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THE EDUCATED OBSERVER SPRING 2012 SPecIal adveRtISING SuPPlemeNt to the New YoRk obSeRveR

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Collegiate Cabin Fever

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The CiTy’s BesT CulTural and inTelleCTual happenings

Inside New York’s Exclusive

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Innovation in Educating: How Technology

is a Game Changer

THE EDUCATED OBSERVER SPRING 2012

ON THE COVER

VAM AM QUAD, CONSIDERED ONE OF THE MOST PICTURESQUE SPOTS ON THE COLUMBIA UNIVERSITY CAMPUS.

PHOTOGRAPHER

EILEEN BARROSO/COLUMBIA UNIVERSITY

Publisher JARED KUSHNER

Editorial Director ELIZABETH SPIERS

President CHRISTOPHER BARNES

Executive V.P. BARRY LEWIS

Senior V.P., JAMIE Associate Publisher FORREST

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le Hay

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miCHael eWinGdanny HermanjenniFer maaS

eriCa marTinlara rOSenBlum

reBeCCa Claire SeelBen WeiTZenKOrn

copy EditorleSa andreaSen

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When most people think about springtime at college, they imagine blossoming campus quads, looming final exams and hopeful graduates dwelling on future plans after the marathon of events concludes. But in “The City That Never Sleeps” and beyond, campus life is doing anything but winding down. As students and graduates prepare for summer, The Educated Observer investigates some of the developments in learning that are becoming increasingly popular, as well as a range of current topics on the minds of many academics.

First, on page 2, Erica Martin takes us into New York City’s elite assortment of university and alumni clubs. She talks with members to figure out what all the fuss is about. A growing trend among students is continuing education through the summer months. Ben Weitzenkorn explores a handful of the educational programs and courses that are popular with many year-round scholars today (pages 6-8). Mr. Weitzenkorn then writes about technological innovations in education that are changing the way students learn and share information in the classroom. Read all about it on pages 11-13.

It’s no myth that campuses boast beautiful outdoor spaces for students and the public to study, socialize and relax in. Michael Ewing takes us on a journey to some of his favorite college greens in the City (pages 14-16). On pages 19-20, Danny Herman discusses his views on the benefits of study abroad and a few of the programs out there.

From Julliard to FIT, every New York City institution of higher learning offers a wide range of cultural and academic seminars and events open to the public. The Educated Observer presents a sampling of this season’s best bets on pages (22-23). We then hear from City professors championing interdisciplinary curricula. Lara Rosenblum reports on pages 24-25. Finally, on pages 26-27, Annie Cusick speaks to a few college standouts making waves at their respective schools.

You’re bound to enjoy our eclectic mix of education features in this edition!Cheers, Benjamin-Émile Le Hay

SPRING 2012

A SPECIAL ADVERTISING SUPPLEMENT TO THE NEW YORK OBSERVER

3 Alumni Clubs | The best and brightest alumni stay connected in style.

6 Year-round Classroom | How students are continuing their education with stimulating courses during summer months.

11 Technology Invades the Classroom | Ben Weitzenkorn reports how two young New York startups are rapidly changing the ways we teach, learn and think about education.

14 Winter Is Over and Spring Has Sprung | Michael Ewing strolls New York City’s best college green spaces.

19 Sojourns and Studying | How study abroad has evolved and where students are going.

22 The Campus Boogie | New York City universities and colleges deliver top-notch cultural and intellectual happenings.

24 Professors Talk | Lara Rosenblum questions scholars on their inventive interdisciplinary curricula.

26 Generation Next | City student leaders on the move.

Note From The Editor

22

26

14

3

ER

IN B

AIA

NO

MICHAEL EWINg

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SPRING 2012 3

By Erica Martin

When the nation’s brightest stu-dents graduate from college,

many of them flock to New York. As a result, the city has a lively and flourishing alumni culture as grads of Ivy League and top tier schools join the New York chapters of their alumni clubs.

Despite the fact that the word “clubhouse” brings to mind im-ages of crooked wooden slats in trees, the alumni clubhouses are beautiful pieces of architecture. Each clubhouse tries to cultivate a distinct image and persona, but they all share the same basic amenities: gym, spa, restaurant, inexpensive rooms for spending the night or holding business conferences and squash courts.

(Squash, we learned, is quite a big deal to many Ivy League alumni.)

Because many university alumni clubs don’t have their own clubhouses in the city, those that do take great pride in them.

“It’s nice to be able to walk into a place in New York that has the same aesthetic feel and fur-

nishings as many buildings and residential colleges on campus,” Yale club member Raymond Pacia said of the Yale Clubhouse. “It’s also the perfect place to stop in, grab some food, do some reading, and get some respite from the hustle and bustle of midtown.”

The Harvard Clubhouse, as a New York historic landmark,

is at the pinnacle of clubhouse culture. “The building of the Harvard Club is a sight of the old world to behold and an inspir-ing space to spend time in,” said Harvard Club member Patrick Meagher.

Traditionally, the clubhous-es have served as exclusive bastions that keep members cloistered away from the rest of the City. Mr. Meagher described the atmosphere of the Harvard Club as “elevated, serene and dignified,” and cites its formal-ness as one of its inspirational qualities. Mr. Pacia explained that the formal atmosphere of the Yale Club can sometimes be inconvenient.

“I am not always in the busi-ness-casual attire required by the club,” he said. “That makes stopping by on a whim a little

InsIde new York’s AlumnI Clubs

How (and Why) the Best and Brightest Stay Connected

‘It's nice to be able to walk

into a place in New York

that has the same aesthetic feel

and furnishings as many

buildings on campus.’

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The Harvard Club

EO_Spring2012_ALUMNI.indd 3 4/5/12 7:47:29 PM

4 SPRING 2012

COLUMBIA SUMMERmore difficult.”

The exclusiveness of the clubs remains in place (Educated Observer wasn’t allowed past the lobbies!), but most club-houses rent space to outside institutions for events that non-members are allowed to attend. Increasingly, alumni club mem-bers of schools that don’t have their own clubhouse are being allowed to use the clubhouses of schools that do: both NYU and Williams College alumni have access to Princeton’s clubhouse, for example. Bowdoin College often hosts alumni events at Yale’s facilities. As time goes on, this may cultivate a more expansive and open communi-ty of alumni that crosses school barriers.

The membership dues of alumni clubs are not trivial. All the clubs offer reduced rates for recent grads and some clubs, such as Williams, offer the first year free. Dues increase incre-mentally as members age. A member of Columbia’s alum-ni club who graduated in 2002 or earlier pays $1,685 annually. Mr. Meagher, a visual artist, has wanted to join the Harvard club since his graduation because “having a comfortable quiet social space for intellectual dis-course during the day seemed well worth it,” but he only did so this year because an arts sup-porter funded his membership. Pacia joined the Yale club once he enrolled in graduate school because, as a grad student, he is charged a reduced rate. He de-scribed the discount as being a “significant incentive” for him to join.

Aside from clubhouse ame-nities, the motivations for an alumnus to become a club member vary from nostalgia to networking opportunities.

Alumni club events include speaker presentations, book talks, fundraisers, mixers and job fairs. Mr. Pacia attends events at the Yale Club when he has the time, including young alumni happy hours.

At these events [the happy hours], it’s common for peo-ple who know each other to break off into groups and catch up with one another,� he said. �At other events, like book talks, the crowds are typi-cally older. That’s a function of younger alumni working longer hours and having less discre-tionary time.�

Elyse Adler, a University of Pennsylvania Club member, uses the club events for keeping in touch with friends, but has no-ticed that other alumni at events are keeping an eye open for busi-ness opportunities.

“Some people take the events more seriously in terms of networking. They go about so-cializing in a different way,” she said. “But, the overall feel is pretty relaxed. I mean, as re-laxed as Penn people can be, which isn’t that relaxed.”

One of the most infamous as-pects of alumni clubs is their cult of secrecy. The days of passwords and undisclosed lo-cations are long gone and the

club websites, which promote alumni events and vividly dis-play photos of all the rooms in the clubhouses, do not seem to be harboring any secrets. Mr. Pacia insisted that the mental-ity of secrecy is outdated and said that the Yale Club would not rent out its rooms if it were try-ing to keep its activities secret. Ms. Adler, on the other hand, believes it’s more complicated than that.

