¿Que Pasa, Ohio State? Autumn 2017 v. 26 n.1 by ¿Qué Pasa, Ohio State?

Volume 26 â&#x20AC;˘ Number 1 â&#x20AC;˘ Autumn 2017

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Making Space for Latinx Scholarship and Community

Spotlight on

Latin American Film Studies

Who We Are Quiénes somos Reyna Esquivel-King, Editor Ece Karaca, Art Director Jacob N. Farr, Staff Writer Yolanda Zepeda, Managing Director Contributors

Cristina Rivera Evelin Nunez-Rodriguez Frederick Aldama Glen Martínez J. Marcela Hernández Joel Wainwright Joclyn Cabanas Johana Coronado John Cruz Jumarie Figueroa Laura Podalsky Liane Dávila-Martin Marlene Pérez Nicole Espinoza Olivia Cosentino The Office of Diversity and Inclusion publishes ¿Qué Pasa, Ohio State? each autumn and spring semester. ¿Qué Pasa, Ohio State? is proud to celebrate the achievements of Latinx in a variety of disciplines: art, politics, science, technology, literature, and more. Although not every discipline will be featured in each issue, each thematically organized issue will highlight the diversity of fields in which Latinx excel. The Ohio State University is not responsible for the content and views of this publication. The publication does not necessarily reflect the views and opinions of the staff. Note: We use the term “Latinx” to represent all Latino identities. Photos for each piece are provided by the author or interviewee unless otherwise noted. On the Cover: City of God (Cidade De Deus) Limited Edition Screen Print (Artist Proof) by Paul Shipper Contact: Paul Shipper, Illustrator, PS Studio Ltd. http://paulshipperstudio.com You can find Paul Shipper on Facebook | Twitter | Instagram | LinkedIn | Behance

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Esquina de los editors

What We Do LATIN AMERICAN CINEMA Reyna Esquivel-King , Editor This is my first year editing at ¿Que Pasa, Ohio State?. This year Latino/as have been at the forefront of political debate. Hispanics tend to be negatively mis-represented. However, this is not new. My research on the history of Mexican cinema connects to a broader discussion of what it means and looks like to be Latino/a in the United States. In this issue, we decided to highlight Latin American Cinema. Since the silent film era, Latino/a directors, actors, and producers have participated in the cultivation in the images of race. Through film, we can see how Latino/as describe themselves and create a dialogue over the construction of race and self. The stories and articles here connect to the theme of identity. Our collage for this issue is a collection of Latin American Films from various countries and time periods. The movies discuss diverse topics including, poverty, class, sexuality, gender, and colonialism. Included is an explanation of Latin American film studies and descriptions of faculty and students who research this subject. Students Jumarie Figueroa, Marlene Penez, Jacob Farr, Johana Coronada, and Joclyn Cabañas provide personal stories on finding their identity. We also chose to feature The Latino/a Studies Program at OSU. Dr. Theresa Delgadillo spells out the purpose of the Latino/a Studies and faculty research interest. Dr. Glenn Martinez discusses the Immigration, Education, and Race in 2017 Panel that took place on October 27th in the Ohio Union. Dr. Joel Wainwright, keynote speak at the Ohio Latin Americanist Conference (OLAC) explains his position on Latino/a studies and where we should go from here. The issue closes with demographics about Hispanic enrollment compared to OSU on a whole. Here we can visibly make our numbers known and continue to build a strong Latinx community.

Table of Contents 4

United for Puerto Rico, Jacob N. Farr

Una travesía de inmigración, 19 Entrevista: Joclyn Cabañas

Finding a Sense of Belonging, Jacob N. Farr

20 Stop the Hate, Johana Coronada my Voice, 21 Finding Jumarie Figueroa

Ohio State Hosts Distinguished Hispanic Ohioan Awards Gala

Latinx Students Scholarships Awarded is Latina/o Studies at OSU?, 7 What Theresa Delgadillo

Immigration, Education, and Race in 2017 Panel, Glenn Martinez

Ohio Latin Americanist Conference (OLAC) hosted at the Ohio State University, Joel Wainwright Love Notes for Dreamers

Venezuelan Dumplings, Jacob Farr

22.23

Summer in Madrid: Combating 24 My Infectious Disease, Liane Dávila-Martin

Latino Vote Held Steady, Francisco Gómez-Bellengé New Office of Postdoctoral Affairs Opens its Doors, Marcela Hernandez

10.11

Brown and Black Comics Extravaganza: SÕL-CON 2017, Marlene Penez

12.13

Campus Total Enrollment: Comparison Between total Latinx Student Enrollment and University Graduates

26.27

28.31

is your dream?, 13 What Nicole Espinoza de Montreuil

Latin American Film Studies, Reyna Esquivel-King

CLAS Latin American Film Series, Megan Hastings

American Film Studies Faculty 15 Latin and Student Research Interests, various authors Film Studies Collage

16.17

Backward, Looking Forward: U.S. 18 Looking Immigration in Cartoons and Comics

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OSU & Community

United for Puerto Rico Jacob N. Farr, Staff Writer and Undergraduate, Biomedical Science “History will judge societies and governments — and their institutions — not by how big they are or how well they serve the rich and the powerful, but by how effectively they respond to the needs of the poor and the helpless.” – Cesar Chavez

La Familia

Despite cultural differences among Latinx and Hispanics, one thing is for certain. La Familia, the family, is the common thread that knits together communities and offers resilience in tough times. Liane Davila-Martin, president of the Puerto Rican Student Association comments “I think I speak for all Latinos and Hispanics when I say that family and friends are our number one priority always; no matter the circumstances, we are there for each other and that is one big value we will always have running through our veins.”

In the aftermath of Hurricane Maria, the island of Puerto Rico was left decimated. With over 95% of the island without power, and over half the population without drinking water, the need for family and community is greater than ever. To meet this need, Liane and the Puerto Rican Student Association organized a fundraiser and food drive on Monday, October 2nd. The call went out to serve and students, staff, and community members of all races and nationalities gathered to collect more than $2,500 and over 12 pallets of donations— enough to fill an entire semi-truck. Liane remarks “The community and the university had our backs a 100% and the outpouring love and support we have been receiving is overwhelming; in a good way… We are very thankful for everyone who helped us in anyway.”

However, the work is far from over. If you’d like to support relief efforts, consider visiting www.unidosporpuertorico.com to donate.

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Finding a Sense of Belonging Jacob Farr, Staff Writer and Undergraduate, Biomedical Science With all the diverse challenges that college life brings, itâ&#x20AC;&#x2122;s sufficient to say that adjusting to college is a tricky for anyone. This is especially true for minority students that seek a leg up in getting integrated, finding a sense of belonging, and developing the skills necessary for academic, social, and professional success. In its commitment to diversity and inclusion OSU hosts a wide range of outreach events and programs. Here we have highlighted a few of the many that Ohio State has to offer.

Multicultural Center. Students apply the summer before matriculation. If selected, they arrive to campus a week early and meet Latinx faculty, staff, and student leaders as they learn about campus resources. They also participate in Latinx networking events at OSU and the Columbus Community. This year, activities included practice using the COTA bus system, a campus wide scavenger hunt, and mentorship opportunities with OSU Staff members.

LATINX COHORTS The Multicultural Center hosts two cohort programs for new and returning Latinx Buckeyes. BELLA creates a community of empowered Latina women actively working towards solidarity, leadership, and community wellness. SUR promotes Strength, Unity and Respect for Latinx men, creating a network of students, staff, and faculty that share a philosophy of support and brotherhood. Each group meets bi-weekly on Thursdays.

LLDI The Latinx Leadership Development Institute (LLDI) serves incoming first year Latinx students through bi-weekly mentorship and workshop events. These meetings focus on topics that are crucial to academic and professional success such as communication, leadership, networking, and independence. Highlights of the program include personal mentors, cohort retreats, and an end of the year capstone project where students design programs to give back to the community. For example, one student organized community service projects. Another student created a college night at a local high school. If interested in serving as a peer mentor, please contact Lauren Lopez at lopez.233@osu.edu.

LEAP

The Latinx Early Arrival Program (LEAP) is a four-day program designed to ease the transition to college life. It is organized by the Office of Diversity and Inclusion Latinx Student Success team and the Office of Student Life

Students bring in the new semester at the Latinx Welcome Back picnic Autumn â&#x20AC;&#x2122;17

Ohio State hosts Distinguished Hispanic Ohioan Awards Gala On October 14, 2017 Office of Diversity and Inclusion partnered with the Ohio Latino Affairs Commission (OCHLA) to present the 2017 Governor’s Distinguished Hispanic Ohioans Awards Gala. The event honors individuals and organizations that have demonstrated outstanding achievements in their professional or community service endeavors, and who serve as role models for the growing Hispanic community in Ohio. This year marks the first time that a member of the Ohio State staff will be honored among the Distinguished Hispanic Ohioan awardees. These individuals are recognize for their steadfast work to ensure that their communities become a better place for both Latinx and the general public. Francisco Gomez Bellenge, Fisher College of Business Associate to the Dean, will be recognized for his leadership as co-chair of the Ohio State Hispanic Oversight Committee, a founding member of Columbus chapter of Prospanica, and as a key partner with Femergy’s Girls Heart

Tracey Najera

Reading Ohio 2016 cycle, an enrichment program dedicated to the self-development of girls. The Office of Diversity and Inclusion will also present its inaugural “Distinguished Latinx Service Award.” The award recognizes individuals for exemplary contributions to Ohio State’s Latinx community. This year’s recipient is Ohio State alum Tracy Najera. Dr. Najera holds three degrees from Ohio State−BA in international studies, MPA from the Glenn School of Public Affairs, and a PhD in Education Administration. Throughout her time at Ohio State, Dr. Najera has led efforts to create a supportive and welcoming learning community for Latinx students. She has served in leadership roles in Alpha Psi Lambda, a Latinobased, co-ed fraternity. A full list of awardees can be found at ochla.ohio.gov.

