Created by Esther VanGorder, 2012
M A RT I N LU T H E R K I N G SCHOLAR PROGRAM 10-YEAR REPORT 2002-2012
Office of Student Engagement and Multicultural Affairs Division of Student Affairs & Campus Life 953 Danby Road, Ithaca, NY 14850 www.ithaca.edu/mlk
TABLE OF CONTENTS Introduction..................................................................................Page 5 History..........................................................................................Page 6 Program Components....................................................................Page 8 Program Expectations..................................................................Page 12 Travel Experience.........................................................................Page 14 Program Graduates......................................................................Page 22 10th Anniversary Celebration.......................................................Page 24 Acknowledgments/Credits...........................................................Page 26
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Introduction On behalf of the faculty and staff of the Martin Luther King (MLK) Scholar Program, it is our pleasure to offer this 10-Year Report (2002-2012). This report reflects on a decade of work of the MLK Scholar Program at Ithaca College and acknowledges the accomplishments of our Scholars.
We are happy to tell you that during the ten year history of the MLK Scholar Program, l
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Under the leadership of founding director, Dr. Roger Richardson, the first class of MLK Scholars enrolled at Ithaca College in the fall semester of 2002. Many offices and individuals contributed to the program during the course of its ten-year history and we thank them all. We reserve special thanks for President Emerita Dr. Peggy Williams and former Vice President for Student Affairs and Campus Life, Mr. Brian McAree, for their enthusiastic support of this interdisciplinary collaboration between academic affairs and student affairs. The MLK Scholar Program was designed to strengthen student engagement with their major program of study, to have Scholars consider the ways in which they act within and outside of their academic disciplines, to investigate ways to support justice for all, to encourage an informed commitment to service, and to underscore the connections among research, interdisciplinary teamwork, experiential learning, and positive change. The MLK Scholar Program continues to promote academic excellence, dedication to service, leadership development, social justice education, and global citizenship. In order to do so, various program components come together to create a holistic and integrative experience for each Scholar. These include the curriculum, the residential experience, community service expectations, domestic and international travel, and independent research.
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two of our Scholars have been awarded Fulbright Scholarships based on research undertaken as MLK Scholars, eight Scholars have been inducted into Phi Kappa Phi, the national honor society which recognizes superior scholarship, four Scholars have been the recipients of the Ithaca College Campus Life Awards, thirteen Scholars have been inducted into the Oracle Honor Society, forty-one Scholars have graduated with Academic Honors, all with grade point averages above 3.5 on a 4.0 scale. All 2012 graduating Scholars earned cum laude, magna cum laude, or summa cum laude distinction.
We have much to celebrate and much in which to take great pride. We celebrate the outstanding performance of our Scholars and the strong promise of the future. As we look to tomorrow and to the next ten-year phase of the MLK Scholar Program, we thank President Thomas Rochon and Provost Marisa Kelly for their continued commitment. We celebrate the 10 years of the Program in the context of the College’s commitment to excellence and the reaffirmation of its commitment to diversity as expressed in its new strategic plan for IC 20/20. Most importantly, we are pleased to announce that the Program remains true to the informed legacy of Dr. King, to academic excellence and service, and to the pursuit of justice – locally and globally.
Roger G. Richardson, Ph.D Associate Vice President, Academic & Student Affairs Tanya Saunders, Ph.D Assistant Provost Malinda B. Smith Director of Multicultural Affairs/MLK Scholar Program
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During the 2001-02 academic year, Ithaca College
leadership skills, and enhance their commitment to service
re-allocated resources and staff to establish a Scholar
and social responsibility. In short, these program outcomes
Program in honor of Dr. Martin Luther King Jr. This new
encouraged the first class of MLK Scholars to create their
initiative was designed to advance the College’s efforts to
own MLK Scholar Student Mission Statement:
promote undergraduate student diversity on campus and to attract highly talented underrepresented ALANA (African-, Latino-, Asian-, and Native American) students. At Ithaca College, programs to actively attract and support historically underrepresented students began in the 1960s
Martin Luther King Scholars are catalysts for social change, critical thinkers who challenge pre-conceived notions with dignity, honor, and respect. They identify not only as persons of color, but as global citizens who hold all parties accountable to carry out their commitment to social change by engaging in public service, building bridges to other communities, and educating others with their international perspective.
with a partnership between the Higher Education Oportunity Program and the New York State Department of
With this student mission statement in mind, the MLK
Education. In years past, the College offered an institution-
Scholar Program adopted “Citizenship and Service in the
ally funded Educational Opportunity Program. These are
Global Community” as a thematic focus. Central features of
a few of the College-wide programs that were designed to
the MLK Scholar Program include a residential requirement
increase the enrollment and achievement of historically and
in the first year, academic seminars and courses, domestic
economically disadvantaged students.
and international travel seminars, and educational and service activities.
