visit local literary readings and events where they meet Parisian editors and writers. “Writers in Florence”

also invites students to Villa La Pietra, bequeathed to NYU in 1994 by Sir Harold Acton, where students follow in the footsteps of literary geniuses, attending nightly readings and lectures on writing and the lives of writers. Both NYU and non-NYU students are eligible to apply.

For the more artistically minded, Parsons o� ers Summer Intensive Studies in Paris. Open to pre-college, college-level, and adult students, the program boasts diverse course o� erings that range from fashion design to photography. The

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Harvard also has online summer programs that allow students to take courses from anywhere in the world. Courses are offered both online and on campus and, according to their schedules, students can attend lectures in person or watch them wherever they prefer.

For some courses, students use video-conferencing programs to attend class by joining online conferences at the specified class time each week. This method overcomes one of the perceived shortcomings of online education—the lack of interactive learning experiences. During these virtual conferences, students are encouraged to ask questions and exchange opinions with peers about the lectures and assignments. These programs are not unique to Yale and Harvard; other Ivy League schools, such as the University of Pennsylvania and Brown University, in addition to other top-tier schools, offer online summer courses to students. The increasing number of institutions that offer these opportunities marks a new trend in summer programs.

Distance education is becoming increasingly popular with the pre-college set as well. Every year, Johns Hopkins receives applications for its Center for Talented Youth (CTY) online program from thousands of pre-college students from more than 60 countries. Led by Johns Hopkins faculty, the program utilizes multiple methods of teaching and communication. Teachers guide students by email, phone, interactive whiteboard, and virtual online classrooms.

As increasing numbers of overseas high school students apply to colleges in the United States, nothing is more desirable than opportunities to take advantage of Ivy League programs from anywhere in the world.

For instance, Joo-Won Park, a student

of Korean Minjok Leadership Academy, one of the most prestigious high schools in Korea, said she was very excited about such opportunities. Ms. Park, who completed Stanford University’s Education Program for Gifted Youth (EPGY), described her distance learning experience as ideal. “I could take challenging courses from Stanford without leaving Korea,” she explained. “Also, the professor was very helpful, as he would make the process seamless. He was not only helping with difficult multivariable calculus problems but also with technical problems with the computer.” When asked about the grading system, Ms. Park felt it was fair as the EPGY requires students to find a proctor who will oversee the final exams and report directly to Stanford.

Kristen Sosulski, a Professor at New York University Stern School of Business, said that in distance education the focus should be on creating the experience: “Distance education is designed for self-motivated learners. But at the same time, instructors should find an opportunity to connect with students. There is no replacement for talking to students to get to know them, and students do appreciate such efforts.”

Traditional, off-line summer programs are also offering high school students more rigorous academics and a wider selection of course topics. For example, through its partnerships with various organizations, MIT offers specialized programs for high school students. Among them is its Research Science Institute, which invites 70 high school students to study for six weeks at MIT. The program focuses on advanced theory and research in mathematics, sciences, and engineering, and allows students to attend college-level classes and conduct research.

MIT also hosts the Women’s Technology

centrally-located Paris campus, near the Louvre and Gaîté Lyrique Media Arts Center, offers students the opportunity to attend classes in diverse locations throughout the city. The program is also designed to incorporate various aspects of French culture as well as weekend and day excursions.

For those who want to hone their Chinese, Inter-University’s Program for Chinese Language Studies, hosted by Tsinghua University in Beijing, is the perfect choice. It is an intensive language immersion program that lasts eight weeks. The mission of the program is to raise students’ Chinese language proficiency to a level at which they can function independently in their professional and academic careers. Past students who chose to pursue careers in China

proved that the linguistic skills they gained in this program have assisted them in professional settings. The program is competitive, and applicants are required to have the equivalent of two years of college-level Mandarin.

For middle school and high school students, Johns Hopkins offers the perfect study abroad opportunity through its Center for Talented Youth (CTY) Hong Kong program. Based at the Hong Kong University of Science and Technology, a renowned university located in Kowloon, CTY Hong Kong exposes students to the most dynamic and historically rich city in Asia. The University offers a wide selection of courses from Cryptology to Introduction to Logics. The admissions process is selective, and applicants must take an entrance exam. EO

‘I could take challenging courses

from Stanford without leaving

Korea.’



Program, a four-week summer program that exposes students to hands-on experience in engineering. Students work on team-based projects led by female MIT graduate students. On the West Coast, Stanford invites high school students to attend programs such as its Earth Sciences High School Internship Program and Space Weather Monitor Program.

For a more unique and proactive summer that bridges the gap between the classroom and real world experiences, students can revamp their summer learning by enrolling in business summer programs. For instance, MIT’s “Launch” encourages high school students to start a business by providing resources that will translate “idea” to “implementation.” Students learn the language of business from Ivy League professors, successful entrepreneurs, and Harvard Business School alumni. At the end of the four-week immersion program, students have the chance to pitch their business plans to investors with real money at stake.

Technion Israel Institute of Technology also has summer programs focused on encouraging the entrepreneurial spirit in students from high school to graduate school. Its "Start-Up Camp" and "Start-Up MBA" make the school’s great resources accessible to summer students.

