THE LEARNING COMMONS
| A CONVERGENCE OF IDEAS
| ARTLAB EXPLORATIONS
UNIVERSITY OF MIAMI | FALL 2017
The Inside-outs of Flipped Learning An evolving twist on teaching that leverages the latest technologies to light up the classroom. p.16
FROM THE DEAN UNIVERSITY OF MIAMI
FALL 2017 VOLUME 18 | ISSUE 2
A diverse and inclusive university environment enhances the overall experience of students, staff, and faculty by providing a plurality of perspectives and ideas. This is a core value of the College of Arts & Sciences. Only when diversity and inclusion are everybody’s goal and priority do we reach our potential as educators, researchers, and learners. The College, and the University of Miami more generally, represents a rich tapestry of individuals whose languages from all over the globe can be heard while strolling along our beautiful campus. Our commitment to diversity is not only evident in the many programs we offer, but also in our Leonidas G. Bachas own effort to reach out to others in the community. Dean, College of Arts & Sciences As a few points of reference, we have prioritized diversity and inclusion and have allocated funds toward meeting these goals. The College has introduced a new minor in LGBTQ studies to complement the university’s many minors and majors, and expanded our civic engagement offerings. Through fundraising efforts and the loyal support by our alumni and friends, we have increased the funding available for financial aid, helping more first-generation, low-income, and underrepresented students gain access to a University of Miami education. The College has also funded outreach activities to middle schools, high schools, and Miami Dade College to provide role models for underrepresented populations; to help mothers among our faculty, staff, and students, the College has converted a room in the Cox Science Building into a Nursing Mother’s Room. All of these policies, along with a welcoming College environment of inclusion, have aided in the recruitment and retention of a diverse faculty body, increasing substantially the number of women and African-American faculty in the College. For example, we have increased the female tenure-track faculty in the College by 26 percent over the past six years; the corresponding growth of African-American faculty is 73 percent. As the fall semester comes to a close, even as we acknowledge that there is still work to be done, I know that we all—faculty, staff, students, alumni, parents, and friends of the University of Miami—are committed to making a difference in the lives of others. Go ’Canes! Leonidas Bachas
MAKE A DIFFERENCE
Your gift to the College of Arts & Sciences helps us support student scholarships and retain leading faculty. as.miami.edu/donate
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COLLEGE OF ARTS & SCIENCES Dean Leonidas G. Bachas Senior Associate Deans Douglas Fuller Angel Kaifer Daniel Pals Maria Galli Stampino Associate Deans Charles Mallery José Maria Cardoso da Silva Assistant Deans Leonard Clemons Jeanne Luis Executive Directors Dawn Reynolds Maryann Tatum Tobin Editor/Writer Deseraé E. del Campo Editorial Contributors Andrew Borgya David Menconi Maryann Tatum Tobin Betty Chinea Carlos Harrison Richard Westlund Copyeditor Barbara Pierce Photography Jenny Abreu Juniette Fiore Andrew Innerarity Design and Layout Cowen Design, Inc.
Arts & Sciences is produced in the fall and spring by the College of Arts & Sciences Office of Communications. Through the magazine, we seek to increase awareness of the College’s activities by telling the stories of faculty, staff, students, and alumni. Send comments, requests for permissions to reprint material, requests for extra copies and change-of-address notification to: College of Arts & Sciences P.O. Box 248004 Coral Gables, FL 33124-4620 Telephone 305-284-2485 casmagazine@miami.edu All contents © 2017, University of Miami. Reproduction in whole or in part without written permission is prohibited. Visit the College of Arts & Sciences on the web as.miami.edu Past issues of the magazine are available at: as.miami.edu/newsmagazine
Inside DEPARTMENTS
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AROUND CAMPUS
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A&S NEWS
VOLUME 18 | ISSUE 2 | ARTS & SCIENCES | FALL 2017
FEATURES
16 THE INSIDE-OUTS OF FLIPPED LEARNING
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STUDENT DIGEST
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FACULTY CORNER
14 THE LEARNING COMMONS A&S faculty contributed to the development of this one-stop learning shop for creation, collaboration, innovation, and discovery.
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CLASS SPOTLIGHT
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PHILANTHROPY
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A&S RESEARCH
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BOOKMARKS
22 NEW APPROACHES, NEW INSIGHTS Researchers from diverse backgrounds are teaming up to pursue new approaches to complex real-world challenges.
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CLASS NOTES
ARTS | SCIENCES
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Around Campus On August 21, the first day of classes at the University of Miami coincided with a once-in-a-lifetime event—the “Great American Solar Eclipse” that swept across the U.S. from Oregon to South Carolina. Although South Florida was outside the range of totality, students were able to see the moon cover almost 75 percent of the sun thanks to free solar eclipse glasses and sun telescopes placed around campus.