The first class of MLK Scholars matriculated during the fall semester of 2002. Much more than a scholarship, the Mar-
Over the course of its ten plus years, the program has ben-
tin Luther King (MLK) Scholar Program was established as
efited from strong leadership and vision. The MLK Scholar
a dynamic learning community for which student-learning
Program has had four program directors. Dr. Roger Rich-
outcomes were aligned with the College’s mission to develop
ardson (2001-2003), then Director of the Office of Multi-
student intellect, creativity, and character.
cultural Affairs, served as the founding director for the MLK Scholar Program and worked in consultation with Dr. Tanya
Throughout its history, the MLK Scholar Program has engaged students in meaningful learning. The program offers domestic and international opportunities in order to increase student understanding of social justice issues, develop their
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Saunders, Assistant Provost.
A listing of the directors is presented here to acknowledge
The MLK Scholar Program continues to be administered by
their dedication and impact:
Multicultural Affairs within the Office of Student Engagement and Multicultural Affairs (OSEMA) under the cur-
•
Roger Richardson, Ph.D (founding director, 2001-03)
rent directorship of Ms. Malinda B. Smith. Dr. Roger
•
Edward Twyman, Ed.D (2003-05)
Richardson and Dr. Tanya Saunders continue to play key
• Terry Martinez (2005-09); and
leadership and advisory roles. Staff members Nicole Ever-
•
sley Bradwell (Admission), John W. Rawlins III (OSEMA)
Malinda B. Smith (2009-present)
and Nansa Brown (OSEMA) lend vital support to not only recruit and retain Scholars, but also to encourage Scholar The past decade has included a
success. Traevena Byrd, J.D.
growing group of staff and faculty
(Legal Affairs), Dr. Sean
who recruited, educated, coun-
Eversley Bradwell (CSCRE),
seled, encouraged, and chal-
Dr. Paula Ioanide (CSCRE),
lenged Scholars to be their best.
and Dr. Gustavo Licon
Staff members from the Offices
(CSCRE) teach the MLK
of Admission, Student Financial
Seminars and assist with
Services, Legal Affairs, and Student
domestic and international
Engagement and Multicultural
travel.
Affairs have worked closely with faculty members from the Depart-
The program remains open
ment of Politics, Department of
to academically talented
Education, and the Center for
U.S. citizens and permanent
the Study of Culture, Race, and
residents from ethnic and
Ethnicity (CSCRE) to realize MLK
racial backgrounds that have
Scholar Program goals.
been historically underrepresented in U.S. higher education. The program continues to
More specifically, the program has been supported by
develop future leaders and global citizens who are commit-
David Speller, Dr. Stephanie Adams, and Vivia Hill-Silcott.
ted to promoting Dr. King’s legacy of social justice in their
Dr. Jeff Claus, from the Department of Education, taught
personal and professional lives, engaging in public service,
the initial MLK seminars along with Dr. Charles Santiago
building bridges to other communities, and educating others
(Politics) and Dr. Sean Eversley Bradwell (CSCRE).
with an international perspective.
The scholarship program has added tremendous value to my life - making my mind more analytical, developing my critical and global lens, and fostering my curiosity. But out of everything, the people that make up the MLK family are far and away the most valuable to my participation. It’s not a program, it’s a family.” -Candace Edwards, ‘09
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ACADEMICS AND TRAVEL Beginning with its first class, the MLK Scholar Program took note that the majority of Scholars knew of Dr. Martin Luther King Jr. solely in the context of his “I Have a Dream” speech. In their experience, Dr. King’s legacy is used to suggest tolerance and progressive diversity. Dr. King’s image and “dream” are also used to sell products and to market corporate services. While Dr. King may be widely visible, the program was created to make sure our Scholars had a more intimate understanding of his writings and life history. While the format and structure of the MLK curriculum has evolved over time, the explicitly stated goal has remained to support a complex and nuanced perspective on Dr. King and the U.S. Civil Rights Movement. The program began with a single course taught by Dr. Jeff Claus. As additional classes of Scholars matriculated, a U.S. Civil Rights Seminar was added to the MLK Scholar Curriculum. All first year Scholars enroll in the U.S. Civil Rights Seminar where they are academically introduced to Dr. King’s writings and direct action framework. In 2004, the U.S. Civil Rights Seminar was complemented by a Civil Rights Tour that included travel to Atlanta (GA), Selma (AL), and Birmingham (AL). Upon returning to campus, first-year Scholars make a campus-wide presentation in observance of the College’s celebration of Dr. Martin Luther King Jr. The U.S. Civil Rights Seminar and the Civil Rights Tour remain foundational components of the MLK Scholar experience.