“I’m not saying people ac-tively perpetuate it, but those rumors exist and they’re kind of fun,” she said. “There are cer-tain people that enjoy it, that sort of elitist secrecy. The less you know about something the more intriguing and interest-ing it is. I’m sure it doesn’t hurt

membership.”We found a few small exam-

ples of alumni club secrecy; one potential source agreed to be interviewed, then retracted agreement because her club de-nied her permission to speak to us. Another offered up the con-tact information of an alumni official, but asked not to be used as a reference. The current state of the cult remains, appropriate-ly, a secret.

Despite all the benefits of the clubs, they are not the only out-lets for alumni activities. Gary Pai is the former president of the Princeton Association of New York (PANYC), the official volunteer-run organization of Princeton alumni in the city. It holds a host of events, from book talks to alumni mixers. Members can pay dues to obtain extra benefits, but no Princeton alumnus will be turned away from an event because they are not a dues-paying member. Many other schools, with the notable exception of Harvard, have similar organizations. Most PANYC events are not held at the clubhouse, Mr. Pai said, and the organization appeals to older alumni who want to stay connected without the burden of heavy dues.

“There’s a strong young alumni constituency in the club, which we really don’t actively seek out,” Mr. Pai said. “It’s kind of a tacit agreement between us. But they lose a lot of people when the price starts going up.”

The alumni clubs are one of several routes that NYC alum-ni take to remain connected to their alma maters and they con-tinue to be appealing because of the culture and prestige at-tached to them. Their essential function is a place of comfort and familiarity, where alumni can be surrounded by like-minded peo-ple with one basic, obvious point of camaraderie.

“The thing that’s unique that they’re offering is one place where everyone’s a Penn alumna,” said Ms. Adler, of the Penn Club. “Other than that, there are a million other spas and gyms and you can rent out a meeting room at any hotel in the city. But it’s about the sense of community.”

‘some people

take the events

more seriously...

they go about

socialzing in a

different way.’

School crests at the entrances of the Cornell and Penn Clubs.

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EO_Spring2012_ALUMNI.indd 4 4/5/12 8:11:53 PM

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The new York arts PractIcum is an eight-week program that lets advanced undergraduates, recent gradu-ates and grad students make art and engage intellectu-ally and culturally outside of an art school setting. From June 25 to August 17, working artists will engage with stu-dents in specialized classes, critiques and seminars at stu-dios, galleries and museums. The program provides insight into the day-to-day life of an

artist as students prepare to transition into their cre-ative livelihood after school. Practicum mentors include David Horvitz, Eva and Franco Mattes, Mark Tribe, Caroline Woolward and Ricardo Miranda Zúñiga. Academic credit may be earned through arrangements made with each student’s respective institu-tion. Applications, which are due April 16, and further in-formation can be found at artspracticum.org.

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Summer learning’s not just for the artistically inclined in high school or college. Adults and youngsters also have summer learning op-portunities. Here are a few opportunities in New York and beyond.

ONE DAY UEverybody can find the time to go back to school if it’s just for one day. That’s the idea behind this pro-gram which finds ten top professors from the world’s best universities like Harvard, Yale, Stanford and Brown. At this seminar, which takes place on May 6 from 9:00a.m. to 4:30p.m. at the Roosevelt Hotel at 45 East 45 Street in New York, adult students can pick six lectures—all of which promise to be highlights of any given semester.

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SPARKGeared toward middle school students who show interest and promise in sci-entific subjects, this program promises to give teens a boost in the scienc-es. With SPARK, students may spend one or two weeks at Brown University to develop scientific foundations to make further exploration possible. The program introduces students to the scientific method and complex subjects in a way that explains their relevance to our world. Courses are diverse and range from topics like marine science and archaeology to nanotechnology and astrobiology.

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OXFORD ROYALE ADULT SUMMER SCHOOLAlthough not affiliated with the Universities of Oxford or Cambridge, this program invites adult learn-ers to experience two weeks of the Oxford lifestyle this July and August. Choose from topics in science, philos-ophy literature, linguistics and more. Prior experience is not required and all courses take place on the Oxford campus in the beautiful and historic Lady Margaret Hall and Corpus Christi College.

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fiction, non-fiction and poetry workshops and discussions with visiting writers. For an additional fee, a fiction writer-in-resi-dence is available to read works in progress and provide feedback on a tutorial basis. The institute has attracted students from six continents ranging in age from 20 to 99. Visit albany.edu/writers-inst/ for an appli-cation and additional information.

The HARTWICK COLLEGE SUMMER MUSIC FESTIVAL program is a two-week selective musical workshop experience for prom-ising musicians ages 11-22. The two week program includes method, theory and conducting courses, large and chamber en-sembles, lessons, individual practice times and special guests. The festival runs from July 8-21 in Oneonta, NY. Shhh! Lights-out is 11 o’clock. Find out more at hartwickmusic-festival.org.

The OTIS COLLEGE OF ART AND DESIGN’S SUMMER OF ART is a four-week pre-art col-lege program for serious artists 15 years of age and older. Students don’t need to have extensive artistic experience, but the program, which features foundation and studio classes, specialized labs and rigor-ous take-home assignments, is not for those with only a casual interest in art. Summer of Art is led by professional artists who

also teach in Otis undergrad and masters programs. The program, which runs from July 9 to August 3, culminates in a campus-wide exhibition for friends and family to see. Registration is now open and more in-formation can be obtained by calling (310) 665-6864 or emailing soa@otis.edu.

Brown’s THEATREBRIDGE is six weeks of immersive studies with working the-atre professionals as students prepare to transition from high school to college. Open to high school juniors and seniors, TheatreBridge is a highly selective resi-dential program with an emphasis on the Meisner technique which is based in an ac-tor’s real reactions to situations. The core of the program is made up of one-on-one mentoring, daily classes six days a week and specialized workshops with visiting artists. Most evening and weekend time is used for rehearsal and class preparation. Mondays include opportunities for trips to popu-lar theatre-related destinations. Students will work closely with members of the Undergraduate Apprentice Company, Brown faculty and members of the Playwrights Repertory Theatre. The program culmi-nates with original performances during Festival Week. Find out more and apply by visiting brown.edu/ce/pre-college/the-atrebridge.

8 SPRING 2012

Students have a variety of summer programs these days. Images from Brown’s SPARK, Oxford University and The Hartwick College Summer Music Festival.

Other College Summer Programs

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SPRING 2012 11

Two Young New York Startups are Rapidly Changing How We Teach, Learn and Think About Education

‘our mission is to be able to provide

personalized learning that is really

effective and really efficient for everyone

on the planet.’ -David Liu, kNewton COO

By Ben WeitzenkornTECHNOLOGICAL advance-ments are revolutionizing the way academic institutions teach students. A slew of new investments in digital interfac-es and gadgets is only ensuring this progression. Now, more students are able to learn more, faster, in more places than ever previously possible. Educated Observer spoke with a few in-novators from companies and programs that are improv-ing how we discover and share information in educational environments.

KNEWTON“It’s time to personalize the textbook.”

For most, college is a young adult’s first time away from home. A time of self-discov-ery, new ideas and a chance to reinvent oneself in a new com-munity with endless potential. But college can also be very frustrating. At many schools, huge classes often make it im-

possible for professors to give struggling students the ad-ditional attention they need. Knewton, an education tech-nology company, is working hard to change that by tailor-ing the learning experience to each student’s unique learning style.

“We’re able to personal-ize the content that anybody’s learning, for any subject, based

upon your expe-rience ... on an individual level,” David Liu, Knewton’s COO, said. “Our mission is to be able to provide personalized learn-ing that is really effective and really efficient for everyone on the planet.”

Using millions of data points and powerful algorithms to analyze them—much in the

way that Google and Facebook do to tailor user’s ad expe-riences—Knewton looks closely at individual data. Spotting trends and patterns among students, Knewton uses that information to deliver the content that is, as Mr. Liu put it, “just right for you at that mo-

INNOVATION IN EDUCATION

Jose Ferreira, CEO and founder and David Liu, COO, of Knewton

EO_Spring2012_TECH.indd 11 4/5/12 7:39:23 PM

12 SPRING 2012

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ment to get you to progress.”“They’re [Google and

Facebook] mining user data and information and usage in-formation to provide you with more relevant content or ad-vertising,” Mr. Liu said. “What we do is provide you with much more relevant, and the exact right education content, to get you through that next phase within the course. It is truly in-dividualized learning.”