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Hurricane Irma Less than a month later, the buzz of scholarly activities was silenced and the campus was devoid of students, faculty, and staff when powerful Hurricane Irma forced the University to close for over two weeks. Hundreds of dump trucks carried away tons of debris left by the storm and power was slowly restored to most buildings on campus a week before students returned to resume classes on September 25.
ARTS | SCIENCES
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A|S News
Top 30 TheBestSchools.com, an online education resource, released its Top 30 Best Online MPA Programs list and the College of Arts and Sciences’ Master of Public Administration online program earned a spot at No. 23. Designed for working professionals in the public, non-profit, and private sectors, the program helps students advance their careers through developing effective public service leadership skills, planning and budgeting, policy analysis, and human resource management. For more information, please visit welcome.miami.edu/online.
Lost City of Arabia Revealed
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Bridging Science & the Humanities Nearly 100 professors, researchers, medical and health professionals, and students attended the University of Miami’s first Medical Humanities Summer Institute, which included keynote speakers and panel discussions with UM faculty and scholars from Princeton University, Harvard Medical School, Duke University, New York University School of Medicine, and University of Michigan. In his opening remarks, Leonidas G. Bachas, dean of the College of Arts and Sciences, called medical humanities “central to what we do.” “Humanities and the arts are important aspects of the education of our students and of society,” he said. Bachas also discussed the College’s aim to integrate the humanities within its academic programming, exemplified in the lectures and events hosted by the Center for the Humanities and the College’s Medical Humanities minor, an interdisciplinary curriculum that introduces students to the practice and science of medicine from the perspective of the humanities. Day one of the Institute focused on medical humanities and global health with keynote lectures on “critical global health” by João Biehl, professor of anthropology and co-director of the Program in Global Health Policy at Princeton University, and on “global health history,” by David S. Jones, the A. Bernard Ackerman Professor of the Culture of Medicine at Harvard. Day two of the Institute centered on the topic of medical professionals and the humanities with keynote lectures on “art and medicine” by Joel Howell, the Victor Vaughan Collegiate Professor of the History of Medicine at the University of Michigan, and on the relationship between the caregiver and patient by Danielle Ofri, associate professor at the New York University School of Medicine. In addition to UM’s Center for the Humanities, the Institute was sponsored by UM’s Offices of the President and of the Provost; Miller School of Medicine Institute for Bioethics and Health Policy; College of Arts and Sciences; Institute for the Advanced Study of the Americas; the Graduate School, and the Consortium of Humanities Centers and Institutes.
University of Miami Professor David Graf directed an experienced international team of researchers in excavating the agricultural mysteries of a site near Petra, Jordan, known as Ba’aja. Ba’aja is located about six miles north of Petra, which was the capital of the Nabataean Kingdom. Nabataea was a Roman client-kingdom in Arabia located on the eastern boundary of the Roman Empire. At Ba’aja, Graf and his team uncovered several small ancient Nabataean settlements, agricultural storage areas, Aramaic inscriptions, cultic shrines, and approximately 24 wine presses, which led the team to believe that the villagers living outside of Petra were, surprisingly, vineyard farmers during the early Roman era.
A|S News
Eyes on the Skies Situated within the path of one of this seasons strongest hurricanes, forecasting period, Florida’s roads and airways were inundated with the University of Miami is uniquely poised to evaluate the impact of travelers seeking safety. “One of our biggest challenges is to navigate these storms on populations and infrastructures. As busy hurricane the delicate balance between giving an accurate forecast and making seasons become increasingly commonplace, the College of Arts and information useful and accessible to customers. We even consider the Sciences faculty and students have before them a living laboratory in psychology of people in locations likely to be impacted as well as the which the tools for up-to-the-minute storm forecasting are used in perceived hype to ensure our message is clear,” he says. Over 9,000 the preparation and aftermath of a flights were cancelled the week hurricane strike. of September 4, 2017. Irma was Department of Geography and downgraded to a Category 4 storm Regional Studies alumnus Joe as she made landfall in the Florida Kleiman, ’14, is a meteorologist with Keys, with her deadly eye missing Southwest Airlines. A graduate of Miami, but the slow-moving the College of Arts and Sciences and storm cut a swath across the state, RSMAS, Kleiman uses geographstranding many evacuees who ical information systems (GIS) were forced to shelter in place. to collaborate with forecasters at For subject matter experts like the National Weather Service and Kleiman, GIS systems help analyze the potential impact of uncover new layers of data every threatening storms. “We are the first day to prepare and hope for to pounce the moment we foresee a minimal impact in severe weather tropical threat to our network,” says “We are the first to pounce the moment we situations. “GIS is useful across Kleiman, whose job is to anticipate foresee a tropical threat to our network.” many disciplines beyond mapping adverse weather and reroute flights and forecasting,” he says. Even to ensure customers reach their destination safely and on time. after the storms have passed, statistical data from GIS software is Hurricane Irma slammed the state of Florida with peak winds used by everyone from city planners evaluating evacuation plans to of 185mph for more than 36 hours, the longest time period of any insurance adjusters looking to seek accurate information to process storm on record. Travel across the state was halted for four days, and claims. Kleiman says, “if you’ve ever had a thing for maps or planning with dire predictions of a Category 5 storm at one point during the road trips, GIS is something you should consider.”