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Sophomore, junior, and senior Scholars take a seminar to prepare them for international travel. This seminar, Case Studies in Global Justice, uses the framework from the firstyear seminar and is designed to assist Scholars in developing a comparative case study proposal. Frequent guest speakers provide Scholars with opportunities to learn about history, politics, people and social justice work in an international, comparative context. To further develop and expand their academic skill set, Scholars enroll in at least one interdisciplinary course offered by the Center for the Study of Culture, Race, and Ethnicity (CSCRE). In addition to their studies in the classroom, Scholars have been invited to lead one of the discussion events in the annual series organized by the CSCRE. Scholars not only plan this event, they also facilitate the discussion. The CSCRE discussion series has focused on such topics as “Black Men,” “Chaos or Community,” “The Prison Machine,” “Global Fury/Global Fear: Engaging Muslims,” “Race and Immigration,” and “Suffocating Knowledge.” All have given Scholars the opportunity to stretch academically, to engage with faculty in the consideration of challenging issues, and to develop leadership in organiing their portion of the series. In addition to the CSCRE Discussion Series presentation, junior and senior Scholars are expected to give a formal presentation during the annual James J. Whalen Academic Symposium.
All of these courses and seminars combined with academic
Program enrichment activities include monthly meetings
activities are intended to strengthen student engagement
with all Scholars, meetings with mentors, workshops to
with their major disciplines, to have them consider the ways
develop their résume, presentation skills, and learning e-
in which they, acting within their disciplines, might sup-
portfolio. The portfolio is a cumulative summary of aca-
port justice for all, to encourage an informed commitment
demic writings, community service and educational travel
to service in the global community, and to underscore the
experiences and reflections, participation in on- and off-
connections among research, interdisciplinary discussion,
campus activities through student or community organiza-
experience, and change. In the end, and after 10 years of
tions.
development, the curriculum encourages critical questions about justice and human rights in the United States and in
Scholars are encouraged to raise awareness of social justice
destinations abroad.
issues in their discipline and during their outside of classroom activities. These learning opportunities often chal-
PROGRAM ENRICHMENT ACTIVITIES AND THE RESIDENTIAL EXPERIENCE Program Enrichment is offered to facilitate and enhance the Scholar experience. Scholars are expected to develop personal and professional knowledge, skills, and values. The program assists Scholars in becoming leaders with a social justice focus, helping them to think critically and act compassionately.
lenge and push them to develop self-confidence and to find the voice to speak up about issues of fairness, equity, and equality. The MLK Scholars continually act within the context of “community.” This is to say that Scholars are constantly operating within the community of MLK Scholars, the Ithaca College campus community, the local Ithaca community, and the global community. The MLK Program requires
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first-year Scholars to live in the H.O.M.E. (Housing Offer-
First-year Scholars fulfill their MLK Program community
ing a Multicultural Experience) Residence Hall where they
service requirements by participating in the MLK Day of
are part of a community including international students
Service, Community Plunge, and Service Saturdays. Upper
and students from other scholar programs. This community
level Scholars engage in sustained involvement in the com-
helps students to see each other not only as members of
munity by working with agencies, institutions, or programs
multiple communities (based on status as a Scholar, languag-
that address issues of need and interest.
es spoken, citizenship, ethnicity, race, and sexual orientation), but also as individuals who contribute to and benefit
Scholars have participated in the re-naming of State Street
from interaction with others.
in Ithaca to Martin Luther King, Jr. Street, and worked with after-school programs to design and present curriculum on
The goals of the H.O.M.E. residential experience are to fore-
Civil Rights, empathy, and problem solving. Additional
ground the nature, diversity, and experience of community
projects have included:
while supporting the students’ transition to life on a college
• tutoring young readers at an elementary school, and
campus. Fortunately for our Scholars, Student Affairs and
exploring practices and social conditions that
Academic Affairs have successfully worked together for more
undermine the educational potential and moral basis
than a decade to offer a program that provides a reflective
of schooling in democratic societies;
space, a challenging intellectual space, and an encouraging leadership space.
• working with older residents at an assisted-care facility and researching barriers to the use of assisted living programs by ethnically diverse older adults;
COMMUNITY SERVICE In his April 3, 1968 speech, “I Have Been to the Mountaintop,” Dr. Martin Luther King, Jr. uses the parable of the Good Samaritan in the Bible to strengthen the resolve of the freedom movement to support the Memphis Sanitation Strike. “Our responsibility,” Dr. King argues, “is not merely to assist the injured person we pass. It is to transform the dangerous road that contributed to the man’s injury.” The Martin Luther King Scholar program has been guided by Dr. King’s words. The community service component of the program is guided by the idea that it is our responsibility to help others on an individual basis as well as to work collectively for social justice. Through community service, the Scholars are expected to learn skills that will serve them beyond their undergraduate education: time management, models of leadership and service, organizational and coalition building, the nature of group dynamics, effective strategic activism and the acquisition of resources. Service learning contributes to Scholar development.