Francisco Gomez-Bellenge

Latinx Students Scholarships Awarded Three outstanding students have been awarded the Latinx Student Scholarship by the Office of Diversity and Inclusion (ODI). This scholarship was established through a partnership with the State of Ohio Commission on Latino Affairs (OCHLA) to jointly host the 2016 Distinguished Hispanic Ohioan Awards Gala. Proceeds raised from the event supported the scholarship fund. The Latinx Student Scholarship was awarded to students who demonstrate academic accomplishment, financial need, and a record of engagement that reflects ODI values. Glorivee Mendez Medez aspires to a medical career in obstetrics. A second-year student from Cleveland, Glorivee credits her mother, who left Puerto Rico in pursuit of better job prospects, for giving Glorivee the drive and opportunity to success. Her passion for obstetrics was sparked at the

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age of 16 when she had the privilege to attend the births of two babies. Jessica Pantaleon Camacho is pursuing a degree in social work and is dedicated to improving conditions for migrant families. A graduate of Olentangy High School, Jessica has been highly involved in social justice work. She is an advocate for farm labor and the fair food movement, and has been an active supporter for refugee mothers and children. Juan Varela is a fourth-year student of architecture. It is his dream to open his own architecture firm and to work at the forefront of affordable and sustainable housing and environmentally- friendly design. Juan is also a youth group leader in his church where he is committed to helping youth pursue their dreams.

What is Latina/o Studies at OSU? Theresa Delgadillo, Professor, Department of Comparative Studies We are all living in a moment when the daily news features stories about Mexican-American, Salvadoran American, Cuban American, Puerto Rican and other Latinx peoples as we are affected by major debates, discussions, and policies on immigration, sanctuary, the economy and trade policy, incarceration rates and racial profiling, disaster and economic recovery in Puerto Rico, disaster and economic recovery in Texas. Latinx people are very much at the center of current debates in national life, and the predominant population in some states. Wouldn’t it be great to be able to participate in contemporary debates and discussions with some knowledge of Latinx histories, experiences, and arts? And wouldn’t it also be great if your diploma included a certification that you are an expert in Latina/o Studies? That’s what the Latina/o Studies Program at OSU provides. Many people don’t realize that Latinas/os are a multi-racial, multiethnic, and multi-lingual population in the U.S. In Latina/o Studies we are devoted to the critical study of the rich history, experience, literature, art, and culture of all Latinx. A field that began as Chicana/o Studies and Puerto Rican Studies in the 1970s, with the advocacy and effort of students, has today grown to encompass research on Chicanas/os, Puerto Ricans; Dominican Americans; Cuban Americans; Salvadoran, Nicaraguan, Guatemalan, Honduran, and Panamanian Americans; as well as the growing numbers of new Latinx whose families are from Peru, Colombia, Mexico, and other Latin American countries. Numerous national professional organizations, journals, and academic press book series have, in the past forty years, contributed to the creation of a dynamic field of study, and in July of this year, several OSU faculty members and graduate students participated in the inaugural conference of the newly formed Latina/o Studies Association in Chicago, Illinois. With twenty (20) affiliated faculty in a range of academic disciplines (literature, sociology, history,

film, education, political science, linguistics, anthropology, cultural studies, nursing, urban planning, theater), Latina/o Studies provides a strong and comprehensive education in this interdisciplinary field to students at OSU. In both the Minor Program and Graduate Interdisciplinary Specialization in Latina/o Studies, students can expect to learn about paradigms and theories for understanding race, ethnicity, gender, language, class, sexuality, disability, and nation as well as the concrete experiences, histories, arts, literatures, and cultures of Latinx peoples. Given the wide range of research interests as well as professional and community work in which Latina/o Studies faculty participate, students enrolled in our program can expect to learn important theories and diverse methods for solving research questions in Latina/o Studies, as well as focused direction in developing research interests, and mentorship in professional and community skills. Latina/o Studies faculty have been active in academic and intellectual collaborations with colleagues in other programs such as Asian American Studies, American Indian Studies, The Women’s Place. Members of our faculty have also collaborated with a number of Departments, Centers, and Offices on campus to host lectures, conferences, symposia, and studentcentered events that feature Latina/o Studies scholarship or provide avenues for both young and experienced scholars to enhance academic and professional skills and succeed in higher education. Our faculty and students participate in several initiatives to prepare K-12 Latina/o students for higher education and introduce to Latina/o students the wide range of future careers and professions possible, and support Ohio Latinx immigrant communities. Service to the academic community also ranks high in our activities and includes serving as editors and reviewers for academic publications, officers and delegates in professional associations, reviewers for fellowship and scholarship competitions, panelists

for national book awards, mentors for undergraduate summer research programs, and members of national conference program committees.

Research among our diverse faculty includes: • Latinx placemaking in the Midwest region through cultural expression • Chicanx and Latinx histories of migration, labor, and community building, especially in the Midwest region • Pedagogies that include Latinx children’s and young adult literature • The significance of immigration and undocumented status on the education and learning experience of children in K-12 schools • Bilingual and Bicultural learning and teaching • Political theory and Latinx citizenship, immigration, and human rights • Religion and spirituality in Latinx texts and contexts • Latinx literature in the 20th and 21st centuries • Latinx theater in the 20th and 21st centuries • Latinx art, including mural-making, painting, installation, performance, digital • Latinx photography and film • Trans-american musical movements and genres • Latina/o cultural centers and museums • Cultural tourism and Latinx popular culture • Afro-Latinx histories, experiences, and cultural forms • Cultural, social, and economic change engendered among Latinx and between Latinx and others by urban development and gentrification • Impact of Latinx populations and entrepreneurs on Midwestern economies and cityscapes • The significance of language in the provision of health care • Oral histories of Latinx in the Midwest • Transcultural communication in health care, especially in relation to treatment of patients with disabilities and the provision of family health care • Migrant and transnational indigenous communities

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Academia Immigration, Education, and Race in 2017 Panel Glenn Martinez, Professor, Department of Spanish & Portugese

tudents and faculty in Latina/o Studies gathered on October 27 for a first-of-itskind scholar-activist panel on "Immigration, Education and Race in 2017." The panel featured renowned scholars in education and cultural studies in dialogue with city leaders to address the escalating environment of fear that envelopes schooling and public life for Latinx in Columbus in 2017. Scholars on the panel included Dr. Lucila Ek, professor of Bilingual and Bicultural Studies at The University of Texas at San Antonio, Dr. Kevin Escudero, assistant professor of American Studies and Ethnic Studies at Brown University, and Elizabeth C. Brown, City of Columbus Council member elected in 2015. Ek discussed her research on teaching training in bilingual spaces. She noted that ideologies of language are deeply embedded and that harmful ideologies can often be perpetuated with the best of intentions. She persuasively argued for new collaborations between universities, schools and communities that would re-value and re-ideologize language practices in multilingual spaces. Escudero discussed his work on Asian American undocumented activists exploring the role of intersectional identities in social movement strategies. Escudero argued for a three-part conceptualization of the law that is appropriated by undocumented activists. The law, Escudero contends, is a site of social identity where people can be labeled and valued depending on

their legal status. However, the law is also a tool for action and a cultural phenomenon. Escudero argued that undocumented activists draw on their legally constituted social identity in order to turn the law on its head and use it for their own purposes while also exerting their own cultural agency. This model sheds new light on the emerging mantra of â&#x20AC;&#x153;undocumented and unafraidâ&#x20AC;? that permeates undocumented activism in 2017. Brown discussed the severe challenges facing the City of Columbusâ&#x20AC;&#x2122; immigrant and undocumented populations. Franklin County, she disclosed, processed the largest percentage in the nation of low priority removals over the past six months. She also revealed that deportation is the only legal process in existence in the United States where you can be behind bars without access to legal representation. She discussed her efforts on the Columbus City Council to create the Columbus Families Together Fund to assist immigrants with the financial and emotional distress of removal and access to legal representation. Together, the panel presentation shed light on the local and global, the immediate and timeless challenges that we face in 2017. Audience members left with a sense that the greatest deterrent to the ongoing community fragmentation in 2017 is the community itself working together at the level of schools, city government, universities and individual activists to heal wounds and to restore what is being torn asunder.

People in the photo left to right: 1. Lucila Ek, Associate Professor, University of Texas San Antonio, Department of Bicultural-Bilingual Studies 2. Elizabeth Brown, Council Member, Columbus City Council 3. Kevin Escudero, Assistant Professor, Brown University, Department of American Studies and Ethnic Studies 4. Theresa Delgadillo, Professor, The Ohio State University, Department of Comparative Studies 5. Sandra Lopez, Legislative Analyst, Columbus City Council

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Ohio Latin Americanist Conference (OLAC) hosted at the Ohio State University Joel Wainwright, Professor, Department of Geography, Keynote speaker at OLAC

The importance of Latin American Studies today: For those working in the field of Latin American studies, the election of US President Donald Trump raises old questions about the politics of knowledge with renewed intensity. What sort of research and writing should be prioritized, for whom and to what end exactly? What is the present state of US imperialism, and what are the implications of it for the region? Given that we all wish to see positive change for Latin America, how do those of us who work in the US create research with some sort of positive practical consequence? Do we have a theory adequate to the task of discerning such research? And, if our aim is to produce knowledge that addresses concerns of popular social movements, how do we create relationships with such movements as intellectuals? In this presentation, I will revisit these questions by way of reflecting on different research projects I have conducted concerning Belize, Cuba, and Mexico. These critical reflections focus upon two key dynamics that I argue are of fundamental importance: first, the orientation of our research questions to underlying political realities for subaltern social groups (the socalled ‘agenda’ question); second, the challenge of transcending the practice-theory distinction while doing justice to its difference (aka the problem of ‘praxis’). Rather than provide definitive answers (‘we all should

do x’), I argue that there are no generally applicable formulae for producing radical and effective research. This is by no means to suggest that anything goes, nor that we should rest comfortably within our present conditions and institutions. Instead, I hope to clarify scenarios and positions that are more likely to open paths toward effective confrontations with imperialism and its hegemony.

My work: I am a Marxist who studies a variety of philosophical and political-economic issues with a focus on Mesoamerica. My first book, Decolonizing Development, criticizes development and the persistence of colonial power, with a focus on southern Belize. I continue to work in Belize and I’m presently writing the sequel to my first book. My second book, Geopiracy, inspired by events in Oaxaca, Mexico, explored US military involvement in the discipline of geography. My third, Climate Leviathan, coauthored with Geoff Mann, is coming out

soon with Verso. It is essentially a political theory of climate change. Apart from this I have a number of side projects. I am working with indigenous communities in southern Belize and a group of scientists on fine grained research on local environmental changes, adaptation to climate change, and agroecology. Another side project concerns Zapatista conceptions of science (for which I will return to Chiapas in December). My talk for OLAC with step back from these projects to ask a basic question: given the present political conjuncture, for those of us who happen to be based in the US, what is the role of research in Latin American Studies today?