Knewton can tell if a stu-dent is struggling with algebra or chemistry, or simply has a short attention span when it comes to pre-colonial histo-ry in Asia Minor. The platform knows how long students spend with a text, video or assess-ment, how often they pause, go back to an item and, of course, how they performed. With that information plus data from the tens of thousands of other students using the platform, Knewton is able to determine what material a student needs next to keep them engaged and get them closer to the goal of really grasping the concept more quickly.

“It’s in real time and it’s con-tinuous so it is very different from a lot of the other sys-tems that are out there today that talk about being adap-

tive or talk about having any kind of adaptivity or individ-ualized aspect to it,” Mr. Liu said. “They typically make a couple of standard guesses of what path you need to take and they’ll formulate three differ-ent paths for any given student ... your destination is already set for you. We, literally minute by minute, hour by hour, day by day, are constantly assessing what’s happening with you and we’re providing you with fresh and relevant content.”

Knewton even knows how confident students are when faced with certain subjects. Knewton works to boost self-esteem by tailoring the difficulty and frequency of practice questions and reviews so that when test time rolls around the student succeeds. This way, students learn more, feel better and the instruc-tor can access the results to compare individual progress to that of the rest of the class. Instructors using Knewton don’t have to rely solely on the “does anyone have any ques-tions?” method of assessing student progress. Teachers be-come more effective, slower students don’t get left behind and advanced students don’t get bored and check out be-

cause the rest of the class doesn’t need to catch up.

The platform also allows anyone to create alternative modalities for existing lessons. Where a text or video might work well for one, a game or other interactive model might be more effective for another. The constant analyses of all their data means the effective tools will rise to the top while ineffective ones sink to the bottom.

Knewton’s Math Readiness program is already at Arizona State University and for 5,000 remedial math students, the results have been impressive. Withdrawal rates dropped by half while the rate of passage went from 66 to 75 percent. In fact, half the class finished a month early. Efficacy proven!

It was that proof at ASU that made a company called Pearson Education take notice.

“Their [Math Readiness’] partnership with ASU was kind of a watermark form our stand-point,” Jason Jordan, Pearson’s senior VP of digital operations, said. “They were able to pass muster at ASU ... so we looked at them much more closely after [that].”

Mr. Jordan said Pearson con-tent will be available through

the Knewton platform as Pearson strives to deeply per-sonalize their MyLabs and Mastering products.

Mr. Liu said that at present tens of thousands of students are using Knewton. He expects that number to increase to 700,000 by September.

2TOR“You’re seeing a lot more great schools think about online as a viable option.”

For too long, online degree programs have been seen as second-rate compared to the traditional university expe-rience. Bad instructors, no name schools, a lack of region-al accreditation and business models that focus more on profit than product have result-ed in sub par results and given online learning a bad name. But all that’s about to change thanks to a young startup that calls itself 2tor.

Already, top 100 schools like USC, UNC and Georgetown offer masters programs online via the 2tor platform—an of-fering that might have seemed like Princeton Review suicide only a few years ago.

Knewton is able to determine what material a student needs next to

keep them engaged and get them closer to the

goal of really grasping the concept more quickly.

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SPRING 2012 13

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“There’s no question. It’s a brave new world for high-end higher education,” Jeremy Johnson, 2tor cofounder and CMO said. “They were defi-nitely more nervous in the beginning, in fairness. USC, the Masters in Teaching pro-gram, took a big risk on us.”

And it paid off. Just like Knewton at ASU, USC’s will-ingness to try something new is yielding huge results. “It worked out really well for them,” Johnson said. They went from 75 students on campus to 1,500 online in a period of two years. In doing that, they also went from being ranked 38th in the country to 15th in the coun-try in terms of all ed. schools.”

While self-paced work and instruction has its merits, pre-mier universities have had wait-and-see attitudes about online offerings. This was an indicator that the technolo-gy simply wasn’t quite there yet. What makes 2tor different from WebCT or BlackBoard, a company Mr. Johnson sees as a competitor, is the fact that most 2tor classes are taught in live settings.

“You can raise your hand—you interact with them [other students] in the way that you would interact in a small group session in a class. It feels very different than all those other platforms because you’re re-ally replicating the campus

experience,” Mr. Johnson said. “You actually are showing up at a certain time and engag-ing with other students in the way that you would in a class-room—you just don’t have to be in South Central Los Angeles or Georgetown.”

While 2tor’s universi-ty partnerships are in their infancy, roughly 1,000 stu-dents have already graduated from programs that use 2tor’s platform.

Earlier this month, 2tor an-nounced the close of a $26 million Series D funding round led by an affiliate of the Hillman company. All previous investors returned and were joined by new investors SVB

Capital and WestRiver Capital. This latest round brings 2tor’s total venture funding to $96 million.

“The next steps—plural—are really to continue building out our existing programs and to launch new programs that are of the exact same caliber and quality of our existing ones,” Mr. Johnson said. “We believe the world is moving more and more online and we believe that these programs are head and shoulders above anything else out there and we want to continue to ensure that as the world of higher ed-ucation moves online, there’s a high-quality option for stu-dents.”

‘there's no question. it's a brave new world for high-end education.’

-jeremy johnson, 2tor co-founder

EO_Spring2012_TECH.indd 13 4/5/12 7:39:42 PM

14 SPRING 2012

IF IT HADN’T BEEN ONE OF THE WARMEST WINTERS in New York City history, then spring officially began on March 20. Trees across the city are blossoming into lovely redbuds and pretty pink flowers will line the streets for a few more weeks until the green leaves start to grow.

New Yorkers and students now have an extra hour of daylight to soak in the sun. Of course, there’s always the High Line, Central Park and Prospect Park, but those are often crowded. In recent years, universities have turned to creating green spaces on their

own property for student and public spaces. What’s better than sipping on an iced latte while reading Socrates or modern gender theory in a park?

There are even health benefits. If you remember that dreadful Biology 101 course freshman year, the sun emits vitamin D which has been linked to a calcium bonus that leads to a strong immune system and sturdy bones, preventing osteoporosis and arthri-tis and reducing stress and blood pressure. Here are some of the plushest spots to congregate, study or unwind.

SPRING HAS SPRUNG!

THE NEW SCHOOLThe List Courtyard consists of trees, shrubs, benches and shade from an overhanging sky bridge. It's the perfect spot to enjoy an iced green tea or take a break between classes.

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HUNTER COLLEGEOutdoor space on the Upper East Side can be limited. Thankfully, Hunter College blends fl ora with outdoor seating for its students.

THE COOPER UNION Cooper Union’s roof is situated in New York City’s fi rst LEED Platinum building. The garden contributes to reducing storm water runoff and the views of Astor Place are unbeatable.

NYU The view of Washington Square Park and Fifth Avenue from the Kimmel Center at NYU is fantastic. WSP is not owned by NYU, but its students and faculty are among the most active visitors.

COLUMBIA UNIVERSITYEarl Hall (pictured right), Columbia’s religious and community service headquarters, boasts stunning greenery.

The plaza outside of the Low Library which overlooks the quad, remains a popular spot for students.

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pratt institute

Pictured: Newman Mall and Amphitheater. Pratt alumnus and lifetime trustee Bruce M. Newman has actively contributed to the beautifi cation of Pratt’s Brooklyn Campus. This multi-year project has included brick-paved pathways and landscaping projects such as the Newman Mall and Amphitheater, which is home to the Bruce M. Newman Clock. This sculptural clock was a gift from and designed by Newman in honor of Pratt’s 125th anniversary in 2012.

columbia university

College Walk: This leafy historic stretch can be found on 116th Street between Broadway and Amsterdam.