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• helping to prepare and serve meals at a community kitchen and investigating the root causes and possible solutions to hunger, poverty, and ecological degradation. No matter how Scholars may involve themselves in the local community, we ask them to embody the College Mission of “citizenship and service in the global community.” The program expects Scholars to do more than “volunteer.” We expect them to also be engaged with the larger social justice and social policy issues at play with respect to their volunteer activities. They are asked to reflect on their experiences and they are expected to connect their service learning to an independent research project. Scholars frequently align their learning objectives, personal interests, and major program of study. The result is a broader understanding of the practical ways to advocate for social justice.
“The MLK Scholar experience has tremendous relevance in my life today and forever. In fact, it was during those years that I learned how to start grassroots efforts, build political momentum, influence lives, and to positively impact communities where they needed help the most.” Jonathan Mack ‘06
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MLK SCHOLAR EXPECTATIONS
“The Martin Luther King Scholar Program is not just a Scholarship. It’s a Program.”
(CSCR 32200) courses. • Successfully complete one 3-credit course in the Center for the Study of Culture, Race, and Ethnicity (CSCRE) before sophomore year.
There are great expectations of the Martin Luther King Scholars, as academic performers, as leaders, and as advocates for
•
Participate in a Civil Rights Tour experience.
others. Students are well prepared to meet program expecta-
• Participate in International Travel and prepare a research
tions as a foundation for meeting the expectations they have
presentation for the James J. Whalen Academic Sympo-
for themselves. MLK Scholars are expected to pursue excel-
sium or other research conferences.
lence. The pursuit of excellence requires Scholars to sustain above average academic performance throughout their undergraduate years. They are to use their academic focus and skills as a foundation for life-long learning as they enter graduate school, begin their professional careers, and become members of the global community. There are three main components of the program: academics and travel, program enrichment activities, and civic engagement. These components are all interwoven to offer a supportive and holistic experience. When Scholars participate fully in all components, they become confident leaders with a cultural awareness of their community and the world around them.
PROGRAM ENRICHMENT ACTIVITIES • Create and participate in a public presentation of the Civil Rights Tour during the MLK Celebration. • Develop a Comparative Case Study Research Proposal for presentation. • Live/participate in H.O.M.E. Residential Program (First -Year Scholars Only). • Attend all MLK Program Meetings and required events. • Meet with an assigned MLK Program Mentor each semester to review educational and personal goals, and academic progress. • Present e-portfolio and case study proposals to Program staff.
ACADEMICS AND TRAVEL • Maintain a cumulative 3.3 grade point average or above each semester.
• Submit reflection papers, resumes, and community service forms. • Maintain good judicial standing.
• Successfully complete U.S. Civil Rights Seminar (CSCR 12000), Case Studies in Global Justice (CSCR 22000), and Research in Global Justice
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COMMUNITY SERVICE • Participate in long-term community service projects. • Participate in Service Saturdays and other Leadership Retreats.
“The MLK Scholar experience will always have relevance in my life because it taught me to look at all sides of the issue, and how to advocate for all sorts of racial issues, whether they personally affected me or not.”
Kaylee DeGrace ‘08
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FIRST-YEAR SCHOLARS CIVIL RIGHTS TRAVEL EXPERIENCE The Civil Rights Tour is designed to provide First-Year Scholars with a comprehensive understanding of the U.S. civil rights movement against Jim Crow violence and racism. Each fall, first-year Scholars participate in a five-day domestic civil rights travel experience to Atlanta (GA), Selma (AL), Montgomery (AL) and Birmingham (AL). Because the Scholar Program is named for Dr. Martin Luther King Jr., it is important that Scholars be able to walk in Dr. King’s footsteps and visit the locations and institutions where he lived and worked. In collaboration with Pennyman Specialty Tours, the trip offers visits to the Birmingham Civil Rights Institute, Sixteenth Street Baptist Church, Edmund Pettus Bridge, Civil Rights Memorial & Center, Dexter Avenue King Memorial Baptist Church, Rosa Parks Museum & Library, Lowndes County Voting Rights Interpretive Center, and the Martin Luther King Jr. National Historic District.
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The highlight for many Scholars is the opportunity to meet with civil rights activists and foot soldiers. Speakers have included: Rev. C.T. Vivian, Rev. James Orange, Carolyn McKinstry, Rev. Graham H. Williams, and many others. Scholars continually speak about their time with Ms. Joanne Bland – co-founder and director of the National Voting Rights Museum and Institute. By hearing firsthand accounts of participation in civil rights organizing, the Scholars are able to realize their responsibility and potential to stand up against injustices today. Upon returning from the fall break travel, Scholars reflect upon their experiences and work collaboratively to create a Civil Rights Tour Presentation. This presentation is given to upper-level Scholars and has become part of the College’s campus-wide celebration of MLK Week. The Civil Rights Tour not only introduces Scholars to the life and legacy of Dr. King, it forms the foundation for international travel and social justice research.