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Dreams By Evelin Nunez-Rodriguez You dream today You dream tomorrow You dream everyday Dreams are what your heart makes when you are asleep Love your dreams Follow your dreams So your dream will come true

s e t o N e v Lo

for Dream ers

Love Notes for Dreamers On September 15, 2017, the campus community stepped forward in solidarity to show DACA students that they are cared for and valued. The Love Notes were later exhibited in a display at the Ohio Union. This campaign enlisted allies who committed to follow up action in support of DACA and undocumented members of the campus community. Contact latinx@osu.edu to get involved. Special thanks to Pamela Espinosa de los Monteros and Lauren Lopez for their leadership on the Love Notes for Dreamers project.

Volunteers:

Anna Babel Lauren Barrett Joyenia Cabrera Rebeka Campos-Astorkiza Jeffrey Cohen John Cruz Liane Davila-Martin Pat Enciso Pamela Espinosa de los Monteros Laura Fernandez Nicolas Fernandez Jill Galvan Emma Goilo Megan Hasting Marianna Hernandez Breanne LeJeune Indra Leyva-Santiago Lauren Lopez Carlos Lopez Miranda Martinez Glenn Martinez Pam McClung Benjamin McKean Carolina Ortiz Rebekah Ortiz Estephanie Ortiz Preciosa Rios Deja Rodriguez Yolanda Zepeda

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Brown & Black Comics Extravaganza: SÕL-CON 2017 Marlene Penez, Undergraduate, Management & Industry Exploring Latinx and African American comic book creators from all over the country—and beyond, including from Chile—traveled by plane, train, and automobile to be with our OSU and Greater Columbus community for a full Friday of showcasing their work, running workshops with K-12 students of all colors, and speak about the importance of represenation. I had the great fortune of meeting and learning from these extraordinary talents. They introduced me to their comic books. They shared their journys—and the many obstacles they’ve overcome. They shared their vision and mission as comic book creators of color. I had the incredible luck to spend some time with Latinx creator from Brooklyn, NY, Kat Fajardo. One of her comic books, Gringa!, distills and recreates the story of Kat’s biography—especially as focused on her struggles with her self identity. Using the concepts and knowledge learned from Dr. Aldama’s course “Film & Comics: Race, Gender, Sexuality, and Differently Abled” I was able to understand what made her mini comic such a stand out: she knows how to use visual shapes to energize her story of a Latinx protagonist’s struggle to resist and push back at a socity that hypersexualizes brown women. As a Latina, I could relate to the struggle. And, Kat shared with me Con Amor Y Apoyo (that translates as With Love and Support)—a collaboration with another Latinx creator, Glendaliz Camacho. This comic book caught my attention because not only was it crafted as a graphic comic book, but it was also educational. Again, through the use of perspective and geometric shapes Kat and her co-creator show and tell the story of a young woman’s emotional journey as she copes with breast cancer. It was incredibly powerful. As an informed reader of comics, I could appreciate her skill as a visual

storyteller. I’m not alone in this assesment. The following day at the Cartoon Crossroads Columbus Kat received the Emerging Talent Award. Fortunately, I was also able to spend time with comic book and zine creator as well as musician, Breena Nuñez. Her zine Colocha-Head blew me away with its deceptively simple simplicity that actually conveys complex emotions and thoughts about what it means to grow up Afro-Salvadoran in the San Francisco Bay Area. Through her carefully chosen lines along with powerful selection of words written in a unique handwriting style we are transported into the life of an Afro-Latina who

faces all sorts of racism and sexism in everyday life. I had never seen a book created like this. I had never experienced visual-verbal storytelling in the short-format that could move me so quickly and so deeply. I left SÕL-CON 2017 feeling giddy—and exhausted. There was so much to see, hear, and learn that day—and this along with 125 elementary and high school students learning to appreciate cultural differences in and through these comics by creators of color as well as in the creating of their own comics. I can’t wait for SÕL-CON 2018.

What is your dream? Nicole Espinoza de Montreuil, Undergraduate, Management & Industry Sometimes, we are too afraid to try it, but there are other people that new things or end up giving up; dream about the same things because we think we are going to that you do. This was the case for fail. Failure is nothing but a step thirteen-year-old Lorenzo Oceguera, closer to success. When I talked to and seventeen-year-old, Elizabeth Nineteen year-old Marlene Perez Arteta. They do not know each about what failure meant to her, this other, but they do share the same is what she had to say, “There are dream. Their dream is to become numerous hardships that strewn better people in life as they grow in your life. Being able to embrace older, and to be able to help their your struggles and mistakes while community as much as they can. working towards your goals marks Elizabeth is currently volunteering a true success.” By failing, you learn her time with kids at a church in from your mistakes. This puts you Galloway, Ohio, and Lorenzo is in a better position than others who doing good in school, trying to learn never dared to try. as much as he can in order to help One day, I decided to ask other Latinx his classmates. As we grow older, students what their dream was. The sometimes we forget how important It does not matter how many times students were between the ages life knocks us down, because just it is to make time for others, let of thirteen and nineteen yearslike seventeen-year-old Fatima these two teenagers be the example old. Despite of how young or how Rodriguez said, “We have no other of how we should act always. grown they were, all of the students choice than to get back up again.” I interviewed answered yes when In life the only thing that keeps us they were asked if they had a dream. Another girl who caught my attention from reaching our dreams, is us. was fourteen-years-old, Antonella “No dream is too big, no dreamer is Have fun in the journey, go after Espinoza. Her dream is to start a too small” said seventeen year-old what you really want in life, and business related to music. In order Siu Mei Hauyon. It is true. Our minds dare to Dream Big! to achieve her dream, she right now are so powerful that no matter how is involved in marching band, and old we are, if we think we can or studying Marketing. When I asked cannot do something, then we are her what advice she would give her right. We must believe that we can twenty-four-year-old self she said accomplish anything we set our “To stay focus, even when things get minds to and make our thoughts into difficult down the road.” No matter actions. what happens, we need to keep our eyes on the big price, and not let What is really interesting about having small things discourage us. dreams is that you might not realize I have been in the United States for about five years now. I am here because my mom dreamed of a better future for me and my sister. It is the “American Dream”, as many people call it, what motivated not just my mom, but many other parents to bring their kids here. A land full of opportunities, if you know how to take advantage of them. A land where even though we differ on backgrounds, we are all equal on the fact we have dreams we want to achieve.

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Film Studies Latin American Film Studies Reyna Esquivel-King, Graduate Student, Department of History My name is Reyna Esquivel-King and I am currently a doctoral candidate at The Ohio State University in the Department of History. My major field is Latin American history with minor exam fields in women, gender, sexuality, and Latin American film studies. My dissertation is entitled “Mexican Film Censorship and the Creation of Regime Legitimacy, 1913-1945.” It examines how Mexican officials used censorship laws to create ideas of stability and prosperity. My work provides a cultural and historical view of the film industry in Mexico. My dissertation argues that the limitations enacted by various censorship methods and laws led to Mexican producers and directors creating a positive image of Mexicans and Latin Americans, more broadly providing a “brown hero” for the audience. I examine how regimes use film censorship as an instrument to legitimize their power through these images. I specifically focus on representations of women, the indigenous, and Mexicans in U.S. cinema. Cinema became a place to illustrate different ideas and concepts about national identity and addressing barriers in the matter due to conflicting ideas and opinions concerning gender, class, ethnicity, and sexuality. My analysis of national identity in Mexico also is a transitional examination of the construction of race through derogatory and

stereotypical images projected by U.S. cinema and Mexico’s attempt to combat them. It is important to understand the implications of this transnational conversation because in contemporary U.S. cinema Hispanics still tend to play the villains and bandits. Yet, this type of representation is not new. My research gets to the very root of these images, examining how they were constructed and the subsequent response of the Mexican government. I chose to study film because it plays a crucial role in regime and state formation. In Mexico City, where literacy rates were low (20% in 1910 and 37% by 1940), visual culture was a suitable medium to cultivate and disseminate ideas about the ruling establishment. Film was relatively cheap and accessible to the lower classes in growing urban areas like Mexico City (where the population increased from 471,000 in 1910 to 2.9 million in 1940). Studying Latin American films allows scholars to understand how Latin Americans see themselves and provide culturally sensitive themes and characters. We can also learn about the diverse cultures and customs in Latin America. The movies in the collage are examples of great Latin American cinematic work and tackle a variety of issues from poverty to race and sexuality.

CLAS LATIN AMERICAN FILM SERIES Megan Hastings, Assistant Director, CLAS The Center for Latin American Studies at The Ohio State University is a leading promoter of the university’s efforts to internationalize the curriculum, foster multidisciplinary initiatives, and increase the diversity of perspectives. CLAS works to increase the supply of Latin American specialists at all levels of the educational system for service in areas of national need. The Latin American Film Series is one way that CLAS achieves these goals. The Latin American Film Series officially began in 2001, and since its inception, over 190 Latin American films have been shown on campus. Each series is usually centered on a specific theme, such as “Latin American Literature & Transnational Film Adaptations”, “Latin American Romantic Comedies” and “Colonialism in Latin America”. CLAS often collaborates with

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Columbus State Community College to organize series to reach more students. Latin American film is an underrepresented programming option on campus, and this series provides an opportunity to expose the campus community to a wide variety of cultural perspectives. The series seeks offer students, faculty, and staff the chance to expand their worldview and dialogue with others about the cinematic representation of the region. In spring 2018, CLAS will be working to integrate Latin American Films into existing film series on campus to collaborate with other organizations and units doing similar programming.

Cristina Rivera, Graduate Student, Department of English I am interested in the animation of children, particularly when used by authors to represent race and/or discuss racial social issues. I have worked with Dora the Explorer and her lack of one particular culture-it appears that she is a mix of many Latinx cultures but with a Spanish accent from Spain. And, I have also worked with South Park and their use of children characters to bring up and problematize current social issues, particularly regarding race. It is through these examples that I find animated children become an accessible narrative device and safe space for bridging societal divides.