Summer programs are not only limited to those who are enrolled in school full-time. Many art programs in New York City also offer courses to adult learners. For instance, Fashion Institute of Technology offers certificate programs in specific areas including fashion design, retail management, and sustainable packaging design. Similarly, Pratt Institute offers Summer Credit Intensives, a program designed for college-level students or adult learners seeking exposure to the arts. The New School and Parsons also offer immersion programs in art and design for pre-college students as well as adult learners, aimed at helping them develop their portfolios, earn college credits, and improve their marketable skills.

For professionals who want to hone their skills and expand their knowledge during the summer, Cornell University offers courses that will cater to their needs. Cornell University’s Viticulture and Enology Experience (CUVEE) is a comprehensive one-week program that includes wine vineyard visits, microbiology lab sessions, and business seminars. Mary Adie, the director of professional studies at Cornell’s School of Continuing Education and Summer Sessions, explained that CUVEE is differentiated from other wine tasting courses: “Cornell has found a niche that takes a more in-depth approach by the hands-on structure of the program ... Participants get their hands dirty by doing a bit of physical work in the vineyard, learning about pruning techniques, trellising, watering, grafting, etc.”

Dr. Alan Lakso, who co-directs the program, said that it was designed to “go into depth on the science

behind grape growing and winemaking,” emphasizing the rigorousness of the program. Erika Frey, a past participant, stated on the program’s website that it was “a great balance of overview and details for folks who are serious about wine. [It’s] great for anyone in the industry or just enthusiasts who are serious about learning more in depth about the process.”

Cornell also helps students find internships through its Campus-to-Careers series. For instance, Cornell’s Human Ecology Urban Semester Program allows students to spend four days per week at their internship sites and one day with their course instructor. Such opportunities will help to ensure that students graduate from the program with practical skills as well as theoretical knowledge.

Another school with outstanding summer programs for professionals is Columbia University. Columbia’s Continuing School of Education has numerous summer certificate programs that can meet students’ interests and goals. George Calderaro, the executive director of public, corporate and media relations at the School of Continuing Education, said: “The program is a resource for those who wish to take their lives in new directions. Students will take full advantage of the rich academic and intellectual resources throughout the university.” Certificate programs run the gamut from business

to human rights, allowing students to have extensive learning experience in the field of their choice. For instance, the Human Rights Certificate Program focuses on the interaction between human rights theory and practice, providing students the opportunity to explore human rights both inside and outside the classroom.

With so many summer program options available, the possibilities for learning are limitless and ever-expanding.

“I am excited for the summer, yes. But finding the balance between the internship, school and a social life will be challenging,” Samantha told us in anticipation of her summer at Yale. “But I am looking forward to it!” EO

‘[Columbia's Continuing School of Education] program is a resource for those

who wish to take their lives in new

directions.’

Columbia University's campus.

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GUIDED BY A HEART OFa lifetime of visionGUIDED BY A HEART OFa lifetime of vision

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Untitled-43 1 4/1/13 4:26:34 PM

DEVIN FORD AND BENJAMIN-ÉMILE

LE HAY

Don’t miss out on the cultural and academic opportunities New York City universities and colleges are o� ering the public this spring. Educated Observer has found just a few upcoming performances, events and talks that you won’t want to miss!

'The History Gallery' exhibition at the Museum at FIT.

Michelle Obama in a design by Thom Browne, who is being honored at Pratt.

April 11-16The Cherry OrchardNYU-Atlas TheatresThe Cherry Orchard, one of Anton Chekhov’s most cherished classics, is “about loss, dislocation, and the uncertain embrace of the future” as Madame Ranevskaya struggles with

the decay of her family estate. There are two alternating productions, both featuring the graduating class of 2013.tisch.nyu.edu

April 12Michael Ashkin Exhibition: Architecture Is for CreepsCornell University, Milstein HallArchitecture Is for Creeps is a gallery exhibition of Michael Ashkin, associate professor of art, College of Architecture, Art, and Planning’s new work. The gallery description is

“Geometries of the build environment await their new masters.”

aap.cornell.edu

April 17“Fashion and Technology”FIT at Seventh Avenue

and 27th Street Join Emma McClendon, curator of “Fashion and Technology,” for a tour of through this “History Gallery” exhibition, which explores fashion’s long engagement

with technology.

Aniline dyes, the sewing machine, synthetic fi bers, and the zipper—all were technological advances that sent fashion in new directions. In recent years, designers have made technology central to their collections, while wireless, sewable circuitry and fashion design software have made cyberspace the new nexus of technology and fashion.

April 23Catholic Ireland—Past, Present, Future: A Presentation by Archbishop Diarmuid Martin, Archbishop of Dublin

Fordham University Lincoln Center Campus, McNally AmphitheaterThe presentation is on the topic of the disillusionment with the Catholic Church in Ireland. The lecture will provide reasoning for the acceleration of this transformation and what the future of for the model for evangelization and Church renewal will be. The respondents are J.J. Lee, director of Glucksmann Ireland House, New York University and Theodora Hawksley, research fellow in Divinity, University of Edinburgh. The moderator is John Harrington, dean of the Faculty of Arts and Sciences, Fordham University.fordham.edu

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Michelle Obama in a design by Thom Browne, who is being honored at Pratt.

