2016 2017 colin powell school annual report by Colin Powell School for Civic and Global Leadership

Annual Report 2 0 1 6 - 2 0 1 7 STUDENT SUCCESS

LEADERSHIP

PUBLIC DISCOURSE

RESEARCH FOR THE COMMON GOOD

ENGAGING COMMUNITY

For a More Just World

TRANSFORMATIVE LEADERSHIP Each year, as new students arrive on campus, they often worry that they will not find their place. A campus of 16,000 other students will make even the most confident new arrival think about their ability to navigate what often seems like a small city. Within weeks of the first days of class, you see their concerns fade and their excitement at sharing their ideas—indeed, sharing their ideals— take hold. They begin to connect with other students similar to them and those with dissimilar backgrounds. As they sit in classrooms, learning from some of the best minds in our country, our students become transformed. They initiate conversations about what types of changes they wish to see in the world and look ahead to creating a future that reflects values and goals that they hold dear. The idea that leaders are both born and nurtured is not new to City College. Educating the “whole people” has been the cornerstone of what we do on campus for 170 years. In the Colin Powell School for Civic and Global Leadership, connecting a student’s dreams with a rigorous store of knowledge creates the foundation for a more educated populace. That foundation carries the seeds of the transformative leadership abilities we set out to develop in our students each day.

170 years of City College history. We’re still here, and we’re still excited by each student and the work they will do to make our world a better place.

Message from the Founder

At a Glance

A Strong Foundation

Student Leadership

Student Sucess

Message from the Dean

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Public Discourse

Research for the Common Good

Engaging Communities

Learning Environments

Campaign Update

Financial Overview

Message from

General Powell

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In these pages, you’ll read about initiatives that send our students around the world to develop the perspectives necessary for global citizenship, and into the neighborhoods of New York to

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undertake service.

General Colin L. Powell, USA (Ret.)

Colin Powell School for Civic and Global Leadership

MESSAGE FROM GENERAL POWELL

DEAR FRIENDS AND SUPPORTERS,

I’m happy to present you with the annual

They decided that their city needed them

a Better New York and, in the late 1990s,

report of our activities, spanning the

to direct their specific expertise at the

moved him to make an initial investment

academic year 2016–2017. This has

needs of the day, and so they organized

in a small center at CCNY that bore my

been an eventful year in the life of our

themselves into a new formation, the

name and would grow, over the years,

society and in the life of our school. At

Division of Social Sciences, with a

into the Colin Powell School. Over that

the Colin Powell School, we continually

distinct goal of addressing the problems

time, he served on our advisory council

work to prepare a new generation of

they saw all around them.

until his failing health required that his

leaders for lives of public service. Three

seat be taken by his representative.

years removed from our founding, we

Colin Powell School for Civic and

continue to expand and grow to prepare

Global Leadership celebrated the 40th

We lost Jack to illness in December

our young people to meet the needs of a

anniversary of that founding, because

2016, and the city he loved so much is

changing and often challenging world.

the Division of Social Science was one

a poorer place for his absence. Jack

of the components out of which we

Rudin was my friend, and I miss him.

In these pages, you’ll read about

launched our school in 2013. And as

He left an indelible mark on this city and

initiatives that send our students around

we looked through the records of that

was utterly indispensable in launching

the world to develop the perspectives

original founding and compared it to our

the Colin Powell School. I know he would

necessary for global citizenship and

own goals, we saw striking similarities.

look on our work with pride and see in it

into the neighborhoods of New York

a continuation of his own contributions to

to undertake service. We’ve put them

Then, as now, our mission left a distinct

alongside corporate leaders in midtown

imprint on the generations who studied

boardrooms and opened the campus

in our classrooms. Then, as now, we set

I hope you enjoy reading through this

to discussions of great import. Our

out to harness the skills and capacities

report on our activity and that you’ll find

students have taken stands on issues

of the whole people and encourage them

ways to get involved with the important

like immigration justice and the need for

to answer the call of creating a more just

work of the Colin Powell School for

a sane climate change policy. And via a

world. Even as we carry that mission

Civic and Global Leadership. I want to

portfolio of leadership and scholarship

forward with new programs and renewed

thank all of you who have made this

programs, we are preparing students

vigor, we acknowledge the continuity

work possible and encourage everyone

to achieve at the very highest level and

between our activity and the past.

to come to campus and find ways of

exercise leadership wherever they go.

our city.

supporting our activity. We also acknowledge that the work and

That’s a mission with strong resonance

passion of a single figure unites the work

at the City College of New York. Forty

of the late 1970s and the founding of

years ago, in the late 1970s, New York

our efforts at the Colin Powell School.

City was teetering on the edge of utter

Together with his brother Sam, Jack

collapse: The city was virtually bankrupt,

Rudin was one of the towering figures

and the social fabric of its communities

that set about fixing the problems that

torn apart by conflict and lawlessness. At

their beloved city, New York, faced in

CCNY, faculty who studied economics,

GENERAL COLIN L. POWELL, USA (Ret.)

the 1970s. Those concerns for the city

Chair of the Board of Visitors

sociology, politics, and the other

extend across a career of public interest

disciplines felt a particular call to service.

work in organizations like the Alliance for

Colin Powell School for Civic and Global Leadership

Sincerely,

The City College of New York

Message from

the Acting Dean

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standards, and then begin applying these new thoughts to contemporary problems. Each department and discipline in the college offers its fundamental courses. But then there are the courses that apply directly to our society: Migration and Law, Sociology of Sexualities, Social Change in the Middle East, Global Lockdown, Dominican Heritage from Trujillo, Environmental Politics, Human Rights Narratives. While these courses sound like they’re ripped from the headlines, they carefully trace the roots of current discussions back to debates of previous centuries. When our alumni go on to work or graduate school, they report back that they are as well prepared academically as any of their peers from other schools.

Our successes have launched to the wider college, such as better integration of career counselling and fellowship opportunities with academic advising.

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DEAR COLIN POWELL SCHOOL SUPPORTERS, The process of educating a student is formidable. New students interested in politics, sociology, or any of the other social science subject areas must quickly understand all the classic parts of those fields, reinstall large segments of their mental software to match industry

Colin Powell School for Civic and Global Leadership

This year, we reorganized our student advising: We now have an Office of Advising that focuses on academic advising for students, ensuring they make steady progress toward graduation. In the modern world, this means navigating bureaucracy. Getting financial aid is regularly compared to filing taxes in terms of complexity and drudgery, but it is also one of the key aspects every student should master early to take advantage of the many ways in which paying for college can be eased through scholarships, awards, and loans. Every course students take must be justified as getting them toward a degree. Students with multiple complications in their lives require significant time from advisors to ensure that they meet requirements (and are documented as meeting requirements). We also reorganized the way we support our students financially and professionally: The new Office of Fellowships works with Colin Powell Fellows, Partners for Change Fellows, and Community Engagement Fellows, providing seminars, internships, and other unique experiences that bring

students out of the classroom and into the community. The Colin Powell School has regularly acted as proof of concept for ways to engage students. Technology companies have a “skunk works” section where they develop innovations; we are proud that the Colin Powell School, under Vince Boudreau’s leadership, has been the skunk works for the college. Our successes have launched to the wider college, such as better integration of career counseling and fellowship opportunities with academic advising. We continue to innovate with programs like the Minor in Community Change Studies and Emissaries of Empowerment Program, housed within the Politics of Sexual Violence Initiative. There has been a great deal of change at the Colin Powell School this year—and, in many ways, that change has shaped both our internal narrative as well as the college at large. The uncertainty of the last year has been difficult for all of us because the school has been at an inflection point. There are many possible paths open for us in the near future. We share a core mission of student success and academic distinction; one of my joys as acting dean is listening to this school’s staff and faculty as they lay out their core values and priorities. This year of uncertainty has pushed people to deepen their commitment to the mission. I look forward to settling some of the uncertainty here as we continue to provide students with a superb education at the Colin Powell School. I am grateful to all those who have helped us with this mission. Sincerely,

Kevin Foster, Acting Dean

AT A GLANCE

2016 - 2017 More than

500

A third of all CCNY Graduates each year are Colin Powell School students

students supported through

scholarship and fellowship programs

CITY COLLEGE SPEAKS OVER

109

LANGUAGES

and we come from over 100 countries around the world

INTERNATIONAL STUDIES

LATIN AMERICAN AND LATINO STUDIES

PUBLIC POLICY/ PUBLIC AFFAIRS

SKADDEN, ARPS HONORS PROGRAM IN LEGAL STUDIES

International Affairs

Mental Health Counseling

INTERDISCIPLINARY PROGRAMS

Sociology

CUNY SCHOOL OF LAW AND COLIN POWELL SCHOOL JOINT JD/MA PROGRAM

GRADUATE PROGRAMS

Public Service Management

Economics

Psychology

more than

100

1,855

lectures, public events and guest speakers welcomed to campus

freshmen students campus-wide

2,090

transfer students

6 graduate programs teaching over 3753 course credits in 2016-17 academic year in a diverse array of specialities, including a Partnership with the CUNY School of Law, and our Masters of International Affairs program

*** New Department *** Department of Anthropology, Gender Studies and International Studies

campus-wide

more than

40 0

Internships Placements and counting

With the support of our Board of Visitors, our alumni and partner organizations, our students continue to be placed in important and career-building internship positions in New York City, the metropolitan Washington, D.C. area and worldwide as they work with international organizations in partnership with the City College Study Abroad Program.