John Cruz, Graduate Student, Department of Spanish & Portuguese Es candidato a doctorado en estudios literarios y

culturales contemporáneos Latinoamericanos en el Departamento de español y portugués en The Ohio State University. Sus principales áreas de investigación se centran en los estudios de cultura visual, cinema latinoamericano, estudios de género y performance. En estos momentos su investigación se centra en cómo el cine silente funciona como un documento visual y de memoria histórica en la formación de la Nación durante los procesos de modernización; además, observa cómo se transforma el comportamiento y moralidad de la sociedad a partir de las producciones cinematográficas, caricaturas, fotografías y notas periodísticas de principios de siglo XX hasta 1930.

Frederick L. Aldama, Professor, Department of English Already back in 2006 I launched into the research and writing of the book that would be published with the University of Michigan Press in 2012: Mex-Ciné: Mexican Filmmaking, Production, and Consumption in the 21st Century. During my trips back and forth to Mexico City in the early 2000s I witnessed something spectacular happening in Mexican cinema: the creation of vital, innovative new auditory-visual storytelling. I'd pretty much given up on films north of the proverbial Tortilla Curtain. Even the independents seemed to be recycling and regurgitating tired and flat narratives. In Mexico, filmmakers like Carlos Carrera, Michel Franco, Julián Hernández, Fernando Eimbcke, Alfonso Cuarón, Rodrigo Plá, Amat Escalante, María Novaro, Marisa Sistach, Carlos Reygadas, Carlos Salces, Guillermo del Toro, Alejandro González Iñarritu, Augustin Díaz Yanez, Francisco Vargas, and so many others. During

those trips back to Mexico City where my dad lives, not only did I interview directors and industry movers and shakers but I gorged myself on its contemporary films. I brought these films back to my classroom. While I was writing Mex-Ciné I was also teaching films like Crime of Padre Amaro, Herod’s Law, Y tu mamá también también, Children of Men, Sin Nombre/Without a Name, Daniel and Ana, De la calle/Streeters, El Violín, Sólo Quiero Caminar, La Zona, Amar te duele, and Pan’s Labyrinth. My undergrads at OSU were blown away. Not only by the content, but also by the extraordinary use of the auditory and visual shaping devices like the long take to make new perception, thought, and feeling about being in the world. It was a breath of fresh air for the students. It was and continues to be my main source of audiovisual narrative nourishment.

Laura Podalsky, Professor and Chair Department of Spanish & Portuguese My interest in Latin American film is wide-ranging. I have published essays on a numerous topics, including landscapes of masculinity in contemporary Mexican cinema, the work of Brazilian director Ana Carolina, telenovelas and globalization, cosmopolitanism in tango films, and pre-revolutionary Cuban cinema. My book The Politics of Affect and Emotion in the Contemporary Latin American Cinema: Argentina, Brazil, Cuba and Mexico (2011) explores the sensorial appeals of recent films (1990s-2000s) against the backdrop of larger public debates about past traumas and current anxieties about globalization. Along with Marvin D’Lugo and Ana López, I co-edited The Routledge Companion to Latin America Cinema (forthcoming 2017), which offers a meta-critical overview of Latin American film studies as a field, and a survey of new research trends. I’m currently working on a book manuscript analyzing film and youth cultures in Argentina and Mexico in the 1960s.

Olivia Cosentino, Graduate Student, Department of Spanish & Portuguese My research engages questions of youth, stardom, gender and affect in Mexican film and culture. My latest projects focused on 1960s-90s star systems in Mexico and the effect that changing dominant mass media formations (radio-film-fotonovelas-televisionmusic) had upon the careers and reception of Angélica María, Lucerito, Verónica Castro and Gloria Trevi.

Autumn ’17

Film Studies

La Vendedora de rosas/ The Rose Seller 1998, Colombia

Diarios de motocicleta /Motorcycle Diaries 2004, Argentina

El Laberinto del fauno / Pan's Labyrinth 2006, Mexico

Santa/Saint 1930, Mexico

Kukuli /White-winged Dove 1961, Peru

El Castillo de la Pureza /The Castle of Purity 1973, Mexico

No 2012, Chile

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Habana Eva 2010, Venezuela

Deus e o Diabo na Terra do Sol/ Black God, White Devil, 1964, Brazil

Amores Perros/Love's a Bitch 2000, Mexico

La Balandra Isabel llegÓ esta tarde The Yacht Isabel Arrived this Afternoon 1949, Venezuela and Argentina

Guaguasi 1983, Dominican Republic

Fresa y Chocolate /Strawberry and Chocolate, 1993, Cuba

Nosotros los Pobres/We the Poor 1948, Mexico

Ixcanul/Volcano 2015, Guatamala

Y tu mamá también /And your mother too, 2001, Mexico

Alsino y el cÓndor/Alsino and the Condor 1982, Nicaragua

El Chacal de Nahueltoro/Jackal of Nahueltoro, 1969, Chile Autumn ’17

LOOKING BACKWARD, LOOKING FORWARD: U.S. IMMIGRATION IN CARTOONS AND COMICS Dates/Times

November 4, 2017 - April 15, 2018 Location

Friends of the Libraries Gallery, Billy Ireland Cartoon Library & Museum Sullivant Hall, 1813 N. High St. Columbus Ohio 43210 â&#x20AC;&#x153;Looking Backwardâ&#x20AC;? by Joseph Keppler in Puck, January 11, 1893. This exhibit explores the topic of U.S. immigration through the lens of the political cartoons, comic strips, comic books and graphic novels that have contributed to the debate about this important, and often polarizing, issue. Cartoons and comics can enlighten us, challenge our beliefs and misconceptions, and bring attention to injustices. However, history shows they can also reflect and magnify our fears and prejudices. From Thomas Nast to Gene Luen Yang, this exhibit looks back on 150 years of cartoon and comics responses to major moments in the American immigration narrative. In examining the past, it aims to inform the current debate, as we move forward with a story that is fundamental to the American experiment itself.

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Entrevista

Una travesía de inmigración: La historia de mi padre Jaclyn Cabañas, Undergraduate, Education Hector Gonzalo Chirinos Cabañas es mexicano y estadounidense. Nació en Cerro Azul, México. No es un ciudadano de los Estados Unidos, sino un residente permanente. Hector es un trabajador en una fábrica de cajas, un hombre amable y cariñoso, y más importante, él es mi padre. La travesía de inmigración de Hector es una historia muy valiente y es una historia que disfruto cada vez que la escucho. Su historia es un cuento que nunca me aburre. Hector me relata su primera idea de inmigrar desde México a los Estados Unidos con reminiscencia en su voz: “Fue en 1990. Yo no sabía si realmente había de cruzar a los Estados Unidos. Tenía la idea, que me gustaba la idea, yo viajar para los Estados Unidos, cuando se me presentó la oportunidad de cruzar por un viaje de dos días.” Hay varias razones por las cuales un inmigrante inmigra a otro país. Estas razones oscilan entre querer una vida mejor y escapar a la violencia. “Desde que estaba en la escuela secundaria, me ha gustado la idea de pasar por los Estados Unidos y me ha gustado el inglés,” Hector recuerda. Hector me explica que “en aquel tiempo, mi familia no sabía ni supo que yo crucé pa’ los Estados Unidos”. La familia de él pensaba que aún vivía con unos de sus hermanos. Se sorprendieron de que él salió de México a vivir en Los Estados Unidos sin decirles ni una palabra sobre este plan. Él me dice que, aunque quería a su familia, era un adolescente rebelde. Él explica, “un amigo de mi hermano había dicho que tenía un plan para viajar al norte y me preguntó si quería ir con él. Siempre he deseado tener una vida mejor y tenía la idea de que lograría este sueño en los Estados Unidos. Por esta razón, no me dudé ni por un momento. Inmediatamente hice una maleta.” Él exclama que todo esto lo recuerda como si fuera ayer. Es común que las familias de inmigrantes se separen cuando un miembro se muda a otro país. Pero, algunas veces, otros miembros se unen luego. Hector me dice con una sombra de tristeza en su voz: “Yo les dije a varios hermanos si querían venir pa’ Estados Unidos, pero me dijeron que no, que ellos estaban viviendo bien en México. Razona: “Cuando sabes solamente una manera de vivir y no sabes que hay una vida mejor entonces serás contento con todos que ya tienes”. Muchos inmigrantes sufren de asimilación, racismo, y discriminación cuando llegan a los Estados

Unidos. Hector me dice que desde que ha vivido en los Estados Unidos, necesita asimilarse: “A la gente de los Estados Unidos no le encanta cuando inmigrantes no se asimilan. Le molesta cuando personas hablan una lengua que no sea inglés. La mayoría tienen una impresión negativa sobre inmigrantes y por eso es muy necesario que se asimilen”. Cuando inquiero sobre su experiencia con la discriminación, declara: “Sí, claro. Por la gente blanca y la gente negra y la he experimentado varias veces”. Mucha de la discriminación que Hector encuentra es virtualmente en casi todas partes de su vida, desde su trabajo a en público. “Cada día oigo observaciones racistas sobre mí dichas por mis colegas y la gente del público. Ninguna de estas personas sabe que trabajo duro por todas de las cosas que tengo. Nadie tiene el derecho de juzgarme ni tener ideas negativas sobre mi vida, ni las de otros inmigrantes.” Muchos de los inmigrantes creen que la vida en los Estados Unidos es mucho mejor que la vida en su lugar de nacimiento. Hay muchas oportunidades y el gobierno no es corrupto como en su país. Hector está de acuerdo con este hecho y con confianza dice: “Claro que sí. La vida en los Estados Unidos es más tranquila. Es mucho mejor. No te tenías que preocupar por el si alguien te va a asaltar o si alguien te va a acostar. En Estados Unidos, la vida es más mejor”. A pesar de cuanto le extraña a su familia, Hector está feliz con su decisión de mudarse desde México a los Estados Unidos. Como muchos de otros padres del mundo, a Hector le gusta dar consejos sobre la vida. El consejo de él, a otros inmigrantes quienes inmigran a los Estados Unidos es “especialmente hablar en inglés, aprender el inglés porque estamos en un país que no es de nosotros, pero como quiera nos tenemos que adaptar a la cultura de ellos y la lengua de los Estados Unidos.” Continúa con su consejo: “Nunca olvidar español, pero a la vez tienes que aprender el idioma de otro país como Estados Unidos que es el inglés”. Le agradezco a mi padre por su tiempo y por relatarme su travesía a los estados unidos. Con una sonrisa y amor en la voz, Hector responde: “Gracias por aprender español y siempre me sentiré orgulloso de ti. Estoy feliz llamar a mi hija”. Y con este comentario bonito, la conversación termina. Estoy orgullosa y feliz por llamar a este hombre magnífico, mi padre. No puedo imaginar mi vida sin él. Su guía y amor eterno me han hecho la persona que soy hoy.