Cornell University, Milstein HallArchitecture Is for Creepsgallery exhibition of Michael Ashkin, associate professor of art, College of Architecture, Art, and Planning’s new work. The gallery description is

“Geometries of the build environment await their new masters.”

aap.cornell.edu

April 17“Fashion and Technology”FIT at Seventh Avenue

and 27th Street

Calendar_EDU0413.indd 28 4/4/13 2:41:53 PM


April 25“adjudicating Transcultural Intimacies: customary Law, communal Identity and Intra-asian Intermarriages in colonial burma”Columbia University Morningside Campus, International Affairs Building, Room 918This brown bag lecture led by lecture with Chie Ikeya, Professor, Department of History at Rutgers University, will focus on “colonial-period civil court cases and jurisprudential debates dealing with marriage, adultery, divorce, and inheritance” to analyze and investigate commonplace, transcultural intimacies and familial roles in British Burma, the Indo-Burmese and Sino-Burmese. A significant portion of the discussion will address Muslim Indian-Buddhist Burmese relations.columbia.edu

April 25Pratt Institute Fashion show Center548 at 548 West 22nd Street Lady Obama designer du jour Thom Browne will follow in the footsteps of previous honorees Narciso Rodriguez and Diane von Furstenberg when he accepts the 2013 Pratt Institute Fashion Visionary Award at this year’s fashion show. The school will host a cocktail benefit in honor of Mr. Browne at The Top of the Standard at 848 Washington Street after the students present their runway collections. Proceeds from ticket

sales will benefit student scholarships and Pratt’s Department of Fashion. pratt.edu/fashionshow

April 30Open Work in Latin america, New York & beyondHunter College, The Bertha and Karl Leubsdorf Art GalleryOpen Work features art that uses the viewer’s participation with a collaborative and performative

emphasis. These techniques were used by Latin American

conceptualists from the late 1960s through the 1970s. Open Work in Latin America, New York and Beyond includes some

ninety works that have been lent to Hunter College from

the Colección Patricia Phelps de Cisneros, The Museum of Modern Art, The Metropolitan Museum of Art, Henrique Faria Fine Art,

Document Art Gallery and Alexander Gray Associates.latinamericanartathunter.org

April 28- May 2The Cunning Little VixenJuilliard’s Peter Jay Sharp TheaterPrepare to be delighted by Leoš Janáček libretto that takes on Rudolf Těsnohlídek’s tale of a female fox, Sharp-Ears, and her dramatic cycle of life and death. Sung in English with translation from the original Czech by Yveta Synek Graff and Robert T. Jones, financial support for the production was

provided in honor of Yveta Synek Graff and in recognition of her significant contributions in the field of Czech Opera and the music of Leoš Janáček. For further information, call 212.769.7406 or visit Juilliard’s Web site.juilliard.edu

May 2“Music in Midtown” The Graduate Center, Elebash Recital Hall The last of CUNY’s spring classical special concerts will be a treat, with a chamber music repertoire that highlights Graduate Center DMA faculty members as they take on Mozart’s String Quintet No. 2 in C Minor, K406, and Brahm’s String Quintet in G Major, Opus 111. Performers include:

Daniel Phillips and Marcy Rosen, along with special guests Toby Appel (formerly of the Lenox and Audubon Quartets); John Dalley (former member of the Guarneri Quartet); and current DMA graduate student William Frampton.gc.cuny.edu

May 22Parson’s 2013 Fashion benefitPier 60, Chelsea PiersThe 65th annual benefit will honor Bonnie Brooks (president of the Hudson’s Bay Company) and alumni Jack McCollough and Lazaro Hernandez of Proenza Schouler, for their contributions to the fashion industry, Parsons, and philanthropy. Funds raised from the gala will be used to provide scholarships to Parsons. A highlight will of course be the graduating students’ runway show, where the Designers of the Year will be announcednewschool.edu/parsons/ 2013-fashion-benefit/

"Music in Midtown" will feature Graduate Center DMA faculty.

Caption

Michael Ashkin's 'Architecture Is for Creeps' exhibition.

Anne Manson performs

at Juilliard.

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Calendar_EDU0413.indd 29 4/4/13 2:42:24 PM


By LiLy Chen

Born and raised in New York City, Dr. Joyce F. Brown began her career in academia from humble beginnings at the City University of New York and has gathered a diversity of experience on her way to becoming

President of the Fashion Institute of Technology. Dr. Brown received her B.A from Marymount College and her doctorate in psychology from New York University. Having recently received City & State’s Above and Beyond Award, Dr. Brown spoke with Educated Observer about her past experiences, her thoughts on education, fashion, changes at FIT, and her career philosophy.

Q: What aspects of the world of academia drew you in at the beginning of your career?

A: I went to graduate school to pursue a Ph.D. in psychology, with the intention of developing a career in private practice. In order to support myself and pay my tuition, I took a position as a financial aid counselor at the City University of New York. I was exposed to many aspects of running a college as I stayed on in the university and progressed through the ranks. I like to say I am “the mailroom story.”

By the time I finished my degree I had seen time and again that academic institutions can be a powerful force for change. I had developed a profound respect for the impact a good teacher could have on young lives, an understanding of how systems needed to work together to support the teaching and learning environment, a belief that the students needed to be the center of the universe, an appreciation for the value of diverse points of view—and an overall belief in the transformative power of education. It is the great equalizer in our society.

Q: Could you speak a little about what’s in store for FIT in the future in regards to building faculty, improving technology, adding curriculum, and improving student services?