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EO_Spring2012_PHOTOESSAY.indd 16 4/5/12 7:38:38 PM

Invites You to Join Our Second Annual

Writers’ ConferenCeSaturday, June 9th, 2012

8:30am-5:00pmRegistration Fee $190

12 Panels with renowned writers, editors, publishers, and literary agents

Keynote Speakers Plus Luncheon and Networking Reception

Participants Include:

And many other distinguished literary figures.Lewis Burke Frumkes, Director

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

212.772.4292

Barbara Taylor BradfordLee Child

Carol Higgins ClarkMary Higgins Clark

Harlan CobenFrancine du Plessix Gray

Patty MarxDaphne Merkin

Adam RossHelen SchulmanElizabeth Strout

Colson Whitehead

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By Danny Herman

In 1923, University of Delaware pro-fessor Raymond W. Kirkbride hatched and subsequent-ly hawked a novel idea in education: sending students

abroad to a foreign country for study. While the idea was new then—and not altogether well-received, the University of Delaware elected not to fund the program and Mr. Kirkbride searched for support outside the school. Today, the concept of studying abroad is both fa-miliar and common. When we conjure up thoughts about for-eign study, we think of a group of students drukenly stum-bling outside Santa Maria

del Fiore in Florence or chug-ging cheap wine alongside the Seine in Paris or winding cob-blestone street somewhere in Barcelona. Though there may be some truth to the negative stereotypes of foreign study as an excuse for partying on a passport, some programs

truly offer unique or excep-tional learning experiences.

All the hype at New York University has been about NYU’s esteemed Abu Dhabi program. This location is much more than housing and teaching for NYU students looking to study abroad. NYU

Abu Dhabi is a complete uni-versity with liberal arts and sciences and an institution re-plete with world-renowned professors and resources. It is, in essence, a university within a university.

In order to understand the prominent place study abroad holds in our collegiate cul-ture, one must examine and understand its benefits. While isolationism has held sway many times throughout our country’s history, traveling, particularly immersive travel-ing—i.e. living and interacting with locals, learning the lan-guage and mannerisms.—is good for the mind and good for the soul. It’s a two-way street. The international programs that American students are participating in enrich their

SPRING 2012 19

sojourns and studyingWhere Study Abroad Can Take You

Though there may be some truth to

the negative stereotypes of foreign

study as an excuse for partying

on a passport, some programs

truly offer unique or exceptional

learning experiences.

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20 SPRING 2012

lives and also the lives of those they live with abroad. This is assuming that the American students don’t fall prey to the stereotypical loud, obnoxious, rude American.

Fortunately, most schools con-tinue to support study abroad programs, both financially and and through other mediums. Study abroad programs are in-valuable, providing students with an academic experience, which cultivates enlightened, worldly students.

The benefit of study abroad programs extends beyond academics. The cultural pro-grams, historic campuses and dedicated professors, which are commonplace, all round out the study abroad ex-perience. Learning takes place outside the classroom. Programs such as Columbia’s

Berlin Consortium for German Studies or the joint program between the Harvard Law School and the University of Cambridge, challenge students and encourage them to take ad-vantage of their surroundings. This application of knowledge in a foreign environment is at

the crux of a student’s study abroad experience. Students return home with countless stories, lessons, souvenirs and memories.

Here are a few noteworthy international educational pro-grams with strong reputations:

Johns Hopkins University’s

School of Advanced Interna-tional Studies offers students the chance to spend a year in Bologna, Italy and a year in Washington D.C. Giving them a better perspective about of international aand domestic affairs.

NYU has a strong relation-ship with the University of Singapore. Each year, two NYU law students are offered the opportunity to spend the year studying at the institution in Singapore.

Harvard University offers 20 study abroad programs to its students in places such as Latin America and the Middle East. These dynamic programs offers students the chance to immerse themselves in a va-riety of subjects as varied as Ukrainian language and Sub-Saharan African culture. g

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cambridge university, englandStudents at La Sorbonne in Paris, France

NYU'S PROGRAM IN SINGAPORE

The benefit of study abroad

programs extends beyond academics.

The cultural programs, historic

campuses and dedicated professors,

which are commonplace, all round

out the study abroad experience.

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Unpredictability is the new reality for doctors today.

So prepare yourself by studying global medicine at

St. George ’s University, Grenada, West Indies. On the 2010

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APRIL 3-14 and MAY 1-12

NYU Steinhardt M.F.A. Exhibitions (Group I) and (Group II)80WSE Gallery, 80 Washington Square East

NYU’s Steinhardt M.F.A. pro-gram presents the diverse work of its 2012 graduating class in two segments. Featured art-ists include: Joseph Imhauser, Brad Troemel, G. William Webb, Elliott Wright, Leafe Zales, Katherine Bauer, Agnes Lux, Taro Masushio, Chason Matthams and Alice Wang.www.steinhardt.nyu.edu/80wse

APRIL 16

“Great Soul: Mahatma Gandhi and His Struggle with India” The Cooper Union, The Great Hall, 7 East 7th Street

This discussion between Pulitzer Prize-winning au-thor Joseph Lelyveld and The Cooper Union President

Jamshed Bharucha will ad-dress the bicontinental strife and legacy of activist Mahatma Gandhi. The event is free to all. www.cooper.edu

APRIL 17

Impact: 50 Years of the CFDAMuseum at the Fashion Institute of Technology, 227 West 27th Street

Be sure to check out the Museum at FIT’s Impact: 50 Years of the CFDA exhibi-tion, which ends on April 17. The show commemorated the Council of Fashion Designers of America with an impres-sive presentation of over 100 pieces of couture and acces-sories from the organizations’ leading designers: See the Narciso Rodriguez embroi-dered silk frock worn by Lady Obama or browse works from bigwigs (past and pres-ent): Bill Blass, Calvin Klein, Halson, Oscar de la Renta, Diane von Furstenberg, Isabel Toledo, Proezna Schouler, Norma Kamali, Tom Ford, Bob Mackie, Ralph Lauren Geoffrey Beene and Marc Jacobs.www.fitnyc.edu

APRIL 19

Tisch School of the Arts 2012 GalaNew York Marriott Marquis Hotel, 1535 Broadway

With special guests Alec Baldwin and Martin Scorsese slated to attend, this year’s benefit fête is sure to be splen-did. The evening will showcase the many famous Tisch alumni and students with a tribute

and banquet, followed by live music and dancing at the “Next Generation After Party” in the West Side Ballroom. Dean Mary Schmidt Campbell will also be honored for her 20 years of dedication to Tisch.www.tischgala.com

APRIL 21

Platanos Y Collard GreensEngleman or the Nagelberg Theaters, Baruch College Performing Arts Center, 55 Lexington Avenue

David Lamb’s comedic play tells the story of two secret lovers, both college students, who hail from very differ-ent cultures. Everything is hunky-dory until one of their moms discovers the shocking news, sending her to the ER! The New York Times likened the spectacle, now in its eight season, to “a modern day West Side Story that people come to see again and again.” We’ll let you decide, but we think Platanos Y Collard Greens de-livers plenty of laughs.www.platanosandcollardgreens.com

APRIL 23 and 27

The Music of Brahms by the Alexander String QuartetBaruch College Performing Arts Center, 55 Lexington Avenue

San Francisco’s world-re-nowned Alexander String Quartet returns to Baruch after its Franz Schubert re-cital as a part of the college’s 2011 The Aaron Silberman Concert Series, with perfor-mances of Béla Bartók’s String Quartet No. 1-6, spread over two special nights. Admission is free for CUNY faculty mem-bers or students. Tickets start at $15 for the general public. www.baruch.cuny.edu/bpac/calendar/ www.asq4.com

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Facing page, the Alexander String

Quartet, from left, Zakarias Grafilo, violin; Frederick Lifsitz, violin;

Paul Yarbrough, viola; Sandy Wilson, cello.

Most of the City’s universities and colleges offer unique cultural and intellectual opportunities for the public. From the talented productions at Julliard and NYU to geopolitical seminars at Columbia, there are countless ways our community can benefit from New York campuses. Here is The Educated Observer’s sampling of upcoming performances, events and symposia worth noting.