While on location, a television production crew representing the Science Channel’s popular television show, “Unearthed,” filmed and interviewed Graf and his team for two days and featured the excavation for the episode, “Lost City of the Desert.” “Professor Graf ’s appearance on ‘Unearthed’ highlights his international reputation as one of the preeminent scholars of Petra and the Nabataeans,” said David Kling, professor and chair of the Religious Studies Department. Since 1978, Graf has engaged in a number of archeological projects and excavations to uncover an understanding of the Nabataean kingdom, including its languages, army, trade, ethnicity, and relations with Rome.
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Photo: Jeannette Stargala
ART LAB
Artful Explorations BEHIND THE SCENES: Student curators visit the studios of Yale’s Peabody Museum of Natural History.
As visitors to the Lowe Art Museum these days move from the lobby into the main galleries, they are also embarking on an extraordinary journey through time. Along the way, they will encounter a 4,600-year-old Mehrgarh pottery bowl embellished with rectilinear rows of leaping fish, intricately carved 19th century Japanese figurines, a Chagall etching, and a circa 1940 gelatin silver print of a beachside curio shop. All of these pieces—selections from the Lowe’s extensive permanent collection—are part of a one-of-a-kind exhibit called Fish Tales. The culmination of this year’s ArtLab @ the Lowe, the exhibit was created by a group of first-time student curators learning the behind-the-scenes complexities and realities involved in mounting an exhibit. According to the Lowe’s Beaux Art Director and Chief Curator, Jill Deupi, ArtLab is exactly what its name implies: “a laboratory for learning, a hands-on experiential opportunity.” “These students have the opportunity to create an entire exhibition from the ground up,” she said. “They’re not only helping to choose objects from the museum’s permanent collection to place on view; in the process, they’re gaining an understanding of what that means. You can’t simply say, ‘I want X, Y, and Z,’” Deupi explains. “You have to make sure that you have the budget to either frame or to do
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condition reports. You have to do provenance research. You conserve certain objects.” Fish Tales is actually the eighth edition of ArtLab. The first, ArtLab @ The Lowe: The Changing Face of Art and Politics, was mounted in 2009 with an exhibition of printmaking from the permanent collection along with the works of UM students and faculty. Subsequent exhibits have included perspectives on Islamic Art, the contemporary art of Japan, the indigenous art of Panama, and Spanish Colonial art. For the students, each ArtLab offers an extraordinary experience. “Gaining knowledge of how an object functions as language and as a sign—that is the great advantage of ArtLab,” said Department of Art and Art History Chair J. Tómas López. “The student gains a variety of experiences and practical knowledge that don’t normally happen in studio class.” THE ART LIFE AQUATIC This year’s ArtLab was inspired by the marine themes explored in the Lowe’s Into the Mysterium exhibition, which opened in October, by Michele Oka Doner. The internationally acclaimed Miami Beach native created the aquatic terrazzo flooring displays A Walk on the
Beach and its extension, A Walk on the Beach: Tropical Gardens, at Miami International Airport. “We fed search terms such as ‘fish,’ ‘sea,’ and ‘mermaids’ into the database of the museum’s collection,” said Professor of Art History Perri Lee Roberts, faculty mentor for the Fish Tales ArtLab. “We came up with about 140 objects, then boiled the exhibit down from there.” As the ten graduate and undergraduate students who took part in the lab soon learned, that was just the starting point for this semester -long exercise. In addition to the exhaustive research that went into the curation of the exhibit, they encountered the real-world challenges involved in mounting it. “The frustrating thing for them was that they had these grandiose notions,” said Roberts. “They wanted to rebuild a museum corridor, but they came up against the realities of time, space, money, ADA requirements—all of which are really important. We couldn’t block doorways. We couldn’t change lighting levels.” The students also had to factor in the effects of exposure on the chosen items and, said Roberts, “to keep in mind what the realistic parameters were. We had to pick objects that could be displayed in a hallway.” As a result of this process, the quaint-looking books that are part of the display—unearthed from the Richter Library’s rare book collection during research for the exhibit—are not real books at all, but convincing facsimiles. “Initially, the library’s rare book team said, ‘Yes, you can borrow these books,’” Roberts explains. “Then, as we got close to the opening, they realized that the books would be exposed to air and light for a year— the duration of the exhibition—and told us they couldn’t lend them to us after all. So one of our students took scans and created scale models of the books.”