First-Year Scholars, Program Faculty, and Staff cross the Edmund Pettus Bridge, site of “Bloody Sunday” in Selma, AL
“I learned how to love myself better, be more considerate of others, and use my experiences to give back to whatever community I become a part of .” Natasha Tanner ‘11
Gabby & Joanne Bland
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M L K
T R A V E L
As students of the 21st Century, Martin Luther King Scholars are called upon to work in a world where time and geography no longer stand as formidable boundaries. To compete in such a world and for successful approaches to social justice, the ability to navigate within and between cultures and languages is necessary. This focus on social justice in an international and comparative context provides MLK Scholars with the opportunity of three international travel experiences. Each fall, sophomore, junior, and senior Scholars enroll in a 1-credit course in preparation for travel. This course, CSCR 22000 Case Studies In Global Justice, focuses on the history, politics, economics, traditions and social justice movements of the destination country. MLK international trips are seven to ten travel days during the January intercession. While traveling, Scholars meet with national experts and organizers, attend lectures, explore historic locations, view films, visit the U.S. Embassy, and more. Scholars also conduct additional research on their individually selected topics.
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E X P E R I E N C E After travel, Scholars reflect on the trip and prepare their research. This research concludes with a comparative case study paper presented at Ithaca College’s James J. Whalen Academic Symposium. The comparative case study research papers have also been used for graduate school, Fulbright and internship applications. “I think I am most proud of being able to live in a foreign country and create a very ‘internationalized’, bilingual, open home that considers social justice and social responsibility for my daughter to grow up in.” Sarah Kessler ‘07
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January 9 - 18, 2003
The inaugural class of Martin Luther King Scholars completed a 10-day tour of Brazil. In Rio de Janeiro, Scholars attended meetings at the American Consulate and met with the Consul General and staff. Scholars also toured Corcovado and Sugar Loaf. In Salvador de Bahia, Scholars participated in an historical tour of the city and held individual meetings with a variety of representatives. These meetings were designed to assist Scholars with their research projects. Our students were able to talk with Sports Sociologist professor Jose Sergio Leite Lopes, Afro-Brazilian actress Maria Ceica, professor Santuza Nieves and students of Nucleu de Estudio Musical, and activist August Boal from the “Theatre of the Oppressed.” A sample of their social justice research topics include: • • • • • • •
January 10 - 16, 2004
Affirmative action Sports in Brazil Women in film Homophobia Music in Brazil The value of arts and arts education Theatre for social change in Brazil
In 2004, the MLK Scholar Program traveled to Accra and Kumasi, Ghana. In Accra, Scholars visited the United States Embassy, the National Museum of Ghana, the Kwame Nkrumah Memorial Park, the W.E.B. Dubois Centre for Pan Africanism, the Artists Alliance Gallery, and various markets. While traveling throughout the Ashanti region and the city of Kumasi, Scholars had the opportunity to spend time at a cocoa farming village, the Manhyia Palace, the Palace Museum National Cultural Centre, Prempeh II Jubilee Museum, Okomfo Anokye Sword, the University of Science and Technology School of Art and Sculpture, the Kumasi Central Market, and an Ashanti craft village. Finally, in the central region and the village of Elmina, Scholars toured Elmina Castle, one of the larger slavery fortresses, with its “Door of No Return”. The 2004 Ghana trip included Scholar research projects on the following topics: • • • • • • •
January 7 - 15, 2005
The impact of globalization Child trafficking Healthcare inequities in Ghana and the United States Environmental politics Indigenous rights and roots Foreign media influences on culture Effects of tourism and westernization on Ghanaian culture
For the 2005 international travel experience, the Martin Luther King Scholars traveled to Costa Rica. Scholars had the opportunity to visit the National Biodiversity Institute of Costa Rica; discuss foreign policy with field representatives at the United States Embassy, hear lectures from faculty at the Facultad Latino Americana De Ciencias Sociales (FLASCO), and talk with government officials in San Jose. Scholars also traveled to La Fortuna and the Sarapiqui region. Unfortunately, while staying at the Sarapiqui Conservation Learning Center, the region was hit with significant rain and flooding. The Scholars spent two days of service in the region – including one day at Red Cross shelters. The 2005 Costa Rica trip included Scholar research projects on the following topics:
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• • • • • • • •
Media and government censorship Economics of Ecotourism Healthcare access AIDS prevention and awareness Child labor Educational access and economics Women’s rights Landlessness and mobilization
During spring break of 2005, the sophomore class of Scholars traveled to London, England. The focus of their educational trip was Race and Migration. With the assistance provided by the Ithaca College London Center, Scholars visited London Metropolitan University, Parliament, the University of East London at Barking and Docklands and attended lectures by Dr. Anne Kershan, Dr. Hakim Adi, Professor Clem Seecharan, Dr. Meena Khatwa and Dr. Abiola Ogunsola. In subsequent years, sophomore Scholars joined their junior and senior classmates. Topics of discussion during this trip included: • • • • •