By Benjamin-Émile Le Hay

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SPRING 2012 23

APRIL 24

Barnard College Annual Gala 2012Plaza Hotel, 768 5th Avenue

Barnard College will take over the lavish Plaza Hotel for its yearly shindig which raises funds for scholarships. Join alumnae, Columbia supporters and current students for cock-tail reception, dinner, awards ceremony and auction in the hotel’s grand ballroom.www.alum.barnard.edu/gala

APRIL 25, 27 and 29

Don Giovanni Peter Jay Sharp Theater, 155 West 65th Street

Juilliard Opera concludes its 2011-2012 season with Amadeus Mozart’s Italian capolavoro, Don Giovanni, directed by the Metropolitan Opera’s Stephen Wadsworth and conducted

by Gary Thor Wedow. Bound to be a popular staging, Mr. Wadsworth commented on this rendition of the opera: “We are doing a Vienna version, rather than the usual compendium of Prague and Vienna versions.” He continued, “We are setting the production in the period of its composition, on the cusp of the Romantic era, at the begin-ning of the French Revolution, when Enlightenment ideas had brought France, and therefore Europe, to the point of violent change.”www.juilliard.edu

MAY 1

“Banking Panics, the ‘Derangement’ of the Domestic Exchanges, and the Origins of Central Banking in the United States, 1893 to 1914”The New School, 6 East 16th Street, room 1009

The Economics Department at The New School for Social Research is hosting an inter-esting talk on the history of banking that is relevant to the current economic climate. David F. Weiman, Barnard’s Alena Wels Hirschorn ‘58 pro-fessor of economics, is the guest speaker. No tickets are required for admission. www.newschool.edu

MAY 4

“Anonymity and Identity in the Information Age”Benjamin N. Cardozo School of Law, Jacob Burns Moot Court Room, 55 Fifth Avenue

The Cardozo School of Law will host a conference titled “Anonymity and Identity in the Information Age.” The seminar will focus on how advancements in technology affect the collection, orga-nization and distribution of information and the im-pact these changes have in terms of identity. The dis-cussion will cover a variety of dis-ciplines ranging from computer science to law. The forum is free and open to the pub-lic. Interested persons are asked to RSVP to ip-program@yu.edu. www.cardozo.yu.edu

MAY 11

NYC Poetry FestivalCity College, Aaron Davis Hall, 160 Convent Avenue

Enjoy this day-long poetry fest of works from New York’s elementary, middle and high school. CUNY has invited guest poets Richard Tillinghast and Patricia Smith to

read before City College un-dergraduate and graduate students take the stage.www1.ccny.cuny.edu

MAY 11-19

Taming of the Shrew Juilliard, Stephanie P. McClelland Drama Theater, 155 West 65th Street

A talented cast of third-year Juilliard Drama students will present William Shakespeare’s Taming of

the Shrew, with direction by Jessica Bauman

(who has previously worked with Naomi Watts, Cynthia Nixon, Maura Tierney and Sam Rockwell).

Limited complimen-tary tickets will be

available beginning April 25 at the Juilliard Box Office. www.juilliard.edu

MAY 19

New York Choral Society Festival Pace University, Michael Schimmel Center for the Arts, 3 Spruce Street

The New York Choral Society launches its summer tour at Pace University’s Schimmel Center with a line up of Italian and American choral music accompanied by piano.www.pace.edu/culture/calendar MAY 21

Hunter College’s Best-Selling Author SeriesHunter College, 68th Street and Lexington Avenue

With over two dozen books on The New York Times Best Sellers List, including Chiefs and Imperfect Strangers, Stuart Woods has established himself as one of the foremost mystery writers of his time. He closes the college’s series with a discussion on literature, suc-cess and his latest works. A question and answer session, plus a book signing and recep-tion will follow. RSVP by calling 212-772-4292 or email twcce@hunter.cuny.edu.www.hunter.cuny.edu

Gary Thor Wedow

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NEW YORK CITY’S SILICON ALLEY breeds many technologically stylish companies that are cutting a new pattern for what’s “in” and fashion education is keeping up. We were par-ticularly interested in interviewing professor Henry Welt, the chair of FIT’s new Entrepre-neurship department and founder of H. Welt & Company, a strategic advisory firm to luxu-ry retail brands in the US and Europe.

Educated Observer: What are some differences between the educational experiences of an undergraduate student in the FIT Entrepreneurship program compared to that of a traditional fashion/design major?Professor Henry Welt: FIT’s undergrad-uate Entrepreneurship Program creates a multidisciplinary environment in which entrepreneurship, creativity, innovation and business skills are taught and en-couraged. We do not aim to graduate our majors into specific sectors of the Fash-ion and Design Industry, but rather hope to support our students to enter into lead-ership career paths in traditional fashion and design companies, and to experience and join the vibrant New York-centered startup community of fashion/design/tech companies. We’re at the front end of this curve and I’m very proud of FIT’s lead-ership in this area.

Educated Observer: Is there a specific type of student who looks to study entrepreneurship?HW: There is no cookie cutter student pro-file for the Entrepreneurship program. We look for students who have demonstrated in-tellectual curiosity and who would welcome the challenge to perform out of their comfort zones, won’t play it safe, embrace failure and experimentation and will be inclined to ac-cept that failure is an integral part of success. The key is that we look at entrepreneurship as a mindset and as a business management skill.

Educated Observer: Has the Entrepreneurship department at FIT

initiated any undertakings that would challenge the student body to showcase their business skills?HW: Great question –yes, I hope so. But please remember that we are only five months old as a program. We are currently planning a cutting-edge multidisciplinary student com-petition that will hopefully launch for the academic year 2012/13. The competition, a Minimal Viable Product competition, will be to challenge teams comprised of students from both the schools of Business and Arts and Design, to collaborate and design a se-ries of experiments to test the viability of the essential assumptions for a business idea of their choosing.

Educated Observer: Have venture capitalist firms and/or fashion startups been proactively working with the department and the student body?HW: Yes, though I am not at liberty to identi-fy the firms that have contacted us. We have been contacted by a number of VC and oth-er groups who want to explore our program’s interest in collaborative work or incubator

environments being developed in the City. We have also recently hosted more than

half a dozen guest lecturers in the Introduc-tion to Entrepreneurship and Business Plan courses, all of whom are young, bright en-trepreneurs and venture capitalists. These individuals not only share their own ideas, but have also regularly acknowledged the important insights and feedback that they get from our students.

Educated Observer: What might the future of fashion education at FIT be going forward?HW: Obviously, I can’t speak to the future of education throughout the institution, but in the area of Entrepreneurship, I be-lieve the ideal class would be comprised of FIT students from all different majors with concentrations in design, business, and technology to work together collabor-atively to identify opportunities, to frame problems and propose and test solutions.

In my mind, the program should involve encouraging students to identify large issues facing the fashion and design in-dustry and then to imagine solutions. I believe FIT has the potential to develop thought leaders that will play important and meaningful roles in the evolution of the fashion and design industries in the coming decades.

As professor Welt mentioned, FIT’s En-trepreneurship program is only months old and has yet to grow and evolve. The Observer also covered a more seasoned interdisciplin-ary studies department, such as the NYU Gallatin School of Individualized Studies. Encouraging the entrepreneurial streak in liberal arts students, Gallatin offers the op-tion to order “off the general curriculum menu” when deciding on a course of study. Ever wish you could study how the histori-cal evolution of wizardry has given rise to modern cinema’s fascination with supra-hu-man forms? This may sound like some perk reserved for the Mary Kate and Ashleys or maybe even James Franco, yet students at Gallatin have been doing this for nearly four decades.

PROFESSOR TALK New York's Interdiciplinary Curricula

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NNew York City hosts several international-ly recognized universities such as spell out what Fashion Institute of Technology stands for FIT, Parsons and NYU, all of which have

student bodies as diverse as America itself. The liberal arena of the city helps these universities breed creative

minds that are behind many prime-time shows, columns, and fashionable ventures. Think, for instance, of Sex and the City, whose real-life columnist, Candace Bushnell, earned her BA at NYU, or the hit prime-time show Proj-ect Runway, which boasts a cast of FIT graduate Michael Kors and former Parsons professor Tim Gunn.

EO_Spring2012_PROFSQA.indd 24 4/5/12 7:26:57 PM

WE SPOKE WITH NYU Gallatin profes-sor Bella Mirabella, who teaches literature and humanities at of the Renaissance peri-od with a focus on theater and performance. Professor Mirabella is a recipient of numer-ous honors, including the Gallatin’s Advisor of Distinction Award and NYU’s Great Teach-er Award.

Educated Observer: Do students in the Gallatin Individualized Study program have a lot of freedom?Professor Bella Mirabella: Students do have a great deal of freedom to create their own courses of study, but they need to work closely with mentors and advisors. Students have to be comfortable with and even desire a certain degree of autonomy. You also have to have a strong sense of conviction, that yes, you can come up with an idea, that you don’t need to be told, necessarily, what you need to study, and that you can create it yourself. To own it, to accept it, and to do something re-markable with your life.