Our Campus is home to more than

16,000 Students

2,000 Faculty and Staff The City College of New York

A Strong Foundation From the outset, the Colin Powell School has benefited from the wise leadership of an engaged Board of Visitors. In our transition from a center to a school, that board moved from its original positioning as an advisory council to the stronger and more engaged board. This meant several things, but most importantly, that the board would begin more carefully looking at the plans and finances of the school. An indication of this evolution was

Colin Powell School for Civic and Global Leadership

the development of our finance and development subcommittees, tasked with reviewing our plans, sharing the wisdom of devoting existing resources to those plans, and underscoring our capacity to draw in new resources to act on those plans. With working subcommittees, we also began providing the board with full records of our expenditure. Auditing our files to obtain those records also meant that we were reviewing donor files and maintaining

donor agreements, and reporting to the board on those developments. Today, these measures seem especially well-timed. In 2016, the CUNY system and CCNY was subject to a series of investigations from the state Office of the Inspector General and the Department of Justice involving the management and disposition of philanthropic resources. This investigation has compelled numerous college-wide revisions in

A STRONG FOUNDATION

how we manage philanthropy, as well as a continuing effort to audit donor agreements and ensure that the management of our philanthropy is in line with those agreements. This has not, however, required any changes in the way we manage philanthropy at the Colin Powell School. The relationship we have had with an engaged board has required that we maintain our records and regularly

Boards serve a variety of functions: They help recruit support and generate opportunities for an operation like the Colin Powell School. They contribute to the gravitas of events that board

members associate themselves with and benefit from the advocacy of board members to external audiences. But as the events of this past year show, a reporting relationship with a fully developed board and its subcommittees represents an indispensable element of a well-functioning organization. We are tremendously grateful to our board members for their years of service to the Colin Powell School and look forward to years of future collaboration with them.

We are tremendously grateful to our board members for their years of service

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report on our accounts. This interaction, the advice, and the oversight of our board and its subcommittees has put the school in the habit of managing our philanthropy in transparent and professional ways.

Vince Boudreau, Interim President

The City College of New York

Building Tomorrow’s Leaders Today

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I wanted an institution that had a welcoming environment and that embraced its students by empowering them with knowledge.

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GINA BRAVO The thought of transitioning from high school to college was overwhelming for me, and not knowing what college to apply to only made my experience worse. Although I did not know much about what college I wanted to attend, I was aware of two things: I wanted an institution that had a welcoming environment and I wanted one that embraced its students by empowering them with knowledge. After sharing this information with my family, my older brother, Hector, shared his experience as a City College Colin Powell School student. He explained how he had developed personally and professionally by taking part in several Colin Powell School events. Witnessing his excitement in this conversation, I quickly knew where I wanted to go for college. Being a Colin Powell student would be a lot of work, but I would not be alone—I would have Hector’s support and the help of the staff to guide me to success. I wanted to take on the challenges ahead of me,

Colin Powell School for Civic and Global Leadership

knowing that I too would develop as a professional and as a leader. My thirst for knowledge would be more than satisfied, as I would be able to interact with the psychology department when I visited the campus. I have witnessed firsthand what it means to be active in your community. Engaging with my community on a more personal level has allowed me to better understand the impact I play as a leader. I can relate to others and comprehend what is happening on a holistic level. Growing up in a community where I felt like my voice was unheard and underrepresented, I have taken initiative to become more involved. Engaging with different students in various activities has allowed me to further open my mind as I quickly became aware of issues impacting them. I now foster positive discussions regarding current events with students and faculty who are equally as passionate about seeing a change in society. The power behind service is

beyond what I had imagined, revealing many opportunities for giving back to my community. I enjoy interacting and working closely with others as we collaborate on different tasks. My path of exploration thus far has increased my confidence and abilities as a student and, more importantly, as a leader. As a current sophomore pursuing a bachelor’s degree in psychology, I am interested in doing research on taboo topics within low-income families. I want to know about the impact and role this plays in the lives of its members. My goal is to then use this research to help bring awareness of inequalities that are not being spoken of, especially toward the target population of teenagers. My interactions with several cultures at City College have pushed me out of my comfort zone, and I have increased my understanding of the topics that truly matter to families. The confidence I have gained has humbled me, allowing me to have different conversations with diverse groups of people. My communication skills have developed because of my mentors, who have encouraged me to have lengthy discussions with families. I know my career will be based on questioning and challenging ideas such as gender roles and racism. My endless curiosity will allow me to further understand communities that have no voice. NAOMI DAMBREVILLE I am in my fifth year as a doctoral student at the Graduate Center, CUNY. My clinical psychology program is housed at City College, so, aside from attending courses, my primary job is to be a clinical trainee. I have worked at the Psychological Center located in NAC. As a trainee, I have conducted individual and group psychotherapy with

STUDENT LEADERSHIP

Another important part of our training as doctoral students is to conduct research and contribute to the scientific community. In the psychology department, there are various ongoing projects. My lab, the Social Neuroscience and Psychopathology (SNAP) lab, headed by Dr. Eric A. Fertuck, studies disorders characterized by emotion dysregulation, such as borderline personality disorder, using social neuroscience methods such as EEG. I have also worked in Dr. Lesia M. Ruglass’s Research on Addiction Disorders (ROAD) lab assessing attentional bias and cue reactivity in black and white cigarette smokers and cannabis users. My research combines these two interests and focuses on the interpersonal implications of cannabis use, particularly in young adults who’ve encountered negative social interactions. I like this topic because it’s timely, given recent conversations about legalization and decriminalization of cannabis in New York. Substance use is a huge issue that

affects all kinds of people, but the physical and mental health outcomes for ethnic minorities are poorer, so conducting research on this campus could really help with implementing targeted treatments. I began taking psychology courses as an undergrad English major at Brooklyn College, CUNY. Psychology and literature are similar in that they both attempt to understand human nature and how we interact with others as well as cope in difficult times. Luckily, it was an easy transition to psychology and working in the mental health field. My teachers and mentors inspire my teaching style. Some of my most valuable classroom experiences have come from professors who supplemented the course curriculum with their unique personal and professional perspectives, explaining the complexity of applying theories and practices to clinical research and therapeutic services. I believe the psychology department at Colin Powell is a great example of this. As an adjunct lecturer for the undergraduate Infancy and Childhood course at City College, I incorporated psychodynamic theories about attachment into teaching child development. I emphasized the importance of play and mental health, and attempted to generate discussions to help my students reflect on their own upbringing, particularly as they differed based on cultural traditions and values. My favorite lesson required students to write about their favorite childhood book in the context of the age and developmental stage when they read it or when their parents read it to them. This also gave me an opportunity to discuss my favorite topics: literature, Harry Potter, and psychology. Overall, my objective was to create an engaging and dynamic classroom environment that could help cultivate future caregivers,

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It’s important for me and my fellow trainees to be mindful of how mental illness affects the population here at City not only academically but in terms of their families, culture, intersecting identities, and society at large.

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children and adults. I have also done psychological testing to help students receive academic accommodations or helped them better understand how they think and learn. Many individuals who come in seeking help are City students, but we also serve the larger Harlem and New York City community. I have had the great opportunity to work with people from diverse backgrounds and cultures in the various sites I have worked at, including the City College Counseling Center. It’s important for me and my fellow trainees to be mindful of how mental illness affects the population here at City, not only academically but also in terms of their families, culture, intersecting identities, and society at large. I think this training speaks to the Colin Powell School’s philosophy.

The City College of New York

educators, and mental health professionals. In the short term, I will complete my dissertation and become a licensed clinician. Afterward, I will continue treating members of underserved communities, particularly children and families, either in hospitals or schools. I would like to return to teaching part time at the college level and mentor students so they can achieve their potential, learn how to network, and receive support. Lastly, I want to perform innovative clinical research, either by investigating factors related to cannabis use or possibly developing or adapting existing treatments for younger children with anxiety and mood disorders. Students need to know there are opportunities for support, such as fellowships or scholarships, from the Colin Powell School because they may not have seen many individuals who look like them in positions of leadership and excellence. The Mellon Mays Undergraduate Program is special because it attempts to directly address the disparity of ethnic minority educators and researchers by providing guidance,

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mentorship, and financial support to underrepresented students who may wish to obtain their PhD in various fields. It’s similar to my experience as a TRACC Fellow (Translational Research Training in Addictions for Racial/Ethnic Minorities at City College of New York and Columbia University Medical Center), where underrepresented students from various disciplines are trained to conduct translational research in addictions. Being a Colin Powell student means I am a member of an intellectual community that thoughtfully considers the impact of societal issues on students and citizens. Its various programs in the social sciences mean that we will directly influence policy and communities as leaders and provide service in multiple capacities. Being a clinical psychology doctoral student in this school allows me the opportunity to give back, which is a part of Colin Powell’s legacy. ALICIA DAVIS As a president and part of a group of student leaders, I have grown from my freshman-year experiences and learned about the different stages of life at City

What drew me to Psychology was the opportunity to work with students my age from Jamaica as a tutor and a monitor prior to my coming to the United States

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Colin Powell School for Civic and Global Leadership

College. I have seen that students are not instructed correctly about getting opportunities on campus unless they are in a specific program or know someone. Because of this, I developed a driving passion to find ways to assist students: I began to use a club as a resource for students to build a relationship first with each other and then with their department so they could understand the priorities of establishing a rapport with other club members, developing loyalty to the members, and having faith that someone will be there to support them. With that said, I had to search deeply to see how this would happen. Once I found my team, I had all I needed to move forward to reach out to students and show them there were opportunities on campus other than just attending class because after passing a class, you still needed to develop skills. I incorporate informational days and fun days in our club, where I bring professors in as guest speakers. I also invite outside guest speakers, such as Teach For America, to explain what the job world can offer students if they graduate with a BS or BA. This is just one example of why I wanted to be a part of student leadership. I learned that you always need a team to work with you. Students can grow from these experiences. For example, my club has engaged the community by donating money to Charity Waters; we also held a fundraiser called Psych Out that we hope to establish as an annual event. Alumni engagement is important to the future of the program and the college because it shows students from previous classes that clubs are not just clubs— they also provide ways for students’ voices to be heard.