A: We are currently engaged in a process to reimagine our mission to reflect all the work we have done over the last eight to ten years and to elevate even farther the goals we set for ourselves. For the past two and a half years we have been engaged in a community dialogue

about the competencies we will seek in new faculty, or what we are calling: the faculty of the future. In 2003, I made a commitment to increase the full-time faculty ranks by 33 percent. With attrition, we still have some vacancies that we are conducting searches to fill. It is an invigorating process, and the dynamism that results from the introduction of new and accomplished faculty colleagues is palpable across the community. The incorporation of technology in the curriculum and the delivery of a compelling instructional model is expected. We continually upgrade our classrooms and laboratories as well as our equipment and software.

Over the last eight years, we have focused on strengthening our curriculum and added ten new academic programs. The focus at this point is the development of interdisciplinary offerings that build on the strong resources we have across our schools of art and design, business and technology, and liberal arts. By so doing, we are determining which areas would benefit from expansion. We will create interdisciplinary courses that allow for knowledge transfer and expanded opportunities for experiential learning.

One of the main goals of our current strategic plan has been to increase our student centeredness. We have developed a robust repertoire of activities for students. We have reconfigured a number of physical spaces so that students have more areas to congregate and either work or socialize together. We have built a new student academic advisement center in response to student needs and opened a 5,000-square-foot fitness center for student use. These are just some examples of enhanced student services.

Q: Congratulations on receiving City & State’s Above and Beyond Award. Is there one achievement you are most proud of in the education sector, in the corporate sector, or public affairs sector?

A: I am proud of the effectiveness and inclusiveness achieved in our strategic planning process. We have changed the conversation across the community and, in so doing, reinvigorated our environment. Faculty are engaging in dialogue across disciplines and engaging in research and innovative solutions to challenges. We anticipate partnering with industry, young entrepreneurs, government and public sector community groups, thus becoming a destination for innovation and problem solving. We have become aware of, and more and more we celebrate the value of, diversity in points of view, teaching experience, gender, as well as ethnicity. None of these dynamics would have evolved without our community engagement in pursuit of common goals to fulfill an agreed-upon mission and vision. EO

Dr. Joyce F. Brown.

A discussion with dr. Joyce F. Brown, president oF FAshion institute oF technology

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Bank Street College graduate SChool of eduCationMaster’s degree programs in learner-centered education

Founded in 1916, Bank Street College of Education in New York City has a rich history of innovation and of learner-cen-tered education. Bank Street's pioneering ideas about devel-opmentally appropriate prac-tices, the value of observation and reflection, and the impor-tance of discovery through experiential learning have influ-enced successful teaching and learning approaches in schools, museums, and other learning

environments across the na-tion and abroad. The College includes both the Graduate School and a lab school called the School for Children.

Bank Street Graduate School graduates facilitate learning, create community, and encourage students to en-gage fully in the process of in-quiry and discovery. Master’s degree students actively par-ticipate in small classes, dis-cussion groups, and extensive supervised fieldwork. Facul-ty provides students with rich mentorship and advisement. Course work focuses on human development, curriculum and inquiry, and ways of engaging

children as active learners. The-ory and practice are integrated into all components of a Bank Street education.

Our master's degree pro-grams include child life, teacher preparation, special educa-tion, literacy, museum educa-tion, bilingual education, and leadership for schools, districts, and community-based orga-nizations. Most programs lead to initial and professional cer-tification. Students with initial

certification from undergradu-ate programs will find graduate programs that lead to profes-sional certification, including curriculum and instruction and teacher leader in mathematics education. to learn more about our pro-grams, join us for our open house on thursday, april 18th. for more information, visit bankstreet.edu/gs, email [email protected], or call 212-875-4404.

Pre-College PrograMS at Brown univerSity: SuM-Mer 2013a true residential College experience

Summer@Brown attracts se-rious college-bound students from around the world. As a student, you’ll live in a Brown University residence hall, eat at Verney-Woolley, or other Brown dining halls, and join your fel-low students on The College Green—just as you would if you were a Brown undergraduate. You will be surrounded by peers

from diverse backgrounds and cultures—all sharing a passion for high-level academics and a desire to succeed at a selective

Ivy League institution like Brown University. A student who com-pletes a Summer@Brown course is better prepared, more confi-dent, and better positioned to succeed during one of the big-gest transitions of his or her life: the move to college.Brown university: 250 years of academic excellence

Brown is known in the Ivy League for an innovative open curriculum that challenges stu-dents to be actively engaged in their own intellectual develop-ment. Summer@Brown is an opportunity to explore this stim-

ulating learning environment. Academics are at the program’s core, with more than 250 courses in one- to seven-week sessions. Dive deeper into a subject you love or a new area of learning you may never have considered. You will face exciting challenges and accomplish more than you can imagine.

Come to Summer@Brown to prepare for college success and experience life in the Ivy League.Brown university office of Con-tinuing educationProvidence, rhode islandwww.brown.edu/summer

ColuMBia univerSity

The School of Continuing Education at Columbia Univer-sity is a resource for those who wish to take their lives in new directions, with a mission to transform knowledge and un-derstanding in service of the greater good.

The School offers master’s degrees in the established and emerging fields of Actuarial Science, Bioethics, Communi-cations Practice, Construction Administration, Fundraising Management, Information and Knowledge Strategy, Narra-tive Medicine, Negotiation and

Conflict Resolution, Sports Management, Strategic Com-munications, Sustainability Management and Technology Management. Each program provides practical, professional education for students seeking demanding, focused training. Courses are taught by facul-ty and industry leaders who bring current perspectives into the classroom and online. Full- and part-time options vary by program.