Processes of Immigrant settlement and assimilation of Diasporic groups in Britain History of the African and Caribbean Communities in Britain Development of Indo-Guyanese Nationalism Mapping Memories-reminiscence with Ethnic Minority Elders in Britain Religious Change and the Reconstruction of Idoani
In January of 2006, the Martin Luther King Scholars traveled to the Dominican Republic. Scholars had the opportunity to visit Centro Leon Jimenez Museum and Cultural Center, the community in Monte Plata, the United States Embassy, the Center for Gender Studies at INTEC, and a local hospital and clinic. The topics of the lectures the scholars attended included Dominicorps and community service organizing, Haitian-Dominican relations, the Dominican Republic economy, GLBT and activism, performance and Dominicanismo, and sex work in the D.R. The scholars had the opportunity to volunteer at a number of community service sites. Their research topics included: • • • • • •
January 6 - 14, 2006
Understanding Dominican-Haitian Relations Bateyes to DR-CAFTA: The Economic Context Health Care and Humanity Fears of the Religious Other: Voudou From Chinese Food to Haitian Relations: The Model vs. the Malignant Minority Discrimination and ‘the Haitian’ Post-Migration
In January of 2007, the Martin Luther King Scholars traveled to South Korea with a focus on the concept of race outside of Western philosophy and thought. The Scholars were hosted by Hanyang University in Seoul and attended numerous lectures on social justice, particularly on migrant workers, race and human rights. Scholars visited the Gyeongbok Palace, the National Folk Museum of Korea, Yong-in Traditional Folk Village, the National Human Rights Commission of Korea, and the Korean National Commission for UNESCO, the United States Embassy, Pearl S. Buck International-Korea, Migrant Welfare Center, and the Munhwa Broadcasting Center. Scholars also participated in community service at the Migrant Welfare Center in Seoul. The research topics the Scholars considered included: • • • • • •
March 5 - 13, 2005
January 11 - 20, 2007
Disabilities and disparities Educational inequalities Mixed race / Amerasian discrimination Chinese Migrant Elders in Korea Economic development and human rights Korean cinema and representation
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January 10 - 19, 2008
In January 2008, the Martin Luther King Scholar Program traveled to Spain and Morocco. In traveling between the two countries, the focus was on migration. In Granada, the Scholars had the opportunity to visit the Mosquita de Granada (the largest mosque in Spain), Alhambra Palace, the Albacin District, the Cathedral, Royal Chapel, and the Church of El Sagrario. In addition, the Scholars attended lectures on contemporary issues of religion, politics, race and immigration. In Morocco, Scholars participated in guided tours of the Mohammad V Mausoleum, Villa del Arte, and Chellah. Scholars worked with the Center for Cross-Cultural Learning, university students, and representatives of non-governmental organizations. The 2008 Spain/Morocco trip included Scholar research projects on the following topics: • • • • • •
January 8 - 17, 2009
History, orientalism and religious identity Media representations of race and immigration Immigrant experience and labor Demographics and economic stratification Globalization and its effects on immigration Politics and parallels of global migration
In 2009, the MLK Scholar Program returned to Costa Rica. MLK Scholars stayed in San Jose for the first three days and made visits to Universidad de Costa Rica, the United States Embassy, the Instituto Nacional de Biodiversidad’s INBioparque (National Biodiversity Institute), and Doka Estate Coffee plantation. For the next four days, the Scholars stayed on the Caribbean Coast and traveled throughout the Limón province. Scholars visited a banana plantation, Universidad Earth (Earth University), Reserva Indigena Kekoldi, and participated in service projects in the Limón/Manzanillo area. For the remainder of the trip, Scholars went to the town of La Fortuna, where they had the opportunity to visit a pineapple plantation and locally owned craft workshops, and explore Costa Rica’s sites of natural beauty. The 2009 Costa Rica trip included Scholar research projects on the following topics: • • • • •
January 16 - 23, 2010
Food production and corporate plantation farming Unpacking the ‘banana’ republic The American Dream as a coffee transaction Sustainability and social justice Ecotourism and indigenous rights
This was the second time the Martin Luther King Scholar Program made its way to Ghana, but it was the first time for this group of Scholars. During the 2010 Ghana trip, Scholars stayed in Accra and visited the W.E.B. Du Bois Centre for Pan-African Culture, University of Ghana, Cape Coast Castle, West African Historical Museum, National Museum Kwame Nkrumah Park, Artists Alliance Gallery, Makola market, Independence Arch, and Black Star Square. Some Scholars volunteered at Street Girls Aid, a nongovernmental organization that provides daycare services to women who are street merchants. The 2010 Ghana trip included Scholar research projects on the following topics:
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• • • • • • • • •
Heritage tourism and economic development Ecofeminism Ghanaian immigration reform Urban/rural educational access Pan-africanism Post-colonial liberation Education and economics Women’s rights Landlessness and mobilization
Scholars participated in an East India Company Tour and a Black History tour in Central London. Scholars traveled to Parliament to speak with representatives of the Prime Minister and of the House of Lords; set up personal meetings with organizations in keeping with their research projects, visited London Metropolitan Archives, met with scholars and journalists in the Caribbean community, and heard lectures at the London Metropolitan University.