STUDENT LEADERSHIP

I am still working with my guidance counselor, Diane Goodridge. While working, I have realized that bullying or other issues are not addressed correctly, so I finally decided that I would like to become a social worker instead of a guidance counselor. As a social worker, I can advocate for students and teach them what bullying is; when I was taking a course to get my certificate from the Department of Education, I was bullied and realized that my complaints were swept under the rug and not dealt with correctly. I need to speak for both victims and students who may be bullying others unconsciously at times. I hope to work and attend graduate school in the field of social work and intern at three different companies that will help me learn how to positively affect students’ lives within the community. HARIS KAHN I started my college education at CUNY’s Queensborough Community College (QCC) in Bayside, New York. At QCC, I managed to receive my associate of arts degree with a concentration in urban studies in three semesters while

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For a global nomad like myself, the City College of New York is the closest it gets to feeling at home.

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I am currently working toward a BA in psychology. What drew me to it was the opportunity to work with students my age from Jamaica as a tutor and a monitor before I came to the United States in 2012. I was also the monitor for my guidance counselor; in this role, I taught students how to apply for college during their last years of high school, and I graduated within two years. However, that was just the start of what I would like to study, which is guidance counseling or social work. I realize that, to do so, I need a mentor to guide me through the process.

serving as student government vice president for programming, as senator to the CUNY University Student Senate, and on the board of directors for New York Public Interest Research Group (NYPIRG), as well as interned with state legislators. As I neared graduation, I wanted to go to a senior college to continue studying and pursuing my interest in becoming an advocate for underserved communities. The Colin Powell Fellowship and the Skadden Honors Program, both housed within the Colin Powell School, provided me with enough merit-based scholarships to continue my undergraduate education at a time when I was about to drop out of college. I also have access to mentors, professors, and experts in the legal profession and in public service through the Colin Powell School. Recently, I was invited to visit CNN Headquarters and speak with Fareed Zakaria, along with other colleagues from the City College Fellowship. The best part of being in the Colin Powell School is being challenged by new ideas and critical thinking, and learning from

a community of highly motivated and driven students and professors. As the son of a Pakistani diplomat, I grew up in Uzbekistan, the Philippines, Myanmar, Turkmenistan, Pakistan, and Malaysia. At City College, I feel a strong sense of belonging because I have classmates from all over the world and from the countries I grew up in. NYPIRG always encourages me to continue organizing for access to higher education, the Muslim Student Organization provides me a safe space to build brotherhood and lifelong connections, the Skadden Program allows me to network and learn from other students who intend to pursue law like myself, and the Colin Powell Fellowship connects me with other future change makers in a wide array of fields. For a global nomad like myself, the City College of New York is the closest it gets to feeling at home. I want to use my time here to further develop my academic and advocacy skills, network with professionals, learn from professors, prepare for law school, and plan on how to best champion underserved communities.

The City College of New York

Students Like You Who Made It !

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The work I’ve been doing with the AMC and the CCN Y Outdoors Club on campus has motivated me to expand beyond the recreational aspect of engagement with the outdoors, moving more towards my care for the earth’s natural resources.

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ASHLEY STEIN The Appalachian Mountain Club/Colin Powell School College Orientation Program was created to give students a unique outdoor experience and learn skills they can also apply to life as a student at CCNY. Leadership, time management, community building/ networking, confidence building, and problem solving are all concepts we face daily, starting in college and lasting throughout our lives. In fall 2016, I started an outdoors club here at City College as one of my internship projects with the Appalachian Mountain Club (AMC). A few months later, Justin Bailey, my manager at the AMC, and fellow intern Akasha Solis, brainstormed ways to get college students outdoors, and

Colin Powell School for Civic and Global Leadership

we figured an outdoor-style college orientation would be perfect to start them off for the new school year. After collaborating with helpful CCNY faculty members and colleagues working in the New Hampshire Chapter, we designed the program and created an itinerary that would run for four days in three separate sessions, with 20 students at each session. Last January 2017, I went to Costa Rica with an AMC program called Trail Maintenance Volunteer Vacations, where we started the construction of a trail network called the Sendero Pacífico, which will eventually connect six different mountain communities near Monteverde. We learned the importance of building a hiking trail in a way that will not harm the

species and ecology of the area around the trail. The rainforests in Costa Rica are valued by the people who live there, and we worked closely with them to start building these trails. After all these years of hiking, I never realized how much work is put into building a hiking trail until I was swinging the pickax and moving rocks to use as stairs on a trail. In June 2017, I went to Northern Region, Ghana, for three weeks with a nonprofit organization, Saha Global, to build water purification infrastructure for people in villages who lack access to clean water sources. I spent my time in the village of Nakpanzoo working closely with women, showing them step-by-step how to purify the water, how to sell it for a fair price to families in their community, and where they can purchase the materials when

STUDENT SUCCESS STORY

they run out. My long-lasting passion for the outdoors and the work I’ve done with the AMC and the CCNY Outdoors Club has motivated me to expand beyond the recreational aspect of engagement with the outdoors, moving more toward my care for Earth’s natural resources. I believe the enjoyment of hiking, kayaking, camping, or anything in nature requires sustaining the environment in a healthy way. Interning for the AMC and being a club leader for the CCNY Outdoors Club has taught me that if I can help people fall in love with the outdoors through hiking or camping, maybe we can bring about change in the environmental world and more of us will be motivated to protect Earth’s natural resources. After graduation, I want to hike and camp in Yosemite, Yellowstone, the Grand Tetons, Glacier National Park, and more. I would love to land a job with the AMC in the NY-NoJ Chapter because there is incredible potential for growth in NYC. I enjoy introducing people to the outdoor world. I want to work directly with NYC colleges to get students involved

in outdoor activities and becoming outdoor leaders. Living in such a big city, we forget that there is a world outside of the skyscrapers, so I think working with colleges to develop outdoor programming for students is important. Restarting the CCNY Outdoors Club has been one of the most fun projects that I’ve done. This was one of my first projects as an intern with the AMC. Building a school club from scratch is a lot of work, but when it’s a club for something you’re passionate about, you make it work! I believe that the AMC/ Colin Powell School Outdoor College Orientation Program will be a long-lasting program within our school. Students who participated in the summer 2017 session told me how amazing the program was, and I can tell they have fallen in love with the outdoors. It’s been a true pleasure to be part of a team in creating this program for students, and this is only the beginning of something even bigger. The CCNY Outdoors Club has grown in membership since the launch of the Outdoor Orientation Program. Many students approach me to ask how they can become certified outdoor leaders with the AMC. Seeing students at CCNY with such energy and enthusiasm for the outdoors makes me feel grateful for attending this school and having experienced my internship with the AMC. ETIENNE FORBES Whew! I’ve had a long and twisted journey to the Colin Powell School. I didn’t receive any guidance as I went to high school. That, coupled with my severe shyness, meant that I didn’t even think to ask questions about attending college until May of my senior year. Since that was too late, I moved to Florida at age 17 and worked a series of jobs:

roofing, construction, and manufacturing batteries for pacemakers. I worked 14hour days for minimum wage. All these jobs served to remind me of the freedom and flexibility that higher education affords you. I applied and was accepted at a small, private liberal arts school here in the city. However, while waiting for the semester to start, I was offered a position working at Verizon. I had only intended on working there for a couple of months to save money for school but I ended up staying for three years. Near the end of my time at school, I was extremely unsatisfied because the work wasn’t where my interests lay—I wanted to go to college. So I left to attend the private school I’d previously been accepted to. I did that for a year until the costs proved way too high. I enlisted in the Navy to earn money for school and to travel. Unfortunately, I didn’t travel far; I was only stationed domestically, but it proved to be a true education in how growing up in the Northeast can place you in a bubble. I gained a deeper appreciation for the diversity present in New York City and the work needed to stamp out the ignorance heavily present in many pockets of our country. My interest in studying psychology intensified as a result. While serving in the Navy, I completed my associate’s degree. After being honorably discharged, I returned to New York, certain that the environment present at City College was the only one for me. Generally speaking, those of us who work in addition to attending school feel added pressure to be extremely efficient with our time spent on campus. Depending on the reasons for leaving the previous school, transfer students can feel even more pressure. There is a sense of urgency to complete the coursework quickly,

The City College of New York

STUDENT SUCCESS STORY

graduate, and enter the “real world.” However, that mindset can allow us to miss out on a tremendous opportunity. Every school has its own personality and characteristics, and City College has a particularly unique set. If you don’t dive in and immerse yourself in the life of the school, you are missing out on a vital part of the education you should be receiving. If you don’t walk around in the NAC building during club hours, you won’t get the full range of diverse students and interests on campus. If you

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The Colin Powell School, from the genesis of our studies, teaches us the effect that our skills, our interests, and our talents can have.