Educated Observer: What are some of the most interesting and unique student majors?BM: We don’t really have majors, we call them concentrations. Concentrations incorporate

not only the subject at hand, but also how the subject has evolved over time. A good exam-ple of something like this would be a student studying the concept of the transition from adolescence to adulthood. This issue can be explored through various disciplines and his-torical periods such as psychology, social studies, politics, literature and even theater – students can think about Hamlet, for exam-ple, and his struggles with responsibility. Educated Observer: Is there any particular field you think deserves a stronger focus from students?BM: It is really important for students to

study the past. Every problem has its his-torical origins, including, for instance, Wall Street finance. A student would need to study the history of capitalism, of risk, of investment, of the charging of interest, of the exchange of monies, and of trade, and realize that all of these practices be-gan in the Italian Renaissance and before.

Educated Observer: Does this type of progressive approach take away from the traditional education experience?

BM: If done right, these progressive forms of education add to but also maintain what is best about a traditional education. Read-ing the great texts that have been written, whether they are in economics, in liter-ature, or in philosophy - that’s a part of traditional education that we don’t want to lose. But Gallatin encourages students to think in an interdisciplinary way, which is really important because you learn to understand that any problem, any issue, any question, whatever it might be, in or-der to be answered or developed, has to be looked at and approached from a variety of perspectives. You cannot narrowly focus on your theme because it will limit your understanding, your education, and your possibilities.

SPRING 2012 25

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Explore graduate programs focused on learner-centered education.Teacher Certification • Early Childhood Childhood • Special Education Curriculum & Instruction • Literacy Dual Language/Bilingual • Child Life Museum Education • Infant & Family Community-Based Leadership Leadership for Educational Change

Graduate School Open House

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www.bankstreet.edu/exploreBankstreetGraduate School of Education

EO_Spring2012_PROFSQA.indd 25 4/5/12 7:27:07 PM

26 SPRING 2012

generation next: spring spectacular

Hillary Dworkoski New York University Politics, Activism

Meet Hillary Dworkoski: A self-proclaimed “incredibly shy” New York University fresh-man from Santa Monica, Calif, who found a voice and purpose all because of a chicken res-taurant on NYU’s Greenwich Village campus. Chick-fil-A, a fast-food chain headquartered in the Southern United States, began attracting attention this year when it came to light that the company had been donating money to anti-gay rights groups such as Focus on the Family and the Family Research Council. Ms. Dworkoski overheard other students on campus talking about the company’s controver-sial practices. Out of curiosity, she decided to look it up for her-self. Angered by what she found online, Ms. Dworkoski made up her mind to do something about it. “I think coming here and learning about Chic-fil-A, it just seemed so blatantly wrong to me to have one on campus,” Ms. Dworkoski said. She felt the food-chain’s presence on cam-pus was “contradictory” to the reason she came to NYU in the first place. “I applied to 16 differ-ent schools, and what attracted me the most to NYU was how diverse it was and how many dif-ferent kinds of people there were here,” she said about Princeton Reviews #1 ranked LBGT friend-ly university. Thus began Ms.

Dworkoski’s ongoing campaign to remove the restaurant from campus and raise awareness in the process. She authored a petition on Change.org and re-lied on social media outlets like Facebook and Twitter to spread the word. So far, her petition has acquired over 12,000 signatures and attracted the attention of various media outlets. Though she admits it hasn’t been easy being the voice of a campaign and juggling a full load of class-es, Ms. Dworkoski has no plans of slowing down, calling the en-tire process “rewarding” and “so worth it.” In fact, she’s even looking into incorporating civil rights activism and social justice into her major and is in the pro-cess of running for the Student Senate. “I think it’s a time in our lives where we’re really starting to question authority and what’s going on around us. I think I’ve finally found my outlet.”

Leif Percifield Parsons Technology

It was Silicon Alley right here in New York that drew Leif Percifield to The Big Apple to study at Parsons prestigious MFA Design and Technology pro-gram. Mr. Percifield, a Georgia native who did his undergrad in New Mexico, came out East to be surrounded by the technology community “that is becoming New York City.” He believes that New York City “is much more

creative in some ways than the West Coast.” You won’t find a more creative technological thinker than Mr. Percifield. A firm believer that we, as a soci-ety, can be active in solving our own problems and that technol-ogy is an incredible resource here to help us, Mr. Percifield is taking it upon himself to com-bat the cities water pollution and sewage problems. Mr. Percifield designed a sensor-kit and web service to envision how New Yorkers could prevent sewage overflow by alerting them when it would be worthwhile to ab-stain from using excess water. “I really started with the idea that people can participate in their city and not just live in it. I started thinking, what if we can contribute to the solution? What if people can understand more about the sewage problem and take action,” he said. Ideally, Mr. Percifield’s project could prevent up to 27 billion gallons of sewage from flowing into New York’s waterways yearly by hooking up specially designed sensors in the cities sewer systems which would send text alerts to peo-ple notifying them of potential overflows. “I think the idea of connected environment and connected infrastructure and giving people feedback into their own city is really cool.”

Rebecca Paul pratt institute business

Most of us grow up realiz-ing we’re either right-brained or left-brained. As it turns out, there are some people who have the best of both worlds. Rebecca Paul, a grad student at Pratt Institute currently pursuing her graduate degree in Design Management, found a way to use her art background to get ahead in the business world. “When you come from an artsy back-ground, you are already in the mindset of pushing the envelope and you’re not afraid to do that. You’re an artist. You have to do

something different or new or no one cares about you. You’re hustling all the time as an artist. When you take that experience and apply it to the profession-al business environment, great things can happen.” Ms. Paul, who originally went to college for illustration, was working as a portrait painter and waitress when she realized that what she was doing wasn’t enough for her. “Painting is a very self fulfill-

ing activity; I was alone all the time in my studio. I felt like I had more to contribute,” she said. She began working at Inhabitat.com in 2009, a weblog devoted to the future of design, technol-ogy, eco-architecture and green building. Initially hoping to ven-ture into product design, a good friend and co-worker helped her recognize her potential on the business side of things and Ms. Paul jumped in headfirst. Fast forward three years later and Ms. Paul is still working full-time with Inhabitat.com serving as their Business Operations manager while simultane-ously pursuing her graduate degree from Pratt University. Recently, she took on the role of Co-Executive Editor for Pratt’s Design Management student publication, Catalyst Strategic Design, as well. Though she ad-mits it can be overwhelming at times, she likes to take things day to day and focus on the task at hand.

Seriously, what have you done this year?

Shining a spotlight on the trials and testimonies of New York's rising collegiate stars By Annie Cusick

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SPRING 2012 27

nycwritersden@gmail.com www.themanhattanwritersden.com

Ongoing 6-week sessions begin week of April 23rdBased on the legendary Chicago Writers Loft—26 years running

Taught by a published novelistFirst class is a TRIAL class and course materials are yours to keep

even if you don’t return

The Manhattan Writers’ Den “A Professional Writer Is An Amateur Who Didn’t Quit.”

•Youwanttowritebutyouhavenotime.•Whenyoudofindtime,youjustcan'tdragyourselftothedesk.

•Ifyoudogetgoing,yourwritingstartsstrong,butbecomessuchamessyoudon'tknowwhethertokeepworkingordumpitallandstartsomethingnew.

•Youwritelotsofbitsandpieces,butnoneofthemfittogetherintoameaningfulwhole.

•Youhavetraining(workshops,col-legecourses,orevenadegreeincreativewriting)butlittleornoth-ingyouwritegetspublished.

•Youhaven'ttakenaclassbecauseyou'renotsurewheretoturnorwhattodofirst.Onethingyoudoknowisyouwanttogettherightstartsoyoudon'twastealotoftimeworkingonthingsthatdon'tmatter.

Is This You?

Master’s degree programs in learner-cen-tered education

Founded in 1916, Bank Street College of Education in New York City has a rich history of innovation and of learn-er-centered education. Bank Street's pioneering ideas about developmen-tally appropriate practices, the value of observation and reflection, and the im-portance of discovery and experiential learning have influenced successful teaching and learning approaches in schools, muse-ums, and other learning environments across the nation 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 learners to engage fully in the pro-cess of inquiry and discovery, and of creating

understanding. Master’s degree students ac-tively participate in small classes, discussion groups, and extensive supervised fieldwork, and receive rich faculty mentorship and ad-visement. Course work focuses on human development, curriculum and inquiry, and ways of engaging children as active learners.