Autumn ’17

Identity

Stop The Hate Being American can only mean certain things to my family in Guatemala. In their eyes, I am surrounded by money, I am lazy, I am privileged, I have it all. I “belong” to two communities that will never fully accept me. I cannot be American or Guatemalan enough for either of them. I started conforming to my surroundings and neglected to speak Spanish. I yearned to be more like the people I was directly around and placed my Guatemalan identity to the side.

Johana Coronada, Undergraduate, Exploration Program I, as a first generation Guatemalan American, am expected to embrace my ethnicity and wear it with pride. My culture is expected to shape me into like forms of “my people.” I am supposed to be accepted by those who are like me. But they are not like me and I am not like them. I do not belong. As elementary school students, we are expected to be innocent. We are to accept one another. We are not to know the cruelty of discrimination, stereotypes, and prejudice; yet here began my exposure to the harsh reality of how I will always be perceived. I recall hearing the term “border hopper” by upper level students just as I remember turning to see eyes glaring right at me. “Border hopper” became “alien,” “alien” led to interrogations with questions such as: “Is your mom a house cleaner? Is your father a gardener?” They didn’t know better. This was indoctrinated into their lives. As time went on, I would come to find that my ethnicity would always have an accompanying stigma that I could never remove myself from.

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I am devoting myself to creating a safe space for myself and others to belong to because I have never felt properly represented. I am not the only one who has struggled with cultural identity. Our society does not always offer what we need so it is up to culturally diverse Americans to bring our own visions to life. I plan on becoming a representative for those who also have trouble identifying with their cultures by double minoring in injustice and society, and social justice at The Ohio State University. I believe it is important for me to understand what can positively and negatively impact societies and spark conversations that are often overlooked. I hope to find my voice in these courses and learn how to properly execute my ideas. I plan on going back to the schools I attended in the past and speak with the students in elementary school and the upper levels in hopes I can prevent the cycle from continuing. It is time to look beyond the stereotypes and look at a person directly. I want to set an example by showing that you can acknowledge all of your ethnicities without discarding one. I want students to understand that it is okay to embrace all of who you are and not worry about not fully belonging as long as you can welcome others as well.

Finding My Voice

Jumarie Figueroa, Undergraduate, School of Education This June, I was given the opportunity to travel to Texas for The National Conference of Race and Ethnicity (NCORE). Throughout this five-day experience, I witnessed an environment filled with powerful words courageous enough to fight social justice; I was surrounded by likeminded scholars who knew that authenticity and vulnerability were the way to create change. I found myself in moments where I was no longer the only person speaking for my people, and instead, found a sense of community. As a scholar and leader on this campus I sought out conversations I believed needed to be addressed. At NCORE I opened up about my truth: what it means to identify as Afro-Latina.

As an educated Latina, I have felt a lack of belonging, but it is no longer negative. Instead, it is an opportunity where greatness and change can rise. I feel I live a double life that makes me see that “Ni de Aquí, Ni de Allá” is more than the title of a book or the name of a session. I see this as the reality for myself and other Ohio State students who live two lives: one where they fight for education while proving to others they belong in OSU; and another where they must attempt to explain their successes to those who don’t understand, feeling like they have lost a part of themselves. As a Latinx individual, I have felt the societal pressures to label myself as Latina without being allowed to express my intersectionality as an AfroLatina. NCORE allowed me to share my ideals of colorism and their role in finding myself as an Afro-Latina. Before this conference I felt like I did not have a voice on campus and I longed for a better understanding of my ability to make a change at Ohio State. At NCORE, I felt very overwhelmed; I allowed myself to speak openly about “taboo” topics that addressed my reality. Being open-minded allowed me to interact with scholars who made me feel as a part of a larger community, one where we shared similar views. I no longer felt like an outcast; but instead, I felt like a part

of a community. My favorite session at The National Conference of Race and Ethnicity was storytelling. I realized that this was the best way to reclaim my truth and write about the validity of my experiences. NCORE was such an inclusive space. It allowed intersectionality to be amongst us freely. I did not feel suppressed, but instead that I could be transparent. NCORE provided a space where issues like race, institutional racism, discrimination, and social justice could be spoken of in developmental ways in hopes of making positive steps forward. Now I move forward asking myself, what now? With my experiences, how does one create or seek change and what does that look like? For me, I vow to be an activist who is involved in the community and to make the commitments necessary. I vow to be brave and use my voice. We matter far more than we know; our individual and intersectional stories have the power to push the status quo. Let our past and present be the guide for our future strides for a greater unity at Ohio State.

Autumn ’17

Identity Venezuelan Dumplings Jacob N. Farr, Staff Writer and Undergraduate, Biomedical Science Growing up, I don’t think I had ever felt so profoundly alone. I had hiked the Appalachian Trail and camped in the Godforsaken-middle-of-nowhere, but it wasn’t until I stepped out of a tiny little restaurant in the heart of Beijing—a city of 21 million people—that I felt completely, utterly isolated. “Oh good! You know some Chinese,” my host mother said as my study abroad coordinator drove away. It was true. I had studied Mandarin for a grand total of six months before traveling to China for eight weeks. Although initially nervous, I eventually found my place in China, made true friends, and loved my time in China. The language skills and thrilling adventures were well worth the trip; however, what was truly priceless was how it changed my perceptions of culture and identity. Rewinding to winter break the previous year, I realized that there were many Chinese international students on campus that I had never noticed before. My understanding of Chinese culture was as

profound as Ni Hao and Kung Fu. Yet, being familiar with the stereotypes that surrounded my own Latino culture, I knew how important it was to seek common ground and celebrate each other. This desire, combined with a love of learning languages, lead to the impulsive decision to learn Chinese and study abroad. There was just one problem. Like many of us, I was completely broke. Fortunately, I was raised by a stubborn immigrant mother who knew success would come to those who are disciplined and work hard. I enrolled in Mandarin classes and applied to every scholarship I could find. The small $200 scholarships added up quickly. I was also lucky to be accepted into OSU’s Global Leadership Academy, a fully funded month long academic exchange in Wuhan, China. Everything fit into place and my months of saving and applying payed off. I was even able to enroll in a month of Chinese classes and a home stay program after OSU’s projects in Wuhan. Best of all, the entire summer would be 100% paid for by scholarships. Once I got to China, things weren’t quite how I expected. I quickly realized that I was a minority in almost every way. My food, hobbies, language, politics, and religion were all so distinct from those around me. I was surprised to have people tell me that I was the first American they had ever seen, much less Hispanic. In fact, I was such a novelty that

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random locals weren’t shy about stopping me and asking for pictures with them. Similarly, strangers ranging anywhere from three-year-old little boys to ninety-year-old grandmas would approach me in public just to practice their English. The feeling of being different went deeper. A language barrier kept me from forming friendships with all but the most patient of listeners, and my goofy sense of humor was difficult to translate into the more literalminded Chinese. However, I was most surprised to find out that even my religion, a small branch of Christianity, wasn’t fully recognized by the government. We were reminded of this every Sunday as the pastor was legally obligated to read a statement that we could not share our beliefs or even speak with the native Chinese members of our faith. The language, social, and religious pressures all culminated into one moment where, after a month in Wuhan with OSU, I left the friends I had made and traveled to Beijing for my homestay program. I met new host family at a small noodle shop in Beijing; and coming out of that restaurant, I realized that I then had no physical connection to anything back home. I was isolated—but I loved it. There were no expectations and no guides. I was there entirely of my own volition, and I embraced the fact that I didn’t have to be a cookie cutter copy of anything.

"I was myself. I could share who I was and what I felt was important." So, I taught friends how to make empanadas, which they joked were Latin dumplings. I joined a salsa dance group in the Olympic Square. I tried my hand at calligraphy, and poetry, and ate all manner of bizarre foods. I was certainly different from my friends, but I quickly found that the differences didn’t matter much. When it came to connecting and laughing, we were all individuals with unique stories and personalities. While

it’s important to recognize and navigate the culture clashes, I found that, more often than not, we shared the core values of working hard, community, and enjoying life. As my time in China came to an end, I reflected on how much I had learned. I recognized that my own cultural identity as half Caucasian/half Venezuelan is on a complicated spectrum. The culture of others was too. Just because a person belonged to a certain group or race I couldn’t assume much about them. In short, I saw for myself the truth behind the words of Mark Twain when he stated that

mindedness, and many of our people need it sorely on these accounts. Broad, wholesome, charitable views of men and things cannot be acquired by vegetating in one little corner of the earth all one's lifetime.”