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Colin Powell School for Civic and Global Leadership

don’t stay after class and talk with the instructors, you won’t get the chance to learn that the reasons people teach here are different from reasons at other institutions. If you don’t try and plan a study group with classmates, you won’t get an opportunity to hear about the truly inspiring stories and obstacles that students at CCNY are hurdling to gain an education. It is important that transfer students take advantage of everything the school has to offer outside of the classroom because that’s where you will find the hopes, dreams, and passions that are palpable throughout campus and have been since its founding. It’s what makes our school different from all the others. From the very first day I went to Shepherd Hall during transfer orientation, and Dean (at the time) Boudreau spoke to us, I’ve been inspired. The school’s focus on service has been incredibly instrumental in the formation of my career plans. Much adulation in this country is given to those who serve in the military. Far less is spent on the wonderful people who serve the military: the governmental agencies, the nonprofits, the advocacy groups. As someone who spent four years serving in the Navy, I think the quiet but honorable and necessary work done by the people who serve the military dependents with assistance in education; integration into communities; treating and supporting ailments, both physical and mental; and many other services warrant far more attention and appreciation than currently given. The services provided are integral for service members and their dependents as well as for the general public. The Colin Powell School, from the genesis of our studies, teaches us the effect that our skills, our interests, and our talents can have. While many

who graduate with degrees run to the private industry with hopes of “climbing the ladder,” the Colin Powell School debunks that paradigm and introduces the idea that career ambitiousness and public service do not have to be mutually exclusive. The mission of the school resonates deeply within me, and I am incredibly grateful that, in addition to the top-notch education and access to a professional network I’ve received, I will be walking away with the responsibility to ensure that the work I engage in benefits others besides myself. There remain many fundamental flaws in the pipeline between higher education and the workforce. Compounding the persistent issues of access and deteriorating governmental support, many institutions of higher education aren’t partnered closely enough with companies, agencies, and organizations so students graduate ready to step into jobs. In addition, the work environment awaiting them isn’t inclusive and drives minority employees away. Much work needs to be done on both sides, within both higher education institutions and organizations. The United States has been mired in the same conversations about these issues for decades now. New ideas, approaches, and perspectives are necessary to move forward. I intend to pursue graduate education abroad to find these novel ideas and perspectives, and work to introduce and implement them here in the US. With my past work in both the public and private sectors, I hope my perspective will serve me in a career dedicated to diversity and inclusion so I can identify and implement the deeper, sustainable policies, practices, and programs that allow the changes required—in education, professions, and organizations—to take root.

ChoosingTopics that Matter

Building leadership on our campus means helping students imagine leading roles and winning strategies

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PUBLIC DISCOURSE

for themselves off campus.

At the Colin Powell School, one of the ways we seek to help students navigate the path to their future selves is through public event programming.

inform a program of public discussion designed to seek out solutions to the problems we confront and answers to questions that confound us.

Each year, the Colin Powell School works to connect the topics that matter in our classrooms and to our researchers to the most vibrant and important conversations taking place outside our campus. As a public institution, our mission requires that we open the academy for such conversations to help society move toward an informed deliberation of important topics.

We have examined and closely mapped the migration of peoples across the globe and questioned the role of social movements in achieving and sustaining a more just social order. From discussions geared toward developing better and more ethical business practices to lectures examining the critical role of the US in global security, the Colin Powell School has pursued an agenda of public programming designed to link the concerns of our college constituency to the needs and interests of our society, and, in so doing, has become a leading voice on issues that matter today and for future generations.

In so doing, we continue an important tradition. For as long as public universities have existed in the US, the world looked to their infrastructure and academic expertise to sort through dilemmas of public concern. Today, our research, teaching, and student leadership development

Our talks also serve to model leadership

and career trajectories for our students. When Jamie Dimon speaks on campus about his leadership philosophy, when Jill Stein sets out to explain to students why she ran for president, or when Vimal Patel discusses his strategies for encouraging and promoting entrepreneurship in his corporations, they are making successful futures a more tangible object of contemplation. Building leadership on our campus means helping students imagine leading roles and winning strategies for themselves off campus. Our public programming is designed to sustain and support such dreams. We proudly say “From Harlem to the World” as our steadfast pledge to make the conversations taking place in our classrooms, at our student clubs, and throughout our school part of the larger deliberative processes of our democracy.

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TIMELINE

2016-2017 WEDNESDAY, SEPTEMBER 21 Conversations in Leadership featuring William Janetschek

THURSDAY, SEPTEMBER 29 Human Rights Forum: “Women and the Veil: An Historical Perspective”

WEDNESDAY, OCTOBER 19 40th Anniversary: Kick Off Event: “City College, Social Sciences and a Vision of a Better New York” featuring Vince Boudreau, Bernie Levin and Len Zinnanti

TUESDAY, NOVEMBER 08 Conversations in Leadership featuring Jamie Dimon

NOVEMBER 15, 16, 17 Colin Powell School and Eisenhower Fellows Symposium

APRIL 17 & 18, 2017 Colin Powell School celebrates the 20th Anniversary of America’s Promise, founded by General Colin L. Powell and Mrs. Alma Powell WEDNESDAY, MARCH 22, 2017 Conversation in Leadership with Fran Hauser Talk

WEDNESDAY, MARCH 22, 2017 Conversation in Leadership with Cathy O’Neil Talk

MONDAY, MAY 09, 2017 Gary Vaynerchuktalk, co-sponsored with Entrepreneurship Student Club led by Moody Khedr

Advising, Teaching, Mentoring: Meet Hank Nguyen

Hank has been one of my most influential mentors and has helped me secure a position on the Algorithmic Trading team at RBC upon graduation.

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THE COMMON GOOD

At the Colin Powell School, we are devoted to helping students find terrific opportunities. Hank Nguyen has been doing superb work

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Hank Nguyen had a distinguished career as an algorithmic traderand global equity analystfora variety of firms (Jefferies, Credit Suisse), where he made enough money to retire at a young age and look for something more fulfilling to fill his days (other than his growing family, or maybe he wants to get out of a house with 3 young kids!). He came to CCNY where he has taught a variety of classes

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in this, and we are all grateful!

Gizem - Student

including Leadership, Corporate Finance, Real Estate Finance, and Money & Banking. In January last year he taught a special class on financial modeling, w hich was not credit bearing so students didn’t pay for it but it also did not appear on their transcript -- they took the class because they wanted the skills. After weeks of classes, 3 hours per day for 4 days each week, they were experts at creating financial valuation models. The students in those classes went on to impress at job interviews (eg GizemKoçakwho interned for RBC and will start fulltime work there, Jordan Garrick who interned for Drexel and will start fulltime at Morgan Stanley). Hank has worked closely with Bob Mellman, another superb individual who retired from a career on Wall Street (he was an economist at JPMorgan) and

has come in to advise and tutor students. Hank also works with CCNY Alumnus David W ysoki who is another terrific help to so many CCNY students across the campus and serves as the executive in residence to the S. Jay Levy Fellowships. cting Dean Foster notes, “I talk with A many students about their classes as I advise them. Hank’s classes are regularly cited as ‘the class I learned the most from’ andalso‘the class where I worked the most’,I really like that combination!” Hank’sLeadership classes open students’ eyes to their own strengths and weaknesses. His finance classes work through lots of examples and problem sets. While some instructors in the department approach the material from a more theoretical perspective (as you’d imagine from faculty with PhDs) others such as Hank can help the students

understand how these high-level insights actually get applied in business decisions. Foster notes, “It’s important for students to learn both theory and practice.”

His practical and relatable approach to mentoring helped me tremendously, both in academia and entering the workforce . I can say with certainty that I wouldn’t be nearly as far along in my professional development without the mentoring given by Hank

Jordan - Student

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Welcoming a New Department Over the year, Colin Powell School students have expressed a particular enthusiasm for a specific set of disciplines tied to issues of direct relevance to their lives. Our students come from around the world, bringing with them a range of commitments on issues like economic development, the construction of sustainable peace in war-torn settings, and the movement of peoples across the globe. They care deeply about gender issues, especially in respect to the ways in which women are especially vulnerable in situations of general insecurity. And as they jostle up against our diverse student body (the eighth most diverse in the country, according to one recent study), they become fascinated by cross-cultural communication and understanding. The academic departments and programs that speak to these areas of interest— international studies, women and gender studies, and anthropology—have a special place in the mission-driven work of the Colin Powell School. At the beginning of this year, we moved to combine these three disciplines into one large department. The new Department of Anthropology, Gender Studies, and International Studies (AGIS) will retain the already existing majors

Colin Powell School for Civic and Global Leadership

and minors from the three disciplines but will carve out for itself a broader and more integrated field of study for students. According to City College Interim President Vince Boudreau, “the emphasis on culture in the anthropology department aligned well with major theoretical themes in international studies and women and gender studies. By the same token, anthropology, which had been a relatively small department, seemed likely to benefit from the addition of these two dynamic programs, both by achieving greater scale and by allowing a more focused consideration of international and gender perspectives that are so crucial to questions that anthropologists ask.” Anthropology’s interdisciplinary nature bridges the humanities, arts, natural sciences, and social sciences. “As a campus consistently addressing issues such as inequality, migration, social justice, globalization, and diversity, we are incredibly unique,” says Asale AngelAjani, director of the gender studies department. Immediate and Long-Term Goals I want to honor the different areas of expertise, regional and theoretical, that we’ve collected in the Department of Anthropology, Gender Studies, and

International Studies. But it’s also important that we make this department, with its deeply intersectional work, a rich home for our students and the questions that motivate them,” says Irina Carlota “Lotti” Silber, chair of the new department. “It is a privilege to work with accomplished and committed scholarteacher-activists. Strong Faculty and Breadth of Courses