January 13 - 20, 2011
The 2011 trip included Scholar research projects on the following topics: • • • • • •
Royal Court Theatre Race and power representations Colonial influence in architecture Marketing and gender discrimination Educational reform and language acquisition Interethnic gang violence
During the 2012 Dominican Republic trip, Scholars visited the Autonomous University of Santo Domingo, traveled to Bayaguana neighborhood, met with grassroots activists of Justicia Global, and toured a cigar factory in the free trade zone of La Romana. Scholars also visited the campaign office of presidential candidate Hipolito Mejia and attended lectures on poverty, economic development, race, housing issues, and healthcare inequalities.
January 10 - 17, 2012
The 2012 Dominican Republic trip included Scholar research projects on the following topics: • • • • •
Gender inequity in sports Early childhood education Sexual health and advocacy programs Health care access and quality Forced to the margins – Haitian Dominican Relations
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MLK SCHOLAR PROGRAM
MLK Scholars have a history of earning recognition for their contribution to the College and to the local community.
Emiliano Acevedo ‘08 ** Daiana Amieiro ‘08 * Matthew Anthony ‘12 ** Jessica Askew ‘11 * Jared Azuma ‘09 * Natalie Bell ‘12 † Catherine Bender ‘06 Katelyn Brickhouse ‘11 Theodore Briscoe ‘10 Margo Chaly ‘08 * Frederick Chandra ‘06 Alejandro Chavarria ‘11 † Crystal Clark ‘09 Jaylene Clark ‘10 **
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Scholars Julie Perng (majored in Sociology) received the Fulbright to study in China in 2006 and Sarah Kessler (majored in Political Science) received the scholarship to study in South Korea in 2007.
Courtney Clemente ‘09 * Jazmin Correa ‘06 Kimberly Cyrille ‘06 Kaylee DeGrace ‘08 * Ashley Dennis ‘10 * Taylor Desir ‘09
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Oracle Honor Society Inductees
13 MLK Scholars have been Oracle Honor Society Inductees. Student membership in the Oracle Society is limited to those who rank academically in the top 5% of the freshman class at the end of the spring semester. Natalie Bell • Alejandro Chavarria • Kimberly Gillman DeAsia Gilmer • L-Greta Hardware • Danielle Harrison Regina Hermosillo • Kimberly LaReau • Maxwell Lawrence Cassandra Leveille • Nghi Phan • Deanalis Resto • Karen Ulloa
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Fulbright Scholarship Recipients
Campus Life Award Winners
Chasity Dittmann ‘11 Candace Edwards ‘09 Elizabeth Espada ‘09 * Michael Espina ‘12 * Joseph Ewoodzie ‘06 Kwesi Ewoodzie ‘10 * Eric Fernandez ‘10 Marcos Ferrer ‘10 * Kimberly Gillman ‘07 ** DeAsia Gilmer ‘12 * Maria Gonzalez ‘08 Brian Grey ‘11 L-Greta Hardware ‘09 * Danielle Harrison ‘09 †
Frederick Chandra, Joseph Ewoodzie, Julie Perng, and Brian Saa were the recipients of the Campus Life Award. This award recognizes ten graduating seniors for their outstanding contributions to the Ithaca College community through service and involvement in campus life.
GRADUATES BY THE NUMBERS Listed are graduates of the Program and some of the honors and awards they received.