The Postbaccalaureate Stud-ies program at the School of Continuing Education offers university courses and certifi-cate programs in over 50 sub-ject areas for graduate school preparation, academic enrich-ment or career advancement. Working with advisers, each student develops a plan of study tailored to his or her aca-demic goals. Select courses and certificate programs are offered online.

The School also offers sum-mer courses and certificates, high school programs in New York, Barcelona and Jordan, and a program for learning English as a second language.

Though the offerings are diverse, they are unified by a mission to mount innovative, in-structional programs that meet Columbia’s standard of excel-lence, take advantage of its re-sources, and produce positive educational outcomes for the members of the student body. for more information, visit ce.columbia.edu/summerob-server, email [email protected] or call (212) 854-9666

AdvertorialPages_EO_0413.indd 32 4/4/13 2:13:32 PM

Keynote Speakers Erica Jong

Adam Gopnik11 Panels

with distinguished writers, editors, publishers, and literary agents

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Registration Fee $195

Invites You to Join Our Third Annual

Saturday, June 8th, 20138:30am-5:00pm

For more information, visit our website: www.hunter.cuny.edu/thewritingcenter-ce/conference

212.650.3850Lewis Burke Frumkes, Director

Megan AbbottRegina Barreca

Ben CheeverAlan Furst

Edward HirschSusan Isaacs

Lucette LagnadoPatricia Marx

Daphne MerkinKitty PilgrimJohn SimonJason Starr

Patricia VolkAnd many other distinguished

The Writing CenterWriting | Literature | Culture


Keynote Speakers Erica Jong

Adam Gopnik11 Panels

with distinguished writers, editors, publishers, and literary agents

Plus Luncheon and Networking

Reception

Registration Fee $195

Invites You to Join Our Third Annual

Saturday, June 8th, 20138:30am-5:00pm

For more information, visit our website: www.hunter.cuny.edu/thewritingcenter-ce/conference

212.650.3850Lewis Burke Frumkes, Director

Megan AbbottRegina Barreca

Ben CheeverAlan Furst

Edward HirschSusan Isaacs

Lucette LagnadoPatricia Marx

Daphne MerkinKitty PilgrimJohn SimonJason Starr

Patricia VolkAnd many other distinguished

The Writing CenterWriting | Literature | Culture


Untitled-4 1 4/3/13 11:07:53 AM


5th AnnuAl Cornell hospitAlity iCon & innovAtor AwArds

Celebrate extraordinary vision guided by a heart of purpose at the 5th Annual Cornell Hospitality Icon & Innovator Awards. Join the Cornell School of Hotel Administration on June 4 at Cipriani 42nd Street in New York City as we recognize the extraordinary contributions of this year’s Icon of the Industry, Tom Pritzker, executive chairman of Hyatt Hotels Corporation and chairman

of Marmon Group, Inc., and Cornell Hospitality Innovator award winner, Steve Ells, founder, chairman, and co-CEO of Chipotle Mexican Grill.

Attracting over 900 of hospitality and travel world’s brightest stars, the Cornell Hospitality Icon & Innovator Awards generates important philanthropic funding for the world-renowned Cornell School of Hotel Administration’s scholarships and programs, and enables industry support for the next generation of hospitality leaders.

The 5th Annual Cornell

Hospitality Icon & Innovator Awards currently has the support of more than 50 corporate sponsors. The title sponsor is Hyatt Hotels Corporation. Travel + Leisure and USA TODAY are exclusive media co-hosts; Baccarat, Delta Airlines and Marriott International, and The New York Observer are diamond sponsors. Join us in celebrating Tom

Pritzker’s and Steve Ells’s extraordinary business, hospitality, and philanthropy achievements by attending or sponsoring the 5th Annual Cornell Hospitality Icon & Innovator Awards. For more information and to register, please visit hotelschool.cornell.edu/industry/events/awardsdinner.html or contact Kathleen Bolton at [email protected].

Cornell university summer Collegeprograms for high school students“An unforgettable, life-changing summer.”

One of the longest running and most highly regarded precollege academic programs in the United States, Cornell University's Summer College gives academically talented high school sophomores, juniors, and seniors the chance to experience the excitement of college life at a world-class Ivy League university.

Every summer, nearly one

thousand students from around the world come to Cornell’s beautiful campus in the heart of the Finger Lakes to get a head start on their college education in one of our acclaimed three- and six-week programs. Enrolled

in courses taught by world-renowned faculty, students earn college credit while exploring academic majors and making new friends.

Programs are available in architecture; art and design; business; college success; engineering; English for non-native speakers; environmental studies; history and politics; hotel management; humanities; law and government; medicine; psychology; research and science; and veterinary medicine and animal science.

Within a challenging but supportive environment, students explore life at Cornell

and gain confidence that they can succeed at college. And with the help of a college fair, admission workshops, and one-on-one consultations, participants get a better idea of what they want in a college, where to apply, and how to create the best application.

“Truly priceless” is how Summer College parents Sean and Helen Dunlea describe the program. “We would highly recommend it.”

For more information, call 607.255.6203, e-mail [email protected], or visit www.summercollege.cornell.edu/eo.

Find your pride And purpose At hoFstrA university

A university of distinctionSince its founding in 1935,

Hofstra University has evolved into an internationally renowned university that continues to achieve further recognition as an institution of academic excellence.

The Hofstra North Shore-LIJ School of Medicine at Hofstra University welcomed its second class of students in August 2012. Incoming medical school students train as emergency medical technicians by working

shifts on North Shore-LIJ Health System ambulances.