The AGIS faculty offer a breadth of courses and program tracks that build a community and resources for anti-racist, anti-oppression teaching and social justice work that embraces the values of service and leadership infusing the Colin Powell School, according to Silber. Some examples: Program Director for Gender [IS3] Studies Asale Angel-Ajani’s course on the global prison industrial complex, Global Lockdown, which focuses on the “structural questions that shape mass incarceration and the everyday experiences of people (women, people of color, migrants, refugees) and families held captive within the system”; Program Director of International Studies Sarah Muir’s new course, Language and Power, which uses linguistic anthropology to tackle key topics in international studies; Assistant Professor Matt Reilly’s course, Archaeology of Race and Slavery, which will explore timely debates on monuments and memorialization; Professor Asha Samad-Matías’s Immigrant and Refugee Movements and Cultures, a foundational course for the department that speaks to the oppressive policies of our times; Professor Stanley Thangaraj’s Anthropology of Asian America, which Thangaraj describes as “using theories of race to understand, complicate, and analyze the communities that cannot be understood with a simple black-white racial logic of citizenship”; and Professor Silber’s courses, from the Anthropology of War to Anthropology and Disability Studies, which provide historical, ethnographic, and comparative

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Experiences Beyond the Classroom/ Alumni Connections

AGIS also provides financial and scholarship support for study abroad and internships from museums, government, and NGOs. Professor Muir says, “The International Studies Program is lucky to have a vibrant community of faculty, students, and alumni. As our alumni network grows, those connections become ever more valuable for current and recently graduated students as they chart a career path and seek out internship and employment opportunities. Professor Silber points to the excitement generated by mentorship relationships fostered by Professor Asale Angel-Ajani and her work with the Beyond Identity cohort; by Stanley Thangaraj and the multiple social justice events and professionalization workshops he has organized; and by Professor Matt Reilly, who has begun placing students in active fieldwork and lab analysis assignments in an ongoing archeology project that is opening new doors for the students’ future research. Colin Powell School Mission Enriched by AGIS’s Work AGIS offers multiple ways to

understand global processes through the lens of people’s daily lives, past and present, says Silber. “This peopled account, this focus on how people make meaning in their everyday lives, is an important contribution to the Colin Powell School. The merger that created this department is at the forefront of interdisciplinary. This collaboration is key to the mission of the Colin Powell School. We are also committed to the kind of engaged scholarship that is invested in reframing our normative understandings of the big issues of our time: war and displacement, genderbased violence, racism, xenophobia, and

Islamophobia.” The department is staffed by a dedicated team of alumnae. Johanna Ureña (advisor) and Natalie Meyers (office assistant) both graduated from programs in the department and bring deep knowledge and a sense of real pride to their work with students. Together, they help situate new and continuing students in the department’s work and help students take advantage of every opportunity that the department has to offer. Dynamic Cohort of Students

“Over the years, one of the strongest assets of the International Studies program has been the connection that emerges among students, and that persists after they graduate. Over the years, cohorts of IS students have formed strong networks and often support students, the student club, and the program itself,” states Nkem Ejoh, an alumnus of the International Studies Program. Alumni return to help coach the Model UN team, help students source internships, and help identify potential employment opportunities. “International students really seek to build a community within the program, and so the Student Association for International Studies (SAIS) has been a real vehicle for building that community. Because internships have been a required element of the international studies curriculum, students in the program benefit from a network of placement opportunities both domestically and across the globe. Because study abroad is so integral to international studies, many students spend anything from a few weeks to a full semester working and studying in some other country—often supported by generous scholarships. A vibrant program that directs attention into the world and asks students to consider issues of great importance is a powerful draw, and so anchors some of our strongest values and commitments on our campus.

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I’m an anthropological archaeologist working on issues of race and class in the Atlantic world since the time of European colonization in the Americas. I’ve arrived at the Colin Powell School at a very exciting time in which interdisciplinary research is heading in innovative directions. The disciplinary merger that resulted in the formation of the Department of Anthropology, Gender Studies, and International Studies allows me to place my own academic and teaching interests in a broader framework that prioritizes global issues and social justice.

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readings that seek to amplify questions of power, accountability, representation, and how people make and remake their lives.

THE COMMON GOOD

Assistant Professor Matthew Reilly.

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Meet Our Faculty

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CCNY for me represents the face of 21st century America, and it is an honor and a

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privilege to teach here

Development. I was delighted to take on the challenge. My family has many ties to CUNY—my father went to Lehman College; my mother went to Queens College and got her master’s degree in education there; my father’s older brother is CCNY ’40; and his wife, my aunt, went to Hunter College. And one of my mentors, Richard B. Morris, went here in the 1920s and returned here to teach in the history department from 1930–1946. So CCNY always had a legendary status for me, and when I came here, I felt as if I was walking in Richard B. Morris’s footsteps. Soon I found myself teaching more political science courses as an adjunct, and even, for a time, one or two sections of USSO in the history department. Recently, the political science department named me a full-time lecturer in law and political science, and I was overjoyed. It is the best academic job—really the best job—that I’ve had in my life. The department is filled with wonderful colleagues and wonderful students, and I get to have contact with a wide range of students from all fields. CCNY for me represents the face of 21stcentury America, and it is an honor and a privilege to teach here. You are the political science department’s undergraduate advisor. What has that role taught you about our

RICHARD BERNSTEIN, POLITICAL SCIENCE You followed a fairly nontraditional pathway to CCNY. What drew you to this institution?

Actually, what happened was that CCNY found me. I learned that the Skadden, Arps Honors Program in Legal Studies needed someone to fill in for the Flom Professor, who was going on maternity leave, and teach American Constitutional

Colin Powell School for Civic and Global Leadership

students?

I am the political science department’s undergraduate advisor as well as the advisor to the remaining students from our old pre-law major and the pre-law advisor to students seeking to undertake a legal career. (That also includes being the advisor to the new legal studies minor.) I have learned an immense amount about students here from these advisory roles. For one thing, students’ lives are so complicated today, far beyond

what I experienced or saw as a student. Students here display a remarkably wide and deep spectrum of diversity of backgrounds, ambitions, educational interests, intellectual skills, and curiosity. It takes my breath away. Students also are remarkably observant and perceptive about us as teachers, and about themselves and one another. Some are struggling with painful questions of identity, affecting relations with their families and their friends. Sometimes they are desperate just to be heard and understood. Fortunately, I long ago learned the importance of listening as hard as I could, and thus I can be of help to them, even if only providing them an empathetic listening presence. Sometimes, it goes beyond that. I just had a visit from a former student who told me that I had taught her how to think— which astonished me, as she was one of the sharpest students I had ever met, from the moment that we met in a CCNY political science class. I also have to shatter illusions about law school and the legal profession. I practiced law for three years, and I also taught at New York Law School for over 20 years, so I can draw on those experiences to give students a realistic sense of how the law school admissions process works, how legal education works, and how practicing law works— and how all of those things have been changing rapidly since the recession of 2007–2008. It is easier for me to do those things because I came into law school and law practice with a host of illusions about how those experiences would be, and I had them shattered the hard way. I am glad to be able to save some students that ordeal by advising them. You write about the lives and politics of America’s founding fathers. How do you

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connect that field of study to issues of contemporary politics?

This is going to be a long answer, for there is much to unpack in your question. First, I was always drawn to the era of the American Revolution and the nation’s founding. When I was a kid, the musical 1776 vividly brought alive Adams, Franklin, Jefferson, and their colleagues in the Second Continental Congress, and it had a profound effect on me. In fact, most of my colleagues in history, political science, and law who are of my generation and who work on the “founding guys” admit that that musical drew them to the subject. These days, Hamilton: An American Musical is having the same effect. What I love about the influence of Hamilton is that students who are drawn to the subject by the musical all want to know more. They want to probe beyond the musical into the real people and their real words and acts. I have had several fine students who have been inspired by the musical to do excellent papers exploring such topics as “Hamilton as a Nation-Builder.” Just as important, the founding period teaches us the importance of politics and political creativity, and the possibility that ordinary men and women can achieve greatness by thinking and acting politically. John Adams repeatedly wrote us that he was an ordinary man and that the times made him what he was. In an era such as ours, when politics is held in low repute, politicians are scorned, and people tend to assume the worst about politicians and public officials (often with good reason), we need to be reminded of the possibilities of achieving greatly in politics and of the nobility of purpose that can actuate political thought and action. Further, we need to be reminded that those historical figures whom we deem great were human beings with human strengths and

weaknesses, to whom the future was a closed book, just as it is to us. They had no guarantees they would succeed, just as we have no guarantees we will overcome the challenges facing us. But they knew that they had to try, and that willingness to try should animate us to try as well.

That means both that they were capable of moral faults and that we are capable of greatness. Their realm of thought and action should not be cut off from us. And we should not be afraid to find them wanting—they expected us to do so.

Finally, in this era of doubting our past and challenging the claims of heroes who might not deserve their heroic status and taking down statues, we ought to be careful about a few things. First, I am tired of people who lazily equate commemoration (putting up statues or naming buildings or institutions after people) with history. That is just not true, and it makes the wrong point. Taking down statues does not erase history—it merely rescinds earlier generations’ decisions to commemorate people who now appear in a far different light to us. In the 1970s and 1980s, for example, some people counseled New York City to close Grant’s Tomb because they saw him as a butcher and a corrupt and incompetent president. A generation later, we are recognizing Grant’s true greatness, and his tomb has been refurbished and purged of graffiti. He deserves commemoration, just as he deserves reinterpretation and renewed understanding. The process of reconsidering the past works both ways, and it never ends. The Dutch historian Pieter Geyl rightly counseled us, “History is an argument without end.”

latest writing project?