Theory and practice are integrated in all com-ponents of a Bank Street education.

Our master's degree programs include child life, teacher preparation, special educa-tion, literacy, museum education, bilingual

education, and school and communi-ty-based leadership. Most programs lead to initial and professional certifica-tion. Students with initial certification from undergraduate programs will find graduate programs that lead to professional certification, including

curriculum and instruction and teacher leader in mathematics education.

To learn more about our programs, join us for our April 26th Open house. For more information, visit bankstreet.edu/gs, email gradcourses@bankstreet.edu, or call 212-875-4404.

Bank Street College Graduate School of Education

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THE EDUCATED OBSERVERSEPTEMBER 5TH, NOVEMBER 7TH

Share and Email Digital Versions through:

http://www.observer.com/new-york-observer-special-issues/For advertising information, contact:

Barbara Ginsburg Shapiro, Managing Director

212-407-9383, bshapiro@observer.com

Jonathan Klein, Account Executive

212-407-9329, Jklein@observer.com

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EO_Spring2012_27-32_ADVERT.indd 27 4/5/12 8:12:50 PM

28 SPRING 2012

A True Residential College ExperienceSummer@Brown attracts serious 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 undergradu-ate. You will be surrounded by peers from diverse backgrounds and cultures—all shar-ing a passion for high-level academics and a desire to succeed at a selective institution like Brown University. A student who completes a Summer@Brown course is better prepared, more confident, and better positioned to suc-ceed during one of the biggest 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 challeng-es students to be actively engaged in their

own intellectual development. Summer@Brown is an opportu-nity to explore this stimulating 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 ex-citing 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 Continuing Education

Providence, Rhode Islandwww.brown.edu/summer

Pre-College Programs at Brown University: Summer 2012

Christie’s is the only major auction house in the world that directly runs educational programs at the graduate level. Courses are taught by an international team of dedicated art-world experts, academics and practitio-ners who are committed to educating and inspiring the next generation of art-world professionals.

Christie’s Education gives students a unique insight into the art market, with unparalleled access to Christie’s auction house and the works of art that pass through it every week. The history of art is explored through continu-

ing firsthand observation of works in many media, and students address issues of meaning, originality and authenticity.

Christie’s Education, New York has been

designated as a degree-granting institution by the New York State Board of Regents. Our Master’s program in the History of Art and the Art Market: Modern and Contemporary Art is

registered with the New York State Education Department. Part-time Certificate options in Art Business and Modern and Contemporary Art in New York are also available.

Christie’s Education, New York also offers several short courses on topics as diverse as fine art, wine and jewelry. Each course provides participants with a unique, behind-the-scenes view of the art world.

Inquiries+1 212 355 1501 or christieseducation@

christies.eduFind us on Facebook: www.facebook.com/

ChristiesEducation

Christie's Education

The School of Continuing Education at Columbia University offers a pre-college program for students entering grades 9 through 12 and freshman year of college who are interested in inten-sive summer study. Now in its 25th year, Columbia University's Summer Program for High School Students offers highly motivated students the opportunity of a lifetime: a world-class educational ex-perience set in the most exciting city in the world.

In addition to the possibility of spend-ing the summer in New York City, students have the option to participate in study-abroad programs (for students entering grades 11 or 12 or freshman year of college): The Barcelona Experience: A Study Abroad Program in Spain, or Culture and

History: Understanding the Arab World, at King’s Academy in Jordan.

The Summer Program for High School

Students is renowned for its academic rigor, instructional excellence, and the unique opportunity to experience college life in the Ivy League while sampling the vi-brancy of New York City, or one of two renowned world cities.

The program is a chance for students to meet and form lasting friendships with bright, highly-motivated peers from all over the country and all over the world. Nearly a third of our students come from outside the United States. The program is a rich and demanding academic expe-rience, but it is also a chance for bright, high-achieving students to broaden their world views, and earn an offi-cial Columbia University Statement of Attendance

For information, go to www.ce.columbia.edu/highschool, email ce-info@columbia.edu or call (212) 854-9889.

Summer Programs for High School Students

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30 SPRING 2012 SPRING 2012 30 30

summer.cornell.edu/eoCornell University’s School of Continuing

Education and Summer Sessions provides educational opportunities throughout the year in a wide variety of formats on the Cornell campus, online, and around the world.

Offerings are available to persons of all ages and in hundreds of subjects, in keeping with Ezra Cornell’s vision of “an institution where any person can find in-struction in any study.”

Programs include:Hundreds of on-campus coursesYou can choose from credit courses in the

arts, sciences, architecture, engineering, busi-ness, languages, and much more.

Convenient online classesDozens of Cornell courses are available

online so you can study as your schedule per-

mits and interact with your instructor and other students over the Internet.

Intensive special programsSpecial programs on and off campus give

you the opportunity to study a subject in depth or to gain professional experience

through an internship. Summer College for High School

StudentsThese precollege programs allow tal-

ented sophomores, juniors, and seniors to study with world-renowned faculty while living on the Cornell campus with students from around the globe.

Professional studies programsIf you’re a professional or executive, we

invite you to update your skills or earn cer-tificates in topics including health studies, management, information technology and law, policy development, and winemaking.Education vacations for adults and youthYou and your family are welcome at

Cornell’s Adult University, which offers week-long programs on the Cornell campus every summer as well as travel programs around the world.

Cornell University School of Continuing Education and Summer Sessions

At Georgetown, students have the unique opportunity to be “Hoyas” for the summer—to live on campus, attend class side-by-side with our undergraduate students and learn from distinguished Georgetown faculty and prominent Washington guest speakers. High school students will find the experi-ence here to be like nowhere else. Studying at Georgetown and living in Washington, DC—the heart of politics, museums, media, medicine, law, humanities, and culture—not only will prepare your student for college and a career, but will also give them a taste of the college experience. Students can expect to

meet peers from around the world with simi-lar interests and make friends for a lifetime by studying and living together while they pre-

pare for their future. Programs are offered in Medicine, Science,

Business, Politics, Law, Journalism and the Arts & Humanities. They can choose to par-ticipate in an 8-day intensive non-credit

institute or earn college credit for up to 10 weeks in our fundamentals program or un-dergraduate courses.

With so many programs to choose from, we invite your student to explore their in-terests and pursue their passions. We invite them to join our tradition of academic ex-cellence and cultural diversity by attending one or more of our exciting summer pro-grams designed specifically for them. The priority application deadline is April 15, 2012 so help them apply online today and visit our website scs.georgetown.edu/ob-server to learn more.

Summer Program for High School Students

At Hofstra University, students learn and grow on a campus that offers engaging classes, exceptional facilities and resources, dedicated faculty, and a supportive network of peers and mentors.

A University of DistinctionSince its founding as a commuter college

in 1935, Hofstra University has evolved into a nationally and internationally renowned university that continues to achieve further recognition as an institution of academic ex-cellence. That’s why Hofstra is included in The Princeton Review’s Best 373 Colleges (2011) and Best Northeastern Colleges, U.S. News & World Report’s “America’s Best Business Schools” (2010), and Fiske Guide to Colleges (2011), and is ranked by Forbes magazine.

Hofstra continually aspires to reach new heights and offer our students even more. The Hofstra North Shore-LIJ School

of Medicine at Hofstra University wel-comed its inaugural class in August 2011 and the University has established a School of Engineering and Applied Science with an innovative co-op and cross-disciplinary edu-

cation program. Diverse Academic Offerings … One Just

for YouHofstra students can discover their

strengths and find their passions in about 140 undergraduate program options and more than 100 dual degree programs. Explore the possibilities at hofstra.edu/academics or hofstra.edu/dualdegree

See for YourselfOpportunity, knowledge and confidence.

Hofstra offers all you want and need from the college experience.