In addition, Hofstra recently established a School of Engineering and Applied Science with an innovative co-op and cross-disciplinary education program, and a School of Health Sciences and Human Services dedicated to educating students to become effective and compassionate clinicians, evidence-based practitioners, policy makers, managers and advocates who promote health equity.

The Best and BrightestWith an average

undergraduate class size of 21

and a student-to-faculty ratio of 14-to-1, students are challenged and encouraged to debate, question, research, discuss and think critically in an open and broad-minded learning environment. Hofstra students are hardworking, ambitious, and motivated; they discover their strengths and find their passions

in about 140 undergraduate program options, including more than 100 dual degree programs.

Hofstra students are taught by Guggenheim Fellows and Fulbright scholars; Emmy Award recipients; prize-winning scientists; leaders in business, education and the health sciences; and knowledgeable and insightful thinkers. see for yourselfwe invite you to visit our dynamic campus. see the energy, focus and drive of our students. meet our award-winning and prestigious faculty. your journey begins at hofstra.edu


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Hunter Writing Center

The Writing Center, part of Continuing Education at Hunter College, is dedicated to offering writing, literature, and cultural workshops taught by professionals in the field and free events throughout the year such as the Best Selling Author Series and the Great Thinkers of Our Times Series.

This summer, The Writing Center will once again host the Writers’ Conference which is widely considered one of the finest fiction and non-fiction conferences. This year’s morning keynote

speaker is Adam Gopnik and Erica Jong will deliver the lunchtime keynote address. The conference will feature distinguished writers, editors, publicists and literary agents speaking on eleven exciting panels: Comic Books and Graphic Novels; Editors; Self-Publishing; Non-Fiction; Suspense; Small Publishers; Memoir and Biography; The New World of Publishing; Poetry; Fiction; and Agents.

Ben Cheever (Memoir), Edward Hirsch (Poetry) and Alan Furst (Historic Espionage Fiction) will be conducting intensive workshops in the days leading up to the conference. The conference takes place June 8, 2013; the intensives from June 5-7, 2013.

Join Grace Edwards, 2013 conference fiction panelist and regular program instructor for her course this summer, Fiction Writing. In addition

to The Writing Center’s exciting programs, Continuing Education offers a wide range of courses, workshops, and certificates. We offer professional development classes in financial investment, digital media, sustainability, computers and much more! Self-enrichment classes in literature, history, music, visual arts, and dance are also available. For more information, Visit our website: www.hunter.cuny.edu/thewritingcenter-ce/conferenceregister online or call 212-650-3850

Hunter Continuing eduCation

Why not make your summer count? Continuing Education at Hunter College offers a breadth of courses and programs. We offer a variety of Certificate Programs- such as Interpretation/Translation, Legal Studies, and Graphic Design, in addition to our many academic courses designed to help students to better their knowledge of everything from computer literacy to financial know-how.

Perhaps you’ve always wanted to develop your musical side. Our new Music Certificate is an affordable way to learn the foundations of music, how to play the piano, improve your singing voice and study the history of music. Or explore the musical stylings of Irving Berlin, Jerome Kern, and George and Ira Gershwin in our new series,

The Jewish Composer and The Hollywood Musical.

Enjoy stimulating courses without the pressure of tests and grades. Rekindle your historical knowledge with our new class, Understanding the US Constitution. Learn a new foreign language such as Arabic, French, or Spanish. Or take our new Introduction to Linguistics course to understand the essence of language. With Introduction to Positive Psychology, discover how this branch of psychology can help you lead a meaningful

and fulfilling life!Whether students are new

to the workforce, looking for a career change or simply looking to learn a new skill, our continuing education programs are designed for professional development and personal enrichment. Join us at Hunter College and make your summer count!For more information, visit our website: www.hunter.cuny.edu/ce rSVP online or by: (phone) 212-650-3850 (email) [email protected]

HarVard CrimSon teSting

Using the extraordinary teacher – pupil relationship between

Socrates and Plato as its model, Harvard Crimson Testing strives to teach each subject to its students comprehensively.

Thoroughness in approach, Harvard Crimson Testing makes sure each student“owns” the substance of every important topic in a subject before the student takes the standardized test for which they prepared. Harvard Crimson Testing achieves this by first explaining all the substantive topics—using easy to understand illustrations. Along with teaching the

substantial material, Harvard Crimson Testing reviews publicly-released questions from prior exams—ideally written by the test maker of the actual test that the student will take-- to reinforce a student’sknowledge andunderstanding of the subject.

For example, as shown on this website’s page about the SAT II United States History exam, there are many important topics on this exam. Every student of Harvard Crimson Testing who prepares to take the SAT II United States History is expected to learn each of the topics listed—and then the student will read and answer hundreds of multiple-choice

questions about United States History. Before the student takes the actual test, the student lectures their tutor about each important topic WITHOUT NOTES.

We believe that an individual

does not understand a subject fully until they have taught the subject.

Harvard Crimson Testing’s tutors have 30+ years experience teaching & tutoring students for standardized tests. Joel S. Farley, a graduate of Princeton University & Harvard Law School, worked for Stanley Kaplan Educational Center for 7+ years & later worked for 18+ years for a prominent tutoring company based in NYC.all of the tutors of Harvard Crimson testing are experts in their field, all enjoy teaching, and all motivate their students to excel on the specific standardized test, and in the academic course.