Some people use the founding guys as ways to obscure the moral ambiguity and even moral problems of our past—and I bitterly oppose that tendency. If we get to know them better, we get to know ourselves better. If we get to see them as human beings instead of faultless marble statues, then we get to see that there is much less difference between them and us than we have been taught to accept.

Can you tell us something about your

I am superstitious about talking about writing projects in progress, for I have found that if I talk about a project too soon, the jinx sets in and the project collapses. All that I can tell you is this: I am struggling to finish “The Education of John Adams,” a concise life of John Adams that will be a companion to my 2003 Thomas Jefferson. There are too many mammoth biographies, and by contrast, nobody did a concise life of Jefferson for at least 60 years before I wrote mine. The last short life of John Adams appeared more than a generation ago. I plan one more, of George Washington, to complete a trilogy. I’m also planning “Jefferson: A Very Short Introduction,” which will be my second book in that amazing Oxford series (my first, The Founding Fathers: A Very Short Introduction, came out in 2015). After those, we’ll see. Your writing often appears in the popular press as well as in academic publications. Why do you think it’s important for academics to speak to a wider audience?

I have always thought that academics should write both for their colleagues and for a wider audience. In part, that is because the distinction between the two audiences originated only within the past several decades. Before that, writers like Charles Darwin, Edward Gibbon, David Hume, and Mary Wollstonecraft wrote for whoever would read them; that audience included fashionable men and women, serious thinkers, and everyone

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Meet Our Faculty in between. Second, I had great teachers and mentors—in particular, Henry Steele Commager and Richard B. Morris—who insisted that scholars had to address a general public as well as one another. Now, it is true that most cutting-edge scholarship in any academic field addresses fellow scholars rather than the general readership, but even so, if you work hard enough, you can write something that addresses both groups and bridges the gap between them. That is the world of the public intellectual, such as Ta-Nehisi Coates. It is also the world of the kind of writers whom I call “the great explainers,” such as Carl Sagan, Neil deGrasse Tyson, and Eric Foner. So I do my damnedest to address both kinds of readers and craft my work as a kind of bridge between them. ROBERT MELARA, Chair, Psychology Department Fundamentally, the profession of psychology involves mastering a set of rigorous techniques to serve individuals

Colin Powell School for Civic and Global Leadership

in need. This could mean implementing evidence-based therapy to relieve clients suffering from trauma, using neuroscience methodologies to study the causes of memory loss, or developing a better assessment tool to screen job applicants. The mission of the Colin Powell School, service to the community, is embodied in the educational, scholarly, and career goals of both the students and the faculty of the psychology department. My goal as chair of the psychology department is to prepare our students to pursue fulfilling and financially rewarding careers in assisting members of the community overcome social and psychological adversity. Many of our students are navigating an immigrant experience, arriving in the United States as children and representing the first in their family to reach college. I seek to remove the obstacles that keep our students from succeeding in their career journey. During my time as department chair, the number of psychology students has more than doubled (to 1,400 majors). My staff and I offer our students courses optimized for their complex lives, thus enabling them to complete their degrees in a timely manner. The results have been astonishing: One in every three Colin Powell School graduates is a psychology major; one in every six City College graduates is a psychology major. Their career options are now broader and more achievable than ever. Our graduates work in community health centers with the addiction counseling certification they received at City College. Our graduates are completing their doctoral degrees after receiving federally funded laboratory training at City College. Our graduates have found employment in human resource departments after completing internships coordinated by the Colin Powell School Department of Psychology.

My goal is, additionally, to enhance the social and scholarly impact of our faculty. During my time as department chair, I have actively recruited more women (currently half of our faculty) and more people of color (currently a quarter of our faculty) than ever before into the psychology faculty. I have been able to enhance the startup packages and laboratory space for new faculty members so they have the tools they need to conduct and publish topflight research. I have encouraged translational research to inspire projects that explore questions from the bench to the bedside. I have implemented a mentoring system of seasoned faculty who provide junior faculty with regularly scheduled opportunities for guidance in their scholarly pursuits. And I have grown the size of the department to ensure that it is mostly our full-time faculty who teach our students (currently 70 percent of psychology courses). The result is a highly productive and student-oriented faculty who more closely resemble the students they teach and mentor. The future of the Department of Psychology is bright. We soon will be the first CUNY psychology department, and the first department in the Colin Powell School, to award the degree of PhD. Our PhD program in clinical psychology is committed to a mission of social justice— in a recent initiative, therapists from the clinical program provided psychological services to aid communities of vulnerable students, including DACA/Dreamers, LGBTQ, and Muslim men and women— and its training clinic, housed within the Department of Psychology, is the primary source of mental health services for the West Harlem community. We soon will hire a director of undergraduate studies (DUS) to manage our large undergraduate program. The DUS continues (and will

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the program and letting more people know about the work we are doing for our students.

augment) initiatives that benefit a thriving student body, including supplemental instruction and peer tutoring services for challenging courses, classes to develop skills of success for students at risk of dropping out, and career services to boost students’ interview skills, résumé quality, and competitiveness for internship and job applications.

In our MA program, we offer the students important insights into policy formation at the international level and prepare them by infusing analysis with history, geopolitics, decision making by leaders, and a sense of global challenges. Our students want to make a difference by creating a meaningful career, and we are dedicated to helping each student find his or her own way. Each student must write an MA thesis, and that process becomes a unique one-on-one tutorial endeavor with an adviser.

Each of the changes realized under my leadership fits my broader vision for the CCNY Department of Psychology— namely, to be recognized as preeminent in providing both its students and its faculty with the means to realize their career potential and the desire to make a positive and lasting impact on their communities. JEAN KRASNO Director, MA Program in International Affairs I have been writing, teaching, and conducting research on the United Nations for over 20 years and believe the organization has much to offer the world. The UN is a body now made up of 193 countries and by its nature, and the norms it sets for itself, is both diverse and inclusive. The Millennium Development Goals (MDGs), established in 2000, exemplify the UN’s universal outreach efforts to reduce extreme poverty, protect the environment, promote human rights, and improve health by the year 2015. This concentration of effort was so successful that the Member States decided to extend the MDG process further into the future, creating the Sustainable Development Goals to be achieved by 2030. In addition to its focus on development, the UN sends peacekeepers around the world to provide stability to nations under stress where no one else is willing to go. There are some 112,000 peacekeepers in 16 operations today. Unfortunately, little

of these undertakings is well-known; my mission, therefore, is to educate our students on the vast work of this organization. I recently became the director of our MA program in international affairs, a position I held several years ago. I have also taught in the program for about 12 years, getting to know our students very well. We offer an intensive program of courses, such as International Political Economy, International Law, Human Rights, Critical Global Issues, Terrorism, Nuclear Security, and more. Our goal is to prepare students to enter the professional world of international affairs when they finish our two-year program. About 25 of our alums have secured jobs at the UN. Our students have also taken jobs in the state department, Human Rights Watch, and other international NGOs. We keep in touch with our alums, and they have offered to mentor our current students to give them an idea of what professional life is like. We plan to continue growing

I draw on my experiences working with the UN to bring international affairs to life. Through the UN oral history interviews I conducted over the years, I have shared stories that demonstrate the behind-thescenes personal encounters with key personalities that help explain how peace agreements are finally achieved and the personal dedication of UN leaders and personnel. Working with former UN Secretary-General Kofi Annan to publish his papers has been a great avenue for bringing students into the research process and for them to see, through his writings, all the little-known political intrigues and controversies that occur. We are now placing his papers online in a searchable manner, where students go through each document and find key words and meanings. The UN has now asked us to do the same with former UN Secretary-General Ban Ki-moon, whose term just ended last year. The most significant conversations in the coming years are to make sure that our courses and the vast experiences of our faculty bring relevance to the challenges of international decision making in this very complex environment.

The City College of New York

Democratizing the Outdoors

The City College of New York was almost 30 years old before the founding of the Appalachian Mountain Club (AMC), the country’s oldest nonprofit conservation and recreation organization. At its founding, Professor Edward Pickering of MIT invited other Boston-area academics to join a group focused on adventuring and exploring in the White Mountains of New Hampshire. These founding AMC members thought of the woods explicitly as an escape from the clamor of urban life; going to the mountains was as much about leaving the cities as anything else. On the face of things, a partnership between the Colin Powell School— one of America’s most storied urban colleges—and the AMC seems puzzling. But today’s AMC is a far cry from the organization that Professor Pickering envisioned. AMC President John Judge came to the organization five years ago with an explicit intention to connect urban communities to the outdoors, with a particular interest in undertaking programming in the New York City area.