“Travel is fatal to prejudice, bigotry, and narrow-

Autumn ’17

Research My Summer in Madrid: Combating Infectious Disease Liane Dávila-Martin, Graduate Student, Master of Public Health

During my undergraduate career, I was involved in neuroscience research looking at the influences of social interaction on disease outcome and the behavioral effects of chemotherapy. However, that cancer research experience made me realize that research in infectious and zoonotic diseases is what intrigued me the most. Eager to learn how diseases start, examine disease patterns and risk factors, and what kind of preventive methods we could use to decrease or eradicate them, I decided to pursue my MPH in Epidemiology at Ohio State’s College of Public Health. My passion lies in Veterinary Public Health because of its’ colossal impact in all of our Earth’s inhabitants – humans and animals. Global climate change, manmade environmental changes, urbanization growth, and other human-related risk factors have made possible the emergence of

Sandflies are primarily responsible for transmitting leishmaniasis. Source: Wikimedia Commons

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new infectious diseases as well as the reemergence of diseases thought to be previously eradicated. Due to this, all across the globe, we are seeing outbreaks of these complex diseases, such as leishmaniasis, known to be endemic in 98 countries/territories. Leishmaniasis is a zoonotic disease caused by a parasite (Leishmania infantum) and it is transmitted to humans by the bite of an infected female phlebotomine sandfly, active between the months of May through October. In 2009, there was a leishmaniasis outbreak in southwestern Madrid, and now in Spain, leishmaniasis has become an endemic disease, with about 110 cases annually and about 16% of these cases happen in the capital city. Over the past decade, there has been epidemiological changes in leishmaniasis in Spain. Therefore, various research programs have been implemented to study these kind of diseases and to help place extensive protocols to decrease disease incidence. During summer 2017, I had the opportunity to collaborate as a guest researcher at the Complutense University of Madrid with the Department of Zoology and Physical Anthropology, thanks to Dr. Javier Pérez Tris and Dr. Ángeles Vázquez Martínez. In collaboration with the Community of Madrid’s Department of Public Health, the research team have been working for the past 7 years in vector surveillance programs for both leishmaniasis and Zika virus. The research team is responsible for the monitoring of phlebotomine fly populations in the area affected by the 2009

outbreak and animal protection centers in the Community of Madrid. In addition to seeing the population fluctuations of the different sandfly species (P. pernicious, P. ariasi, S. minuta, P. papatasi and P. sergenti) by processing the adhesive traps, the team evaluates and analyzes the age of the males, which allows to decide if the trap has been put near breeding grounds. The two species of research importance are P. pernicious and P. ariasi because they are the only two species known to be able to transmit leishmaniasis in Spain. During my time there, I was able to take part in nearly every aspect of the leishmaniasis vector surveillance program, from evaluating the different fly trap sites to collecting and analyzing the data. Thanks to Ana Tello Fierro, researcher, and Dr. Rosario Merelo Alcíbar, tiger mosquito expert, I was able to also attend the 16th Annual Public Health Entomology and Vector Control Conference in Los Monegros, Grañén, Spain; a conference that consists of multi-disciplinary lectures, on-hands laboratories and flied trips which cover different fields such as forensic entomology, zoonotic diseases, species prominent in Spain and vector control. This research project helped me gain hands-on experience and also network with professionals and experts from all across Spain. However, my work with them has just begun, as we plan on continuing my involvement with the research team by studying whether there is a difference between locations with respect of the sand fly species, as my public health thesis culminating project. I am excited to continue working with this research team who took me in as part of their family.

Latino Vote Held Steady in 2016 compared to 2012 Francisco Gómez-Bellengé, Associate to the Dean, Fisher College of Business A new report from the Pew Research Center reveals that a record number of Americans voted in the 2016 presidential election. Overall voter turnout was about the same as in 2012 at 61.4% but below the 63.6% level from 2008. The Black voter turnout rate declined for the first time in two decades, falling to 59.6% compared to a record-high 66.6% in 2012. The Latino voter turnout rate was 47.6%, about the same as in 2012. Latinos had the lowest turnout rate among major demographic groups while Whites had the highest at 65.3%. The overall Latino vote increased due largely to demographic growth, not increased participation. Naturalized Hispanic citizens voted at higher rates than native-born Americans; overall, their turnout rate

was 53.4% compared to 45.5% for U.S. born Hispanics. Hispanics accounted for 9.2% of the overall vote compared to 8.4% in 2012 and 7.4% in 2008. Hispanic millennials voted at a higher rate in 2016 (40.3%) compared to 2012 (37.8%); however this rate is lower than for Hispanics overall and much lower than for Whites (52.8%) or Blacks (49.4%) in 2016. Hispanic women voted at about the same rate as in 2012, about 50%. For more information, see Black voter turnout fell in 2016, even as a record number of Americans cast ballots by Jens Manuel Krogstad and Mark Hugo Lopez, May 12, 2017. Note: This article was originally published in the September 2017 edition of the Prospanica Columbus Newsletter.

New Office of Postdoctoral Affairs Opens its Doors J. Marcela Hernandez, PhD, Administrative Director, Office of Postdoctoral Affairs The newly established Office of Postdoctoral Affairs (OPA) opened its doors in Autumn 2017. As the Administrative Director of the office, I work closely with the OPA Director, Noah Weisleder, Associate Professor in the Department of Physiology and Cell Biology in the College of Medicine. This office gives postdoctoral scholars who are critical for the research enterprise, visibility, advocacy and support. Reporting to both the Office of Research and the Graduate School, our mission is to prepare the next generation of researchers by promoting the career development and advancing the quality of training of Ohio State postdoctoral scholars. A long-time advocate for postdoctoral support, I led the Postdoctoral Advisory Council (PAC), a multidisciplinary faculty and staff group. The PAC was providing support and programming for postdoctoral scholars

on campus with the financial support of the colleges represented in the group. In partnership with the Postdoctoral Association (PDA), the PAC advocated for the creation of the OPA. During this time, I also became the Ohio State director for the Professorial Advancement Initiative (PAI), an NSFfunded AGEP grant awarded to the Big Ten Academic Alliance. PAI is designed to prepare and train U.S. citizens who are underrepresented minority postdoctoral scholars in science, technology, engineering, and mathematics disciplines for transition to tenure track faculty positions within Big Ten institutions. As Diversity Officer for the National Postdoctoral Association (NPA) I have also advocated for increased diversity in the postdoctoral workforce. I created a series of webinars to prepare postdoctoral scholars to embrace and promote diversity as they transition into faculty careers and as leaders in industry, government and non-profit organizations. Becoming part of the OPA is a natural progression of my commitment to Ohio State’s postdoctoral

population. My passion for supporting and advocating for the postdoctoral community started when I was a postdoc myself. At that time, I decided to start a series of ten weekly workshops for postdocs based on the HHMI publication "Making the Right Moves". Back then, my dream was to become a principal investigator in industry. Unfortunately, about a year into my position, I realized I had made a mistake choosing a postdoctoral advisor. I thought that if I managed to learn some new techniques and publish a couple of papers I would still be able to get an industry position in two years. The papers never came because the drafts would never leave my advisor’s desk. I gave up on research and decided instead to figure out how to identify a good mentor and help others reach their dream of becoming a scientist by showing them how to navigate avoiding the obstacles that I encountered. My experiences fuel my passion and dedication for supporting and advocating for postdoctoral scholars, especially those who encounter difficult work situations.

Autumn ’17

Demographics Latinx enrollments show steady rise The presence of Latinx students at Ohio State has been growing steadily over the past decade. Domestic Latinx enrollments lead all race/ethnic groups in the pace of growth, but because their numbers have been so small, they remain underrepresented relative to the national pool. Over the past decade, the Latinx high school dropout rate has declined nationally, and college enrollment has increased.

of increase occurred among the professional student population which tripled in size, increasing from 68 to 208. Undergraduate student enrollments increased 68% from 1,167 to 1,957 over the ten year span. Incoming, first-year cohorts show an inconsistent pattern, sensitive to the relatively small numbers of Latinx students in this group. In Autumn 2016, 374 Latinx students comprised 4.1% of the incoming cohort of 9,076 New First Year Students (domestic), and marking a decrease of 6.7% from the previous year. For the 10 cohorts entering Autumn 2007 to Autumn 2016, the smallest Latinx class (236) occurred in 2009 and the largest class (401) enrolled in Autumn 2015.

As a proportion of the total student body at Ohio State, Latinx students represent 4.4% of all domestic enrollments, up from 2.6% in 2007. In Autumn 2016, there were 2,527 Latinx Buckeyes enrolled at the university, marking a 75% increase over the Autumn 2007 enrollment of 1,442. The fastest rate

Comparison: Latinx to University

Enrollment Population New First Year Student

Other Undergraduate

Total Undergra

70K

Year Comparison between Latinx enrollment in comparison to :entire university: 2007 to 2016

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‘11

‘16 ‘07 ‘08 ‘09 ‘10

41,964

41,668

41,318

40,783

39,517

40,325 ‘11

‘12

‘13

‘14

‘15

‘16

50,145

49,466

49,769

49,195

47,751

‘07 ‘08 ‘09 ‘10

‘11

‘12

1,644

1,476

1,469

1,342

1,230

1,223

1,167

1,583

1,502

1,372

1,292

1,169

1,129

1,041

994

966

10,681

914

9,795 ‘15

374

9,897 ‘14

401

9,768 ‘13

364

9,949 ‘12

352

307

9,513

‘07 ‘08 ‘09 ‘10

340

9,510

301

9,076

8,960

236

257

10K

253

66,046

9,820

20K

Latinx Entire university

40,256

30K

Measure Values 68

39,685

40K

38,791

37,614

50K

46,690

60K

‘1

‘14

‘15

‘16 ‘07 ‘08 ‘09 ‘10

‘11

‘12

‘13

‘14

‘15

3,284

‘16 ‘07 ‘08 ‘09 ‘10

‘11

‘12

‘13

‘14

‘15

‘16 ‘07 ‘08 ‘09 ‘10

‘11

‘12

‘13

‘14

‘15

2,527

2,419

66,046

65,184

64,868

2009 2010 2011 2012 2013 2014 2015 2016

2.1%

2.0%

2.5%

3.0%

3.8%

‘16

3.8%

3.7%

3.8%

3.7%

3.6%

3.5%

3.4%

3.3%

3.2%

3.0%

2.9%

2.8%

2.7%

2.8%

3.5%

3.7%

3.6%

3.5%

4.1%

Total Undergraduate

2,235

63,964

63,058

2.0%

2,108

1,885

64,429

64,077

Prof

1,896

1,737

63,217

2.5%

2.4%

2.6%

2.5%

3.1%

3.2%

4.0%

1,584

Grad 2.5%

2.9%

Continuing Undegraduate

61,568

60,347

2.5% 2.4%

2.5%

2.8%

New First Year Student

1,519

3,281 125 3,317 142 3,376 151 3,295 169 3,252 175 3,192 178 3,155 208 3,168 1,442

107

3,262

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2007 2008

3.5%

10,529

10,270

10,389

3.0%

362

338

10,297

10,161

New first Year (Freshmen) Other undergraduate Total undergraduate Grad & Professional

324

295

10,908

10,991

10,741

10,533

10,395

52,349

51,759

51,215

50,551

aduate

258

285

270

247

215

207

1,957

1,903

1,736

Latinx Enrollments Latinx Enrollment Grad & Prof

1.5%

1.0%

0.5%

0.0%

Year

University Total

Years 2000’s

Graduates Associates Degrees

Bachelors Degrees

Kayla Brown, Business Management

Christie Brandao, Geographic Information Sciences

Veronica Burk, Anthropological Sciences Raven Edwards, Aeronautical and Astronautical Engineering Alexander Garcia, Microbiology Isayda Gonzalez, Public Health Melissa Martinez, Early Childhood Education Osmari Novoa, Spanish Andres Ortega, Exercise Science Education Marcus Pereira, Accounting Alexandra Perez, Social Work Ileta Pizano, Health Sciences Dively Sanchez-Guerrero, Management & Industry