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MaryMount Manhattan Collegea college of the liberal arts

At Marymount Manhattan College, students come from all over the world to learn in an stimulating and rich community. Our independent-minded students enjoy the unique advantages of a student-focused liberal arts college with all the opportunities of a world-class city.

Nestled amid the high-rises and museums of Manhattan’s Upper East Side, Marymount Manhattan offers its students

the ability to explore their individual interests across 18 majors and 35 minors, with one-on-one faculty guidance and the entire city as a classroom. A focus on interdisciplinary programming enables students to easily bridge their areas of interest, fostering a connected campus community among the liberal arts – from natural sciences and humanities to fine arts and dance.

On campus, Marymount Manhattan students benefit from a 12-to-1 faculty to student ratio and a strong emphasis on facilitating academic and creative

exploration. Whether the student is drawn to science or wants to pursue a theater career, Marymount Manhattan encourages every student to explore all directions in an intellectual, cultural, and safe enclave within the city.Off campus, Marymount Manhattan students publish graduate-level research alongside faculty, earn prestigiousssss science awards and appear on Broadway and hit TV shows. Marymount Manhattan College faculty members are recognized nationally and internationally, for their expert knowledge,

uncovering scientific advances and publishing book after book. Looking for big city opportunities in a vibrant college setting? Earn your BA, BS, or BFA at Marymount Manhattan College. For more information, visit www.mmm.edu or call (212) 517-0430.

léMan Manhattan PreParatory SChool

Parents seeking a private school education for their child have many excellent choices in New York City. But there is no school quite like ours.

Located in historic downtown Manhattan, Léman Manhattan is the school that offers the rigorous academics and an International Baccalaureate Diploma delivered by a highly engaged faculty.

It’s the school that teaches the critical thinking skills that are keys to preparing today’s graduates to succeed at top choice colleges and throughout their lives.

It’s the school believes learning courage, resilience, empathy and open-mindedness is just as important as learning calculus, chemistry and history.

It’s the school with state-of-the-art facilities including: a light-filled library, performing arts auditoriums, rock climbing wall, roof-top playground, regulation-size gymnasiums, personal training room and two competition-size pools.

It’s the school that offer small classes and Personal Learning Plans designed to challenge and excite each student to reach his or her potential.

It’s the only preparatory school in Manhattan with established sister schools in

Europe, Asia, Latin America and throughout the US offering our students exciting opportunities to participate in international academic, athletic, music and art exchange programs.

Léman Manhattan offers a one-of-a-kind international and domestic boarding program where students from around the world can share culture and diverse perspectives to create a truly global community.

All of this contributes to a learning experience that is second to none.

the ColuMbia univerSity: MailMan SChool oF PubliC health

The Executive Master of Public Health program at The Columbia University Mailman School of Public Health provides healthcare professionals a unique interdisciplinary education across three areas of expertise: organizational leadership and management, health policy and public health, and health systems. It is designed for healthcare professionals who come from an extraordinary range of career fields including government agencies, hospitals,

consulting companies, pharmaceutical corporations, insurance companies, finance, foundations and other healthcare enterprises. This MPH degree provides a world-class education shaped by faculty members in the Department of Health Policy and Management who are at the forefront of the healthcare system.

“People who are actively engaged in the delivery of healthcare should be involved with healthcare management and policy,” said Dr. Lloyd Ratner, Exec MPH alum 2011 and Director of Renal & Pancreatic Transplantation Columbia

University/NY Presbyterian Hospital. “This program forges those connections.”

The curriculum is comprised of three main components: an overview of the political, economic and legal healthcare framework; an overview of the public health system; and management methods and content. It provides students with the management and

policy skills needed to be effective healthcare leaders. Cohort-based learning is essential to the Executive MPH experience. This model draws on the expertise of the students and is the foundation for collaborative learning.

“My time at Mailman afforded me the opportunity to develop some great relationships in addition to providing a wonderful formal education,” said Dr. Adewale Troutman, President-Elect of the American Public Health Association. “There is no doubt that having that degree led me to this point, allowing me to be where I am.”


HARVARD CRIMSON TESTING

PRIVATE TUTORING SAT SAT II PSAT ACT GMAT GRE

www.harvardcrimsontesting.com 1.800.246.0972

JOEL FARLEY 25 Years of experience Princeton University Harvard Law School

David Beach

From the first meeting, it was clear to me that Joel was uniquely gifted at communicating the concepts and strategies that drive successful performance on standardized tests. He relates to the mindset of his students, understands their challenges, and develops custom solutions to help them overcome their hurdles. By the second week of our sessions, I was consistently scoring in the 700s on practice tests. By the week of the exam, I felt prepared, confident, and poised - I scored in the 99th percentile on the actual GMAT ! I credit Joel entirely for my strong performance, which ultimately helped me earn admission and merit scholarships to several top MBA programs. I give him my very highest recommendation.

Grover Connell

My wife Pat and I have been happily married for many years. Now grandparents, Pat and I believe that the best way to help our grandchildren is to have them tutored by experts. Harvard Crimson Testing is a test preparation company with experts in the SAT and most SAT II Subject tests--such as the SAT II United States History and SAT II Physics. Pat and I strongly recommend Harvard Crimson Testing.