We invite you to come see the campus for yourself. See the energy, focus and drive of our students. Meet our award-winning and prestigious faculty. Explore Hofstra’s beauti-ful campus. Your journey begins at hofstra.edu

Find Your Pride and Purpose at Hofstra University

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SPRING 2012 31

The Writing Center, part of Continuing Education at Hunter College, is dedicated to offering writing, literature, and cultur-al workshops and events throughout the year. This summer, The Writing Center will once again host the Writers’ Conference. Now in its second year at Hunter College, the Writer’s Conference is widely consid-ered one of the finest fiction and non-fiction conferences. In addition to keynote speak-ers Carol Higgins Clark, Mary Higgins Clark, and Colson Whitehead, the conference will feature twelve panels with distinguished writ-ers, editors, publicists and literary agents. Steve Berry, Adam Ross, Daphne Merkin, and Katharine Sands will be conducting intensive workshops in the days leading up to the con-ference. The conference takes place June 9,

2012; the intensives from June 6-8, 2012.The Writing Center, in partnership with

Roosevelt House at Hunter College, will launch the new Winston Churchill Series on June 8, 2012. This series, sponsored by Tina Santi Flaherty, will offer lectures by authors and scholars who have studied and written about Winston Churchill and his legacy.

In addition to The Writing Center’s excit-ing programs, Continuing Education offers a wide range of courses, workshops, and certificate programs. We offer professional development classes in financial investment, digital media, sustainability, computers and much more! Self-enrichment classes in litera-ture, history, music, visual arts, and dance are also available. Parliamo Italiano, an Italian lan-guage school that joined Hunter’s Continuing

Education department last summer offers courses for beginners through advanced.

Learn more about all the Continuing Education at Hunter College has to offer this summer at www.hunter.cuny.edu/ce.

the writing center, continuing education at hunter college

The Knox School is an independent board-ing and day school serving grades 6-12 and Post Graduate. We are conve-niently located approximately 1 hour from New York City on Long Island’s North Shore. Our mission is to provide the opportunity for capable stu-dents to excel within a liberal arts program infused with ar-tistic and athletic pursuits, in preparation for higher educa-tion at selective colleges and universities. At Knox our col-lective goal is to inspire in each student a

love of learning and the desire to continually develop the skills necessary to lead happy,

confident, and successful lives in a complex and changing world. Our diverse student body enjoys a tra-ditional, structured, and familial atmosphere that fosters academic, intellectual, and character devel-opment. We celebrate individual strengths and talents and give our students the tools to meet the global challenges of today and tomorrow. At Knox, we feature a five-day boarding option for our

students, instruction in small class settings,

Advanced Placement (AP) courses in all core subject areas, rich programs in the fine arts and a competitive, three-season athletic pro-gram that includes equestrian and crew. We are proud that the twenty students in the Class of 2011 were accepted to more than one-hundred colleges and universities around the world, and were offered more than $1.4 million in scholarships and grants. Visit us at www.knoxschool.org or call 631.686.1600 ex-tension 414 to learn more about what makes us exceptional. Don’t forget to ask about our FLEXIBLE TUITION option for day students and five day boarders.

the knox school

Located in historic downtown New York, we are a world-class preparatory school starting with 3s through Grade 12. Our aca-demically challenging education teaches young people to be courageous, critical thinkers who are prepared to succeed at top choice colleges. Our network of schools in Europe, Asia, Latin America and throughout

the US creates endless opportunities for stu-dents to participate in international learning, leadership, athletic, music and art programs that develop cultural knowledge and real-world experience.

Leman Manhattan Preparatory School

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32 SPRING 2012

At NYU-SCPS, summer marks a time when students are given the opportunity to accel-erate both their professional growth and their personal development. This sum-mer, NYU-SCPS offers more than 1,500 online and onsite courses, certificates, and summer intensives.

GEAR UP FOR TODAY’S EVOLVING WORKPLACE

Excelling in the current job mar-ket hinges upon your mastery of the latest methodologies in your field, as well as your ability to navigate in a continuously evolving work environment. Courses such as Growing a Product-Oriented Business; Evaluating

and Negotiating Salaries, Job Offers, and Promotions; and Global Corporate Social Responsibility ensure that your skill set re-

flects the latest strategies and advances to keep you a step ahead of the pack.

NYU-SCPS SUMMER INTENSIVESOur Summer Intensive programs pro-

vide in-depth learning opportunities in a

condensed format that is designed to ac-commodate your busy schedule. Classes run from one to 12 weeks, and are offered dur-ing the day, evening, and weekend to fit your lifestyle. Whether your goal is to launch, ad-vance or change your career; to expand your overall marketability by mastering a new skill; or to embark on a journey of personal en-lightenment, NYU-SCPS Summer Intensive programs provide you with the tools and the knowledge base you need to succeed.

Enroll now for summer!Visit: www.scps.nyu.edu/summerceCall: 212-998-7150

Kick Off Your Summer with a Broad Array of Programs at the NYU School of Continuing and Professional Studies

St. George’s University and the New York City Health and Hospitals Corporation (HHC) last week an-nounced a new initiative – the “CityDoctors” program – to provide tuition-based scholarships worth more than $11 million over the next five years to New York City residents who aspire to become doctors.

The first 25 recipients of the CityDoctors grants will receive five full-tuition scholarships valued at $216,000 each and 20 half-tuition scholarships for a medical degree from St. George’s University School of Medicine. Another two full-tu-ition scholarships will be awarded every year for the next four years for each of

the five HHC hospitals that currently sup-port St. George’s University clerkships.

The recipients must commit to give back to the community by practic-ing primary care medicine at an HHC hospital. Students will also have to meet at least one of the following criteria: graduated from a NYC high school, have five years of residency in NYC, have a parent employed by HHC or the City of NY, or be employed by HHC or the City of NY for at least five years.

The first class of CityDoctors schol-arships will be awarded in Fall 2012 and Spring 2013.

For more information and to complete a scholarship application, interest-

ed students may visit the CityDoctors NYC Scholarship website, www.citydoctors.com.

St. George's University

Teachers College, Columbia University, has developed two new programs that prepare its students for change in both healthcare and the evolution of corporate management in the 21st century – Diabetes Education and Management & Change Leadership.

Diabetes Education & Management The Diabetes Education and Management program is the nation’s first online master’s degree program for diabetes educators. It equips clinicians and care managers with a greater, more research-based understanding of how diabetes develops and evolves across different populations. It will also provide professionals with much needed advocacy skills that are more in demand, as the disease is now the seventh leading cause of death nationwide.

Visit www.tc.columbia.edu/DEDM for more information

Organizational Change Leadership The Executive Masters Program in Change Leadership is a yearlong intensive for mid-level executives who are tapped to manage change within their organizations – planned

or unplanned. Organizational change hap-pens every day. It requires leaders to be immediately responsive to emergent issues. Graduates are prepared to serve their com-panies as effective alternatives to expensive outside consultants, who often don’t have a holistic understanding what’s being changed

inside the organization.Visit www.tc.edu/leadchange for more

information. Teachers College: 125 Years of Innovation

Teachers College, Columbia University, is the oldest and most comprehensive graduate school of education in the United States, and is con-sistently acknowledged as one of the nation’s best. Its name notwithstanding, the College encompasses four complemen-tary and interrelated areas of

study: education, psychology, leadership, and health, in and out of the classroom and across the lifespan.

For more information on over 120 pro-grams at the forefront of education, policy, research, and leadership, visit www.tc.edu/admissions

Teachers College, Columbia University

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EXPLORE THE ART WORLD THIS SUMMER WITH CHRISTIE’S EDUCATIONENGAGING WITH CONTEMPORARY ART MAY 3 AND 4

COLLECTING TODAY MAY 31 AND JUNE 1

THE NEW YORK ART WORLD: A CONTEMPORARY ART SUMMER SCHOOL JUNE 25–29

ART BASEL STUDY TRIP JUNE 9–14

A SUMMER DAY IN THE HAMPTONS JULY 21

View Full Summer Schedule at christies.edu

Inquiries

christieseducation@christies.edu

+1 212 355 1501

Christie’s Education New York

11 West 42nd Street, 8th Floor

New York, NY 10036

Keep in touch with Christie’s Education

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scs.georgetown.edu/observer

If your high school student craves challenges, strives for success and is thinking about college, we invite them to make plans to study and explore Washington, DC at Georgetown University this summer.

Programs are offered in Medicine, Science, Business, Politics, Law, Journalism and the Arts & Humanities. They can choose to participate in an 8-day intensive non-credit Institute or earn college credit for up to 10 weeks in our Fundamentals program or in undergraduate courses.

For more information and to start an online application, visit

Explore your interests

Experience college life

Summer Programs for High School Students

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