Colin Powell School for Civic and Global Leadership

President Judge’s pursuit of these objectives brought him to the city more and more, and eventually to a partnership with the Colin Powell School. We started off by establishing a unique internship program, designed both to link our students to the AMC and to sustain a program of outdoor programming on our campus. Each year, AMC and the Colin Powell School would jointly sponsor two interns: a junior intern who would focus most on building the CCNY outdoor club and a senior intern who would work on AMC’s programs for New York. When first-year interns entered the second year of the program, it would be their responsibility to recruit the new junioryear intern. The CCNY Outdoors club was, weeks after its founding, the fastest-growing student club in CCNY history. On the first day alone, 77 students joined up, and it’s been growing ever since. In this, our second year, the outdoor club sponsored trips to climb Mt. Washington in New Hampshire, hikes and rock climbing

expeditions, and three four-day, 20-person sessions in Harriman State Park, where students underwent leadership training, learned outdoor skills, and backpacked in the woods. Next year, students from the CUNY medical school at CCNY will undertake a similar training session that teaches outdoor first aid and rescue skills. But why is this an important program for the Colin Powell School? The answer might surprise you. AMC began the push to diversify the populations engaged in outdoor recreation because it recognized that outdoor user-ship and club membership was still overwhelmingly affluent, older, and white. For our students, learning about the outdoors was a radically empowering experience. We hear it again and again from our students: Before joining outdoor clubsponsored activities, they thought that hiking, camping, and other outdoor activities was not something that “people like us do.” Students repeatedly express excitement and wonder at being welcomed into the outdoors and finding

ENGAGING COMMUNITIES

More importantly, the lessons of outdoor mastery rapidly migrated to other fields of endeavor. In some sense, the entire mission of the Colin Powell School is to equip students with the skills and confidence to move into careers and roles that they thought were closed to them. Guiding students through their education while helping them envision leadership roles for themselves in society all involve helping students enter spaces that might have seemed out of reach to them previously. Our students learn that no space is off-limits in the outdoors, and that’s a lesson they take back to the classroom and carry with them into the world. AMC began its partnership with the Colin Powell School as part of a program to diversify its membership. But the more we worked on this program together, the more we began referring to it as our program to democratize the outdoors. . ALUMNI : AKASHA SOLIS, 2016 What has it meant to work on this project, and to have taken on a leadership role in its creation?

It has meant the world to work on this project. I’ve met incredible people who have this diehard passion for diversifying the outdoors by expanding knowledge on conservation and environmental rights, as well as promoting a wonderful organization that provides different forms of recreation for communities across the country. Building a relationship with Katina Grays of Outdoor Afro has been a phenomenal experience, building a more inclusive outdoor community: whether it’s your gender, sexuality, race, religion, etc., you are welcome in the outdoors. For me, it provides a therapeutic, tranquil experience I wouldn’t receive anywhere

program with the Colin Powell School?

It means a lot. My first years in college, I never saw myself as someone who had the capacity to give back. It’s not that I else, and it’s strengthened my passion didn’t think I would be successful in the for environmental rights and focusing on future, but it’s not something that ever climate change. really occurred to me as being what What leadership skills have you’ve gained “people like me” do. While I can’t really do much financially, it’s unbelievable to since working with AMC? be able to directly affect the experiences I’ve become more comfortable in my own of students. City College gave me so skin, I’ve established more confidence much more than an education. Having in my own decisions, and I’ve learned this opportunity to thank this institution for the different methods of being a leader, what it has done for my life and contribute whether that’s being compassionate, to the lives of other students is amazing. passionate, or doing the right thing, which can be difficult at times. AMC taught me Why is it important for a place like the an extensive number of outdoor skills that directly apply to communication skills. As a Colin Powell School to educate (and support) our students as they think about graduate of both the International Studies

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their role in protecting the outdoors for future generations.

The outdoors provides a therapeutic, tranquil experience I wouldn’t receive anywhere else, and it’s strengthened my passion for environmental rights and focusing on climate change. Aksha Solis, Alumini ‘16

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themselves navigating the challenges of the wilderness.

and Political Science Programs at the Colin Powell School, these skills come with me as I’ve traveled to different parts of the world as an ambassador for my alma mater.

As the population becomes further and further concentrated in cities, we risk losing touch with the size and scope of this planet, its resources, and the effect we have on them. It’s frightening and dangerous that issues as big as climate change could lose relevance in the minds of young people because they have little to no connection with the natural world. The Colin Powell School taking an initiative to bring the outdoors into the spotlight in urban populations means that its importance is not lost on future generations. It’s also important that students are exposed to the diversity of experiences beyond their city limits; the outdoors and the skills required to successfully and safely enjoy them are skills that better prepare you for a variety of situations both in and outside of the backcountry. What’s one bit of advice you’d give to this

ALUMNI : JUSTIN BAILEY, 2011

generation of the CCNY Outdoors Club?

As an alumnus of the college, what has it meant for you to help launch this new

Go big, shoot for the moon, and don’t limit yourselves.

The City College of New York

Learning Environment

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Apart from the substance of the work, they were learning about different leadership styles, witnessing management objectives, beginning to understand what organizations need mission statements.

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INTERNSHIP CLASS

independent study frameworks.

Internships are essential tools in a student’s progress toward professional success. Each year, we see students return from internships obviously different. They may have entered the experience with ill-formed ideas about how to operate in an office setting, but they return with a fuller understanding of what it means to be a successful professional, and a newfound sense of their own capacity.

Two years ago, we embarked on a better way to approach the matter. We realized that segregating these courses by discipline overlooked the point that students were largely learning the same material in their internship placements: they were learning about different leadership styles, witnessing management objectives, and beginning to understand that organizations need mission statements. Internship classes were largely courses in leadership and management.

Our most successful internship experience often takes place within scholarship programs because they provide the resources to support and manage internship placements. Making well-supported internship experiences available to every Colin Powell School student is our most important and most daunting objectives. Previously, academic departments attempted to run internships as classes. Unfortunately, these classes were often canceled due to low enrollment, forcing students to undertake internships in often poorly supported

Colin Powell School for Civic and Global Leadership

That realization allowed us to begin offering one Colin Powell Schoolwide internship seminar, in which students received support to undertake placements, received professional development, and met once a week to analyze different elements of the professional environment that they were experiencing. Students utilize their internship placement to explore readings and discussions that prepare them for professional life.

The course has run with about 25 students each semester. Eventually, however, we envision the course providing support for as many Colin Powell School students as are able to undertake internships, with the potential of dividing the class into theme-specific discussion groups (e.g., healthcare, government service, and community development). Innovations such as this are helping us to extraordinary, career-shaping experiences to as large a group of Colin Powell School students as possible. #1 MILITARY FRIENDLY CAMPUS This past year, Victory Media ranked CCNY as the #1 Military Friendly School among public universities with more than 10,000 students. For this distinction, the media company awarded City College its Top 10 Gold award for 2017. The honor is based on public information gathered from a Military Friendly® survey and personal data from CCNY veteran students. For the Colin Powell School, this distinction means something special because the entire veterans’ affairs operation on campus began as a student veteran led Colin Powell Center initiative—and the school continues to play an integral role in helping veterans transition into successful civilian lives. When veterans speak and plan for themselves, they develop distinct program emphases. First and foremost, they eschew the idea that trauma is the defining aspect of their experience. Without denying the existence of post-traumatic stress, veterans also want programs that help develop the skills honed in the military into successful careers. They also need space to be with other soldiers attempting to adjust to the pace and priorities of civilian life. Under the leadership of the Office of Veterans’ Affairs Director Chris Gorman,

LEARNING ENVIRONMENTS

our programming is continuing along that path. Specific to the Colin Powell School, we’re developing partnerships with professional offices eager to provide opportunities and mentoring support to our veterans. For instance, we’re now in the third year of an internship program started in the finance firm Drexel. Each year, a veteran in the Colin Powell School with ambitions to work in finance interns with the firm, learning the ropes and receiving the attention of a mentor. And, each year, our interns are offered a job in the firm-with their first assignment to select the new Drexel intern from the Colin Powell School. OFFICE OF ADVISING It may surprise outside observers, but huge numbers of students who encounter difficulty at college don’t actually struggle with course material. They fail to make progress toward graduation, lose financial aid, misunderstand degree requirementsthey falter, in short, in the face of bureaucratic processes. Here’s a good example: Financial aid provides full tuition to a huge portion of our student body but covers on the credits absolutely necessary for a student to graduate. If a student

enrolls in a course that doesn’t contribute to graduation, she may lose financial aid and be forced to repay a semester’s tuition. And that, for many CCNY students, would end their college career. But that’s just the tip of the iceberg. Helping students select a major, advising them on the skills they would be gathering as they move through the curriculum, and helping them position themselves for success after graduation all are key ways in which strong advising represents an essential component in a holistic approach to student success. Advising stands at the very center of our mission to students. When we founded the Colin Powell School in 2013, we bundled our advising services with other student success activities—most prominently, with our scholarship and professional development programs. In 2016, with three years of experience under our belts, we decided to unbundle those two student success programs and move advising into closer proximity with our academic departments. It was a difficult decision to make, because the idea of an office of student success as a one-stop shop for a broad range of services had been so compelling.

But over time, we realized that advising needed to happen in closer proximity to faculty and departmental offices. We also realized that as advising, enrollment, and financial aid bureaucracies had become more automated and unforgiving, advising activities needed to achieve a greater technical precision. Based on these decisions, we opened an advising center next to the dean’s office, staffed by four professional advisors. They certify compliance with rules, procedures, and degree requirements. They are also some of the first people on campus to see signs that a student may be overwhelmed by problems inside and outside of school and so need to be particularly observant and prescient. For all these reasons, advising stands at the very center of our student success initiatives. At present, philanthropic contributions from several donors— prominent among them the Kenan Foundation—allow us to expand the number of advisors working in the Colin Powell School and the scope of issues with which advisors concern themselves. Nevertheless, if we are to meet our student success goals, building our advising resources to a still higher level must be an essential objective.