William Leinen

I worked with Joel Farley for the math part of the SAT after I was dissatisfied with my previous math score. Joel and I worked entirely by telephone. In preparation for the SAT, I did hundreds of publicly released math problems from prior SAT exams. Joel helped me apply important math principles to these problems so I could learn from my mistakes and reach a higher score. After working with Joel, I increased the math part of my SAT score by 80 points and was accepted to Colgate University. I strongly recommend Harvard Crimson Testing.

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St. George’s University and the New York City Health and Hospitals Corporation Award $2.4 Million to Future Primary Care Practitioners

This past January St. George’s University’s Chancellor Charles Modica, Deputy Mayor for Health and Human Services Linda I. Gibbs, and Health and Hospitals Corporation President Al Aviles awarded 20 New York City students scholarships totaling $2.4 million to attend St. George’s University School of Medicine under the first year of the CityDoctors Scholarship

Program. In return the students have committed to give back to their communities by practicing primary care medicine at a New York City Health and Hospitals Corporation (HHC) hospital after receiving their medical degrees.

The CityDoctors Scholarship Program was launched in April 2012 and will provide more than $11 million in scholarships to New York City residents over five years. The program addresses the national shortage of primary care physicians and increases opportunities for city youth by making a medical degree and

a primary care career more accessible for those with limited financial resources.

“St. George’s has long been dedicated to meeting the need for primary care physicians and we’re proud that our partnership with HHC is helping to meet a growing demand,” said St. George’s University Chancellor Charles Modica. “Our

students are uniquely qualified to meet the needs of a diverse population and the skills they acquire throughout their training allow them to return home and give back to their community.”To learn more about St. George’s University and their CityDoctors Scholarship Program visit www.citydoctors.com.

YAle SUMMer SeSSioN

Yale Summer Session offers over 200 full-credit courses condensed into two intensive five-week sessions. These complete courses, most taught by Yale faculty, offer a challenging summer experience on the historic Yale campus.

Here you find current Yale students earning credit, undergraduates from other universities experiencing Yale’s rigorous academics, and students about to enter their last year in high school testing their abilities.

Student life revolves around

the on-campus housing. Yale dormitories, called residential colleges, are the foundation of Yale's social and intellectual life, fostering a sense of community and serving as a focal point for both informal and planned activities. Housing is supervised by resident staff and current Yale students serve as student counselors.

In addition to lectures, films, and other campus activities, summer students may choose from a rich variety of entertainment in New Haven, including The International Festival of Arts & Ideas, which hosts free concerts, dancing, and celebrity guest speakers. The city boasts over 333 restaurants with flavors from

around the world. East Rock State Park, Sleeping Giant State Park, and Payne Whitney Gym accommodate runners and athletes. And of course, New York and Boston are just a train ride away.

Experience the energy of a campus powered by the pursuit of knowledge. Experience students who share your focus and intensity. Experience faculty who will inspire you to expand your world and your thinking.experience Yale.Session A: June 3 – July 5Session B: July 8 – August 9summer.yale.edu

eUGeNe lANG ColleGe SUMMer iNTeNSiVeS iN NeW YorK CiTY

Eugene Lang College Summer Intensives in New York City let you earn four college credits for a four-week course, May 28–June 20. If you’re currently a college student age 19 (by May 29) or older (or with at least one year of college completed), all you have to do is register for the class you want.

At The New School—a legendary urban university in Greenwich Village—you’ll collaborate with your peers

to complete a project you can be proud of and build your credentials by studying with professionals, artists, and activists. Plus you’ll enjoy the vibrant social and cultural life of New York City. (Courses are fully accredited but check in advance to confirm that our credits are transferable to your academic program.)

Choose from four course options:

Choreographic Thinking: William Forsythe's Improvisation Technologies is a dance studio and seminar that introduces you to the choreography and Improvisation Technologies of one of the leading figures in contemporary dance.

Environmental Action and Research: NYC Waterways is an opportunity to study New York City's rivers, harbor, and waterfront—and learn how to

shape policy and public action. The New Screen: Filmmaking

Boot Camp gives you a chance to produce three short films in four weeks, guided by three critically acclaimed independent filmmakers.

Writing City Criticism enables you to work with a contributing editor from Harpers’ on various forms of analysis and critique, including reviews of books, films, exhibitions, recordings, and performances. learn more about the Summer intensives, including housing options, at www.newschool.edu/lang/summer-intensives.


©2013 St. G

eorg

e’s University

Grenada, West Indies

IN 2011 AND 2012, ST. GEORGE’S UNIVERSITY PLACED MORE DOCTORS INTO FIRST YEAR US RESIDENCY

POSITIONS THAN ANY MEDICAL SCHOOL IN THE WORLD.*

We know the importance of becoming a US doctor. It isn’t just about the health of our communities; it’s about the health of our country. It is estimated

that to keep up with the population growth, the US will need over 130,000 more doctors by the year 2025.†

WHERE WE STAND WILL MAKE YOU STAND OUT.

US/Canada: 1 (800) 899-6337 ext. 9 1280

†

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SPRING OPEN HOUSE DATES Lower School April 23 at 6:00 PM

Upper School May 6 at 6:00 PM

SPRING TOUR DATESLower School April 18 and May 9 at 9:15AM

Our excellent academics, passionate teachers, state-of-the-art facilities and international programs get students out of their seats and involved in learning.

FOR MORE INFORMATION CONTACT US AT (212) 232-0266 | [email protected]

LÉMAN MANHATTAN IS LOCATED IN THE HEART OF THE FINANCIAL DISTRICT

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Educated April 2013