Nathan Bratcher, Materials Science and Engineering Sarah Brown, Psychology Josue Bruno, Communication

Raven Edwards, Electrical and Computer Engineering Jimena Esparza, Communication Vianey Esparza, Human Development and Family Science Alan Esparza Gutierrez, Biology

Samantha Butterfield, Nursing

Laura Esposto, English

Oscar Camacho-Cabrera, Landscape Architecture

Jordan Evans, Finance Maria Fabbro, Communication

Matthew Campbell, Atmospheric Sciences

Jorge Farchakh, International Studies

Alexis Cantu, Chemical Engineering

Lindsay Faust, Integrated Language Arts/ English Education

Kyle Cantu, Electrical and Computer Engineering Lina Cardenas, Speech and Hearing Science Logan Carter, Communication

Anthony Fernandez, English Marissa Fernandez, Industrial and Systems Engineering

David Cassavar, Logistics Management

Laura Fernandez, Public Health

Crystal Ceballos, Computer & Information Science

Allyna Fischbach, Psychology Courtney Fisher, Psychology

Natalia Cervantes, Communication

Matthew Foley, Economics - Business

Mohammad Abdulrahman, Civil Engineering

Katelyn Chamarro, Economics

Christian Franceschi, Civil Engineering

Ahmad Aboukar, Psychology

Jennifer Chirinos Cruz, Finance

Jon Fry, Natural Resources Management

Alejandro Chock, Civil Engineering

Melissa Funk, Psychology

Alberto Ciccola Fernandez, International Studies

Amanda Gaglione, English

Aina Cid I Centelles, Exercise Science Education

James Gaitan, Civil Engineering

Mercedes Tellez, Environmental Science Kristoffer Tovar, Science and Technology

Bachelors Degrees

Stephen Acevedo, Chemistry Garrett Adame, Accounting Ashley Agee, Social Work Lina Aguillon Mejia, Consumer and Family Financial Services Pablo Alarcon, Microbiology Ahmad Alfaour, Civil Engineering Grace Alvarez, Agribusiness and Applied Economics

Juan Cortes-Fontcuberta, Hospitality Management

Hannah Garcia, Criminology and Criminal Justice

Lauren Cuevas, Animal Sciences Elizabeth Davidson, Russian

Maria Amaya, Environmental Engineering

Elizabeth Davidson, Communication

Rodrigo Auza Gutierrez, Aeronautical and Astronautical Engineering

Maddison Davis, Respiratory Therapy

Eric Aviles Garcia, Mechanical Engineering

Rafael De Leon, Chemical Engineering

Enderlin Batista, Operations Management Abel Batty, Biochemistry Matthew Becker, Biomedical Engineering Daniel Bedich, Computer Science and Engineering Shane Behrendt, Economics Michael Benson, Biology Eric Bermudez, Architecture Alessandra Bliss, Microbiology Kelsey Bonacci, Social Work Ashley Bowe, Communication Chloe Braganza, Music

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Briana Gamez, International Studies Kalen Gandor, Communication

Kenan Alzouhayli, Public Health (MPH)

Sofia Barcos, Accounting

Brandon Galownia, Logistics Management

Sinai Cruz-Santos, English Armando Daniels, Psychology

Nidal Balkis, Electrical and Computer Engineering

Le'Asia Gaines, Marketing

Brandon Cruz, Political Science

Alejandro Alvarez, Welding Engineering

John Bailey, Political Science

Spring 2017

Matthew Davis, Biomedical Science

Joan Garcia, Personalized Study - Bachelor of Arts Karla Garcia, Psychology Ashley Garcia, Neuroscience Drake Garcia, Economics Vincent Garcia, Finance

Laura de los Santos, Spanish

Nicole Garcia, Early and Middle Childhood Studies

Aaron Deane, Psychology

Abagail Garcia, Nursing

Gabriella DeAscentis, Marketing

Luis Garcia-Fuentes, Accounting

Carlo DeAscentis, Social Work

Alison Gersper, Sociology

Nicholas Del Valle, Civil Engineering

Nichole Gill, Special Education

Yesamine DeLeon-Mettee, Psychology

Brian Goldfarb, Electrical and Computer Engineering

Samantha Devlin, Biology Paul dHyver de Las Deses de Juillac, Finance Giuseppe Di Biase Troccoli, Mechanical Engineering

Chad Gomez, Psychology Leah Gomez, Radiologic Sciences & Therapy

Emily Doering, International Studies

Robert Gomez, Industrial and Systems Engineering

Erik Dominguez, Economics - Business

Alvaro Gomez Tena, Economics

Ryl Johann Dorado, History

Laura Gonzalez, Psychology

Sophia Duva, International Studies

Rafael Gonzalez, Electrical and Computer Engineering

Bianca Edler, Respiratory Therapy Cristina Erazo, Health Sciences

Katelyn Gonzalez, Social Work

Spring 2017 Bachelors Degrees Jaime Gonzalez Brana, Industrial and Systems Engineering

Mario Martinez, Pharmaceutical Sciences

Jose Polanco, Neuroscience

Zachary Martins, Sport Industry

Victoria Polentz, Animal Sciences

Griffen Gordon, Marketing

Matthew McCartney, Economics

Jean Pompeo, Industrial Design

Aubrey Gore, Human Resources

Erin McNally, Mechanical Engineering

Brandon Porras, Communication

Melissa Gramajo, Psychology

Ana Medina Fetterman, Psychology

Spencer Poulos, Accounting

Marco Grasso, Civil Engineering

Ana Medina Fetterman, Italian

Diana Price, Microbiology

William Greer, Computer Science and Engineering

Paola Medina-Gonzalez, History of Art

Jordan Prieto, Nursing

Matias Grotewold, Computer Science and Engineering

Felipe Mejia Miranda, Nursing

Samantha Provenzano, Marketing

Alex Melendez, Physics

Allison Quinones, Psychology

Andres Mendoza, Industrial and Systems Engineering

Mitchell Raith, Chemical Engineering

Brandon Miller, Marketing

Keyauna Ramos, Communication

Daniel Guillermo Monedero, Aeronautical and Astronautical Engineering Humberto Gutierrez, Psychology Angel Guzman, International Studies Parker Hack, Anthropological Sciences Yannis Hadjiyannis, Molecular Genetics Ryan Hanigan, Logistics Management Jessica Harlow, Fashion and Retail Studies Roland Hatcher, Music Education Rishona Headen-brown, Food Science and Technology Jacqueline Healey, Operations Management Luis Hernandez, Arabic Natalie Hernandez, English Kathryn Hernandez, Nursing Martha Hernandez Morales, Logistics Management Matthew Hill, History Kaline Hinkle, Bachelor of Science in Human Development and Family Science Luke Hoey, Social Work Kelly Holman, International Studies Victoria Hostetter, Early Childhood Education Devin Kennedy, Architecture Rachael Kindler, Animal Sciences Emma Kirby, Linguistics Jaclyn Kitchen, Accounting Mark Kovitya, Studio Art Nathan Lamba, Biomedical Engineering Austin Lavy, Chemical Engineering Taylor Lemley, Linguistics Kassandra Lewis, Medical Dietetics Breanna Longoria, Sociology Bianca Lopez, Arts Management Regina Lyons, Early Childhood Education Alyssa Maisonet, Nursing Samantha Marks, Human Nutrition Larry Martin, International Studies Larry Martin, Political Science Susana Martinez, International Studies Anastasia Martinez, Public Affairs

Isabel Morales, Biology David Morales, Architecture

Neil Ramirez, Mechanical Engineering Timothy Rettig, Industrial and Systems Engineering

Jasmine Morel, Public Management, Leadership, and Policy

Evan Reyes, Engineering Physics

Gamaliel Narvaez, Political Science

Lurinda Rivera-Graham, Social Work

Morgan Nazor, Communication Jahran Nesbitt, Civil Engineering Gerardo Nieto, International Studies Gabrielle Nogueira Meza, Chemical Engineering Gonzalo Olaverria Salavaggione, Biology Francinny Oliveira, Operations Management Anthony Oliveras, Communication Jorge Oquendo, Neuroscience Meredith Orozco, Speech and Hearing Science Maria Ortega, International Studies Antonio Ortiz, Health Information Management and Systems

Isabel Ricke, Nursing Jonathan Rodriguez, World Politics Daniel Rodriguez, Communication Jeremy Rodriguez, Geography Christian Roman, Communication Jocelyn Rossell, Sociology Joel Ruby, Communication Cynthia Sanchez, Chemical Engineering Maria Sanchez-Luna, Geography Gabriela Santiago, Biology Kela Sato, Early and Middle Childhood Studies Brianna Schneider, Sport Industry Marissa Schroeder, Chemical Engineering

Lucas Pacheco, Visual Communication Design

Marisa Searle, Environmental Science

Maria Pacheco Robles, Actuarial Science

Michael Sheehan, Biology

Nathalie Pagan, Globalization Studies

Carlos Sierra, Mechanical Engineering

Fontyne Pagan, Architecture Daniel Palma, Biology

Alexander Singer, Forestry, Fisheries, and Wildlife

Lauren Palmar, Hospitality Management

Ana Sinicariello, Sport Industry

Talia Pangalangan, Exercise Science Education

Justin Smith, Chemical Engineering

Logan Patino Middaugh, Computer Science and Engineering

Hannah Spencer, International Studies

Ian Segall, Public Health

Stephanie Solano, Biology

Veronica Penwell, Psychology

Lena Springer, Criminology and Criminal Justice

Alexandra Pereyra, Consumer and Family Financial Services

Leonardo Sprintzin, Economics

Jannerys Perez, Psychology Nadia Perez, Linguistics Samantha Perez, Biology Nicolas Perez, Health Sciences Michaela Pfarr, English Elaine Phillips, Chemistry Alex Pires, Industrial and Systems Engineering

Courtney St John, Architecture Taylor Stadnik, Psychology Victoria Stanisauskis, Human Resources Jacquelyn Stanton, Marketing Paula Stetler, Nursing Martin Stuessy, Philosophy Carlos Suarez, Microbiology Lilianna Suarez, Biomedical Science