The City College of New York

Financial Overview

Amid some serious college-wide financial difficulties, the Colin Powell School for Civic and Global Leadership remains in a comparatively strong position, and to evaluate that position, it makes sense to cast it against the larger context of CCNY’s situation. We are a unit of a college that has for several years been struggling financially. Faculty and staff had been working without a contract since 2010 but signed a new labor agreement with the university in 2016, giving them a 10.4 percent raise. This is a significant figure because 81 percent of the college’s total budget is devoted to paying these salaries, or an added annual expenditure of 12 million dollars. These proximate budget problems exist

Colin Powell School for Civic and Global Leadership

within a longer season of decline in state funding for public higher education, and an accompanying switch—equally important—in the way state aid arrives on campus. More and more state aid comes to the college through financial aid contributions supporting student tuition payments. Hence, our students, and our student services bureaucracy, need to be utterly adept in managing enrollments, curriculum, and aid processing. We’ve learned via our various emergency assistance programs that any problem or irregularity a student encounters—in life, in advisement, or in registration—almost certainly will disrupt the flow of financial aid. For the Colin Powell School, specifically, our work in the realm of student success

positions us to assist students in their progress toward graduation, preserve their financial aid eligibility, and guide them to graduation. The fact that we graduate almost a third of all students receiving a CCNY diploma is not just a good educational outcome. It’s a sound basis for financial stability. But preserving the quality of our school also depends on robust philanthropic support. The Colin Powell School has benefited from having wise and generous donors, and reserves that cushion the blow when times have grown tight. New programming and our capacity to deliver on the great promise of our founding depend on philanthropic investment to augment the wise stewardship of public support in our work.

UPDATE TO THE CAMPAIGN The Colin Powell School is grateful for the continued generosity of our Board of Visitors, alumni, individuals, corporations, and our community partners. This support allows the school to provide over $500,000 in scholarship support, research and travel funds, program support, and public programs designed to bring the work of our faculty to a wider audience each year.

variety of programming, scholarship support, and research initiatives. Your support of the Colin Powell School now, and in the past, provides a valuable resource to the community of scholars and students in our school and ensures our ability to continue in our mission to not only provide access to excellence in education, but also to serve as an incubator of diverse thinking here and around the world.

The contributions listed below represent gifts made over the past 10 years in support of the social sciences and a wide

L I F E T I M E D O N AT I O N S O F $ 5 0 0 , 0 0 0 A N D H I G H E R New York Life Insurance Company $11,600,000

Charles and Ann Johnson Foundation $2,270,000

Skadden, Arps, Slate, Meagher & Flom, LLP $10,000,000

Marc and Lynne Benioff $2,200,000

General Colin L. Powell, (USA, Ret.) $6,500,000 Anonymous $6,000,000 C.V. Starr Foundation $5,000,000 David M. Rubenstein $3,000,000

The Rudin Family Foundations $1,800,000

William R. Kenan, Jr. Charitable Trust $1,735,000

The Estate of Marvin M. Kristein $1,300,000 Novo Foundation 1,291,000

Anne and Bernard Spitzer $1,800,000 Fulvio V. Dobrich $1,750,000

Stephen A. Schwarzman $1,500,000

Thomas L. Blair $1,125,000 The Estate of Max and Filomen D’Agostino Greenberg $1,050,000 Annenberg Foundation $1,000,000

Robert B. Catell $1,000,000 Ray Dalio Foundation $1,000,000 Eugene M. Eisenberg $1,000,000 Martin J. Granoff $1,000,000 Korea Foundation $1,000,000 Embassy of Kuwait $1,000,000 The Ronald & Jo Carole Lauder Foundation $1,000,000

Jin Roy Ryu $1,000,000 United Arab Emirates $1,000,000 The Robert M. Bloch Trust $750,000 Seymour G. and Laurie Sternberg $735,000 The MCJ Amelior Foundation $500,000 Vincent Viola $500,000

L I F E T I M E D O N AT I O N S O F U P T O $ 4 9 9 , 9 9 9 James R. Adams Lewis J. Altfest American Association of University Women American Express Foundation Randy Andrews Cynda Collins Arsenault Laurie Atkins Carl Bailey Holly Balmer Valdon T. Battice David L. Bauer Baumol Family Foundation Benjamin S. Bergman Alan Bernikow Nicola Blake Rebecca Block Boston Research Center Vince Boudreau Boulding Family Trust E. Maudette Brownlee Castle Harlan, Inc. Leo J. & Celia Carlin Fund Carnegie Corporation of New York Shawn A. Chin-Chance The Clinton Foundation Commercial Mortgage Securities Association ConocoPhillips Company

Lester Crown Sarah D’Alessandro John J. Danilovich Joseph H. DeRivera Jane Dolkart Joseph Drown Foundation Kenneth M. Duberstein John G. Duffy Lt. Gen. Samuel E. Ebbesen, USA (Ret.) Estate of Stanley Engelstein Tammy M. Erickson The David Ertel Award Fund The Far Fund Joel C. Feffer Dan L. Fenstermacher Olatilewa Folami Ford Foundation Arthur Fox Eric J. Friedman Muriel Frischer Fund for Social Change Joyce Gelb The Howard Gilman Foundation Larry, Hilary. and Liane Ginsberg

Norman Glick Rick and Susan Goings Foundation Daniel Grady Pamela Graham Richard N. Haass The Hand Family Trust Billy L. Harbert Hariri Foundation Harris Connect Jack S. Hoffinger Linda Hoffman Stanley Hoffman Margaret Holen Trevor Houser Joao Hwang InfoUSA Isenberg Family Charitable Trust William J. Janetschek The Charles and Ann Johnson Foundation Frances Johnson Tom and Edwina Johnson Foundation Margaret L. Jones Vernon E. Jordan Joyce E. Kaiser Kane Family Foundation Stanley Kane

John G. Kester Asher Khan In-Soon Kim David H. Koch Michael Koester Kohlberg Kravis Roberts and Co. Alfred Kornfeld David & Ruth Kosh Foundation John Koury Lazard Howard H. Leach Allan Levine Hilary Levine Lauren V. Levine Jerome L. Levinrad Jack B. and Susan Levitt Leonard C. Lewis Reginald W. Lewis Robert J. Lifton John D. and Catherine T. MacArthur Foundation David Maddux Donald B. Marron Laura M. McGrath Dee Dee Mozeleski The New York Community Trust New York Psychoanalytic Society & Institute

Esther T. Newman Eric Nonacs Nuclear Age Peace Foundation Roberta Nusim OKI Data Americas, Inc. Peter O’Malley Pamela R. Ostrager Kevin A. Plank Susan Plum Christopher Ponnuraj Linda M. Powell Amb. John and Marcia Price Richard T. Prins The Government of the State of Qatar Ann M. Ramsay-Jenkins Charles B. Rangel Judith V. Reppy Harry Rhoads Rhodebeck Charitable Trust Milton Riseman Melissa B. Ritter The Rockefeller Brothers Fund John F. Rogers David Rosenberg Paul C. Scheid

Eric Schmidt Bernard L. Schwartz Thomas J. Schwarz Robert C. Sheehan Charles C. Simpkins Sleepy Hollow Country Club Thomar W. Smith Foundation Joseph Spallina Harold M. Spielman E. Y. Stareshefsky Stoneman Family Foundation Shailesh Thacker Linda Kaplan Thaler Pamela Timberlake Diane Vigliarolo Martha O. Vinick Barbara Walters The Charles B. Wang International Foundation Amb. Beatrice and Anthony Welters Wesleyan University John C. Whitehead John Williams David Wright Stephen A. Wynn Earle Yaffa Edward J. Yodowitz Katshuhiko Yoshida Arthur Zitrin

The Office of Institutional Advancement of the Colin Powell School continues to make every effort to ensure the accuracy of our donation records. If you would like to request an update for a future issue of our annual report, or if you are interested in making a contribution to the school, please feel free to contact Dee Dee Mozeleski at dmozeleski@ccny.cuny.edu or call 212.650.7396.

BO ARD O F VISITORS CO LI N P O WELL SCHOOL FOR CIVIC AND GLOBAL LEADERSHIP

Madeleine K. Albright Former Secretary of State

Jeffrey T. Leeds President and Co-Founder, Leeds Equity

James A. Baker, III Former Secretary of State

General Colin L. Powell, USA (Ret.), Chair Former Secretary of State

Thomas J. Blair Chairman Blair Investment Companies

Linda Powell Actress

Vince Boudreau Interim President, The City College of New York Robert B. Catell Chairman, AERTC, Stony Brook University Martin Cohen Executive Chairman, Cohen & Steers, Inc. Fulvio V. Dobrich Principal, Meldrum Asset Management Managing Director, Galileo Fund General Samuel E. Ebbesen, USA (Ret.) Chief Executive Officer, OmniSystems, Inc. Harold M. Evans Editor at Large, Thomson Reuters Vartan Gregorian President, Carnegie Corporation of New York Vernon E. Jordan, Jr. Senior Managing Director, Lazard Henry A. Kissinger Former Secretary of State

Stephen C. Robinson Skadden, Arps, Slate, Meagher & Flom, LLP David M. Rubenstein Co-Founder, The Carlyle Group Jin Roy Ryu Chairman and Chief Executive Officer Poonsang Corporation and Poonsang Group Stephen Schwarzman Chairman and CEO, The Blackstone Group Sy Sternberg Retired Chairman and CEO New York Life Insurance Company Linda Kaplan Thaler Thaler Productions Charles B. Wang Owner, New York Islanders Beatrice Welters Philanthropist Fareed Zakaria Editor at Large, Time, Inc.

Richard M. Krasno Lead Independent Director Ladenburg Thalmann Financial Services, Inc.

Colin Powell School for Civic and Global Leadership

The City College of New York

160 Convent Avenue, North Academic Center 6/141, New York, NY 10031 T.: 212.650.8156 I F.: 212.650.5865 I www.ccny.cuny.edu/colinpowellschool I colinpowellschool@ccny.cuny.edu