Deanalis Resto ‘11 ** KelLee Rich ‘08 ** Dana Rivera ‘12 ** Brian Saa ‘08 Stephanie Sang Delgado ‘12 * Sherry Shen ‘11 * Sierra Shorey ‘12 * Natasha Tanner ‘11 Alicia Thomas ‘08 Lauryn Tillery ‘07 * Feleg Tsegaye ‘10 Karen Ulloa ‘11 ** Hugo Valencia ‘07 **
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Graduating with Honors
For the last ten years, 41 scholars graduated with honors: four (4) with Summa cum Laude, fifteen (15) with Magna cum Laude, and twenty-two (22) with Cum Laude. The cumulative Grade Point Average (GPA) ranges for the three honors designations are listed below. A minimum of 60 credits must be earned at Ithaca College to qualify for this recognition. † Summa cum Laude 3.900 and above ** Magna cum Laude 3.700-3.899 * Cum Laude 3.500-3.699
Regina Hermosillo ‘07 † Kristopher Hughes ‘08 Brooke Hundley ‘08 ** Hy Huynh ‘08 * Marjani Isreal ‘06 Mridula Jacob ‘09 Sarah Kessler ‘07 Kimberly La Reau ‘10 ** Johnathan Mack ‘06 Christian Laurence ‘08 Nicole McAdoo ‘11 Maxwell Lawrence ‘09 ** Cassandra Leveille ‘11 ** Mandi Morningstar ‘07 ** Lawrence Moten ‘12 * Tara Liu ‘08 * Sharlene Nichols ‘10 * Courtney Peck ‘06 Julie Perng ‘06 Nghi Phan ‘09 ** Kimberly Pinglora ‘10 *
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8
Phi Kappa Phi Inductees
Eight Scholars were inducted into the Honor Society of Phi Kappa Phi at Ithaca College. Founded in 1897, Phi Kappa Phi is the only national honor society which recognizes and encourages superior scholarship in all disciplines of higher education. To qualify for membership, juniors must be in the upper 7.5% of their class and seniors must be in the upper 10% of their graduating class. Natalie Bell • Alejandro Chavarria L-Greta Hardware • Danielle Harrison Regina Hermosillo • Kimberly LaReau Mandi Morningstar • Karen Ulloa
Percentage of Graduates
Eighty-six percent of students designated as MLK Scholars graduate from Ithaca College. 23
MLK 10TH ANNIVERSARY CELE The Martin Luther King Scholar Program celebrated its 10th Anniversary at Ithaca College on October 12-14, 2012 during Alumni Weekend. The theme of the event was “Live the Legacy, Be the Change�. Highlights of the reunion program included an MLK alumni panel discussion and an awards ceremony recognizing past and present faculty, administrators, and staff of the program. More than 100 alumni, current scholars, previous program administrators, and guests attended the celebration.
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BRATION - OCTOBER 14, 2012
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SPECIAL THANKS 2012-2013 MLK Scholar Program Faculty & Staff Roger Richardson, PhD
Associate Vice President, Academic & Student Affairs
Tanya Saunders, PhD Assistant Provost
Malinda B. Smith ‘80
Director of Multicultural Affairs Office of Student Engagement & Multicultural Affairs
John W. Rawlins III
Assistant Director for Multicultural Affairs Office of Student Engagement & Multicultural Affairs
Nansalmaa V. Brown
Administrative Assistant for Multicultural Affairs Office of Student Engagement & Multicultural Affairs
Nicole Eversley Bradwell, MS ‘02 Senior Associate Director Office of Admission
Sean Eversley Bradwell, PhD
Assistant Professor Center for the Study of Culture, Race, & Ethnicity
Paula Ioanide, PhD
Assistant Professor Center for the Study of Culture, Race, & Ethnicity
Gustavo Licon, PhD
Assistant Professor Center for the Study of Culture, Race, & Ethnicity
Ithaca College President Thomas Rochon President Emerita Peggy R. Williams Marisa Kelly, Provost & Vice President for Educational Affairs Stephanie Adams, Peter Bardaglio, Asma Barlas Phil Bradley, Jeff Claus, Julie Hickman-Godoy Terry Martinez, Larry Metzger*, Candy Ross Vivia Hill-Silcott, David Speller, Edward Twyman Charles R. Venator Santiago Center for the Study of Culture, Race, & Ethnicity Housing Offering a Multicultural Experience (H.O.M.E.) Office of Student Engagement and Multicultural Affairs *deceased
ACKNOWLEDGEMENTS
This report has been made possible through the contributions and collaborations of the following individuals and departments:
CONTRIBUTORS Sean Eversley Bradwell Nansa Brown John Rawlins III Roger Richardson Tanya Saunders Malinda B. Smith ‘80
PHOTOGRAPHERS Fred Chandra ‘06, Gary L. Hodges John Rawlins III Stephanie Sang ‘12 Sarah Schuman ‘10 Malinda B. Smith ‘80 Marketing Communications
Traevena L. Byrd, J.D.
Associate Counsel and Director of Equal Opportunity Compliance, Division of Legal Affairs
PRINTING Center for Print Production June 2013
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