Autumn â&#x20AC;&#x2122;17

Graduates Bachelors Degrees

Masters Degrees

Shannan Swaim, Social Work

Kayla Cardenas, Social Work

Maria Tan Wang, Human Nutrition

Adriana Castro Garcia, Master of Business Administration

Nicole Tindal, Communication Kirsten Tindal, Marketing Janie Torres, Political Science Madison Torres, Arts Management Adrian Torres, Microbiology Yadira Valdez, Exercise Science Education Michael Valle, Neuroscience Michael Valle, Exercise Science Education Claudia Vargas, Finance Raixa Velazquez, Studio Art Kimbreana Venegas, Culinary Science Israel Vento, Art Education

Roberto Claretti, Aeronautical and Astronautical Engineering

Jose Cruz, Health Services Management and Policy

Diego Orellana Vintimilla, Entomology

Tacila De Lima, Law

Agustin Ortiz, Computer Science and Engineering

Rui De Matos E Silva, Master of Accounting

Diana Osorio, Public Health (MPH)

Esteban Escobar Alfaro, Computer Science and Engineering

Raphael Palermo dos Santos, Portuguese

Juanita Viveros, English

Rachel Garcia, Human Development and Family Science

Thomas Winget, Computer Science and Engineering Olivia Wolph, Speech and Hearing Science Ana Wong, Nursing Nicole Worley, Marketing Alexandria Wozniak, Special Education Nicholas Wymer, Psychology Brenda Yan, Psychology Briana Zabala, Medical Dietetics Angelita Zacharias, Biomedical Engineering Kevin Zambrano, Health Sciences Ramiro Zamora, Chemistry Carlos Zarate, Economics Jacinto Zarzosa, International Studies Sydney Zernechel, Hospitality Management Samantha Zubizarreta, Psychology

Masters Degrees

Rachel Garcia, Human Resource Management Isabella Gomez Rueda, Law Juan Guzman Roca, Master of Mathematical Sciences Alexandra Haffner, Biology Naomi Harding, Social Work Alicia Hernandez, Nursing Margaret Holomuzki, Nursing Luis Huezo Sanchez, Food, Agricultural & Biological Engineering Vincent Izzo, Master of Accounting Laura Jordan, Design Ayrton Conrado Kretli Castro, Master of Business Administration Derek Lancashire, Human Resource Management Phillip Leon, Human Resource Management

Nina Lopez, Education:Teaching & Learning Juan Luna, Dance

Jeannette Martinez, History of Art Irene Meadows, Social Work Rachel Medina, Plant Pathology Jesus Melendez, Educational Studies

Hannah Bonacci, Social Work

Hector Milla Guillen, Specialized Master in Business - Finance

Ivan Bracho Gonzalez, Law

Aida Montes Peifer, Law

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Gabriella Pittsford, Music Nicole Pizarro, English Joshua Poston, Theatre Luis Ramirez, Executive Master of Business Administration Patrick Rettig, Educational Studies Stefany Risner, Master of Business Administration Natalia Riusech, Environmental Science Elliot Rodriguez, Nursing Nina Rosalez, Social Work Iony Schmidt, Psychology Belkis Schoenhals, Mast City & Regional Planning Mariona Surribas Balduque, Spanish & Portuguese Dena Uscio, Nursing Mark Venzor, Specialized Master in Business - Finance Leila Vieira de Jesus Gemelli, Portuguese Claudio Vrisman, Plant Pathology

Doctoral Degrees

Cecilia Lopez, Comparative and Veterinary Medicine

Anastasia Martinez, Educational Studies

Hannah Bonacci, Public Health (MPH)

Lucia Pereira da Cruz Benetti, Music

Joshua Zirl, English

Guadalupe Alvarez, City and Regional Planning

Alex Avendano, Biomedical Engineering

Lauren Pallet, Vision Science

Martha Lewis-Hanna, Nursing

Gabriel Macedo De Castro Lima, Master of Business Administration

Lorena Asadi, Social Work

Zachary Paganini, Geography

Phillip Leon, Psychology

Renay Bakley, Education:Teaching & Learning

Luis Amaya Leon, Statistics

Danielle Orozco, English

Jacob Diaz, Health Services Management and Policy

Roberto Fernandez Morales, Sociology

Kaylah Wicker, Accounting

Daniela Munoz Rogers, Educational Studies Alexander Odendahl, English

James Farwig, History

Eli Weldon, Communication

Shayna Moratt, Exercise Science Education

Elena Costello, Spanish & Portuguese

Luis Visoso, Industrial and Systems Engineering

Peter Weigand, Mechanical Engineering

Marc Morales, Social Work

Melissa Nieves Rivera, Spanish & Portuguese

Alison Eversman, Social Work

Trey Washburn, Business Management

Eduardo Moraes, Master of Business Administration

Emilio Codecido, Physics

Daniella Vieira, Finance

Gabriel Von Lembcke, Logistics Management

Spring 2017

Danielle Achiardi, Veterinary Medicine Paula Agudelo Garcia, Molecular Cellular and Developmental Biology Omar Alkhatib, Medicine Andres Amaya, Pharmacy Peter Amaya, Biomedical Engineering Sheila Barnhart, Social Work Austin Brown, Medicine Cindy Byrd, Nursing Practice Veronica Canizo, Veterinary Medicine Cindy Chang, Medicine Shannon Chapman, Physical Therapy Dana Chavez, Pharmacy

Summer 2017 Masters Degrees (SP 17) James Cronin, Veterinary Medicine Alysse Cruz, Medicine

Ana Verdecia, Medicine

Matthew Diaz, Law

Jacob Weiss, Dentistry

Catherine Dominguez, Molecular Cellular and Developmental Biology

Pedro Zamora, Medicine

Vincent Ferlita, Optometry Denise Fuller, Women's Studies Rosael Garcia, Veterinary Medicine Monica Gaudier-Diaz, Neuroscience Graduate Program Tomas Guerrero Nunez, Medicine Michael Hedrick, Physical Therapy Asma Husain, Medicine JaCiara Johnson, Veterinary Medicine Kristian Joyce, Veterinary Medicine Christina Knight, Medicine Victoria Lopez-Aldazabal, Veterinary Medicine Desiree Luevano, Veterinary Medicine Evan Lynch, Music Juliana Machicao, Medicine Luis Macias, Education:Teaching & Learning Francisco Magana, Medicine Alida Mataczynski, Veterinary Medicine Elizabeth Matheson, Medicine

Megan Verlage, Medicine

Associates Degrees

Masters Degrees Brittani Basobas, Applied Clinical and Preclinical Research Alejandro Cerecero Barrett, Economics Victoria Chavez, Psychology Daniel Cisneros, Economics

Alexandra Abrams, Child and Youth Studies

Tamara Dunaeff, Educational Studies

Isabella Invernizzi, Early and Middle Childhood Studies

Tatiana Faria, Women's, Gender, and Sexuality Studies

Shannel Jaquez, Early and Middle Childhood Studies

Brenda Ordonez, Economics

Taylor McIlwaine, Early Childhood Education

Maria Salvador Cabrerizo, History of Art

Bachelors Degrees Jodeci Acosta-Gorman, Psychology

Carol Padilla, Teaching and Learning Logan Rosevear, Global Engineering Leadership Santiago Alvarez, Architecture

Gabrielle Assetta, Human Nutrition

Carlos Cardona Soto, Human Nutrition

Sierra Atkinson, Criminology and Criminal Justice

Melisa Diaz, Earth Sciences Humberto Gilmer, Physics

Alejandra Avalos, Fashion and Retail Studies

Brady Hood, Physics

Joscelyn Baez, Zoology Ian Brown, Biology Cody Cardenas, Entomology Kelsey Chaney, Accounting Lisa Cordova, Psychology

Tatiana Velez, Chemistry

Doctoral Degrees Luis Ivan Alfaro Dardon, Business Administration Diego Alzate Correa, Pharmaceutical Sciences

Alexandra Medley, Veterinary Medicine

Scott Filippelli, Forestry, Fisheries, and Wildlife

Karen Mendieta, Medicine

Michael Garza Semple, Theatre

Juan Mendoza, Medicine

Lila Hernandez, Psychology

Adrian Barragan, Comparative and Veterinary Medicine

Kelly Mizraji, Medicine

Mara Hernandez, Psychology

Raphael Cunha, Political Science

Lohendy Munoz Vargas, Comparative and Veterinary Medicine

Aaron Kuhman, Psychology

Sergio Diaz Sierra, Political Science

Tracy Najera, Education:Educational Policy & Leadership

Martin Lopez, Political Science

Julio Fatoretto, Translational Plant Sciences

Zohrayah Maldonado, Sociology

Jesse Goliath, Anthropology

Maria Mendoza, International Studies

Mariantonieta Gutierrez Soto, Civil Engineering

Jorge Ng Zheng, Master of Business Administration Jorge Ng Zheng, Pharmacy Matthew Okiishi, Law Mark Ortiz, Optometry Angelica Otiepka, Veterinary Medicine Lauren Pallet, Optometry

Kurt Mueller, Computer & Information Science Devon O'Donoghue, Communication Kevin Patierno, Economics Michael Proskurenko, Biology Kyle Ramer, Operations Management

Janet Peralta, Veterinary Medicine

Alexander Reinhart, Globalization Studies

Leanna Perez, Ohio State University Nutrition Program

Jared Ricardo, English Diana Rodriguez, Nursing

Miguel Pineda, Medicine

Clinton Rosa, Aeronautical and Astronautical Engineering

Alexander Quinones, Medicine Danielle Rosine, Physical Therapy Anthony Santana, Law Melissa Santiago, Law Catrina Silveira, Veterinary Medicine Christopher Torres, Education:Physical Activity and Education Services

Amanda Baker, Education:Educational Policy & Leadership

Juan Moliva, Biomedical Sciences Graduate Program Lorena Sainz-Maza Lecanda, Spanish & Portuguese Miguel Valerio, Spanish & Portuguese Juliana Vasco Correa, Food, Agricultural & Biological Engineering Rosana Segovia Limaico, Veterinary Medicine

Naudia Sanchez, Hospitality Management Justin Smith, Linguistics Sade Tavarez, Journalism Marco Zecena, Criminology and Criminal Justice

Angelina Vega, Law

Autumn â&#x20AC;&#x2122;17

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