“These students have the opportunity to create an entire exhibition from the ground up.” - Jill Deupi
REFLECTING DIVERSE PERSPECTIVES The varied challenges brought the students’ diverse backgrounds and skills into play. One was already a well-established graphic designer; two were sculptors. Jeannette Stargala, a graduate student who served as the head installation designer, brought her skills as a working architect. “I had never curated a show,” Stargala said. “As an artist, you’re on the other side. You produce your own work, and you meet with curators. I have imagination, but I didn’t know how a museum puts on a show: how things are organized, who’s involved.” Forging the students into a collaborative unit became part of the learning process. “A group of people who didn’t know each other’s qualities and talents were thrown together in one seminar,” Stargala said, “and suddenly we became a working crew to set up an exhibit.” The course also included a behind-thescenes look at the Peabody Museum of Natural History at Yale University to meet ornithologist, paleontologists, and exhibit designers as well as curators at the Guggenheim Museum and Foundation. “I loved the visit to the Guggenheim workshop,” said Stargala. “You could see all these models they created to design their future exhibits and the way they plan how to hang every painting. It was really interesting, visually, to see the Guggenheim in pieces.” The ArtLab Fish Tales exhibit opened in April. An informational brochure the students prepared about the installation is available to Lowe visitors free of charge. The objects on display span five millennia and cultures from around the world, ranging from pottery from pre-Columbian Peru to Asian porcelains and scroll paintings, from a 17th century German engraving to contemporary works from Mexico and the United States. “It’s great to have, effectively, a team of guest curators,” Deupi said. “They bring a whole different perspective, a fresh set of eyes, and—because they are of a different generation—new expectations. I would have never in my wildest dreams have envisioned a show focused on fish. But we have it, and it’s fabulous—not only beautiful, but intellectually sound.” n ARTS | SCIENCES
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Student Digest TAILOR-MADE INTERNSHIPS
Deeani Gonzalez and Victoria Montes-Niño
A&S internship program helps students seek diverse experiences outside the classroom.
Internships allow students the opportunity to take their careers for a test drive, and a new program at the College of Arts and Sciences is allowing them the chance to discover what they might like after graduation while at the same time building their academic resumes. The program, named ASPIRE (Arts and Sciences Program for Internship-Related Experiences), enables students to seek, and even craft, internships that fit their interests, talents, passions, and creativities. Its mission is simple: To enhance, facilitate, and promote internships throughout the College by partnering with agencies, communities, and organizations both locally and nationally to match students in educationally enriching internship opportunities. “The internship opportunities accommodate each student’s individual needs and aspirations because ASPIRES’ resources are vast and interconnected within and outside the University of Miami,” said Leonidas G. Bachas, dean of the College of Arts and Sciences.“The undergraduate experience is an important time in our student’s lives and ASPIRE helps them prepare for any path they decide to follow in the future, whether it be graduate school, a study abroad experience, a full-time career, or self-discovery.” Internships include a variety of local and national companies as well as non-profits. A&S students have found internship positions at the Knight Foundation, TD Bank, the Miami-Dade County State Attorney’s Office, ALSAC, the fundraising organization for St. Jude Children’s Research Hospital, and local
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non-profit Global Ties Miami. A&S seniors Victoria Montes-Niño and Deeani Gonzalez interned at consulate offices in Miami’s Financial District. Montes-Niño interned at the Mexican Consulate Office where she conducted data research and helped “Mexican women get more involved in their community.” “I gained an open mind when it comes to the experiences that Mexican women have in Miami,” said Montes-Niño, who majored in International Studies and Latin American Studies with a minor in Mathematics. “It’s incredible how contrasting our realities are, although we live in the same environment.” Gonzalez, who majored in International Studies and Anthropology with double minors in Creative Writing and Modern Languages and Literatures, interned in the Public Policy and Political Affairs Department at the British Consulate Office where she helped promote UK outreach in the community. “I worked to help promote British interest with the public and with public officials,” said Gonzalez. “The consulate wanted to promote outreach with Hispanic millennials in the community so I would provide ideas on how to do that. I really enjoyed this experience, especially seeing how cultures mix together and familiarizing myself with the British workforce.” ASPIRE seeks out students when they are rising sophomores, holding to the idea that the sooner one delves into self-discovery, the better prepared for the future they will be. It also builds an impressive array of internship
opportunities provided by the University of Miami’s Toppel Career Center. “ASPIRE works actively to bridge the gap between a new generation of unique students whose interests are vast and interdisciplinary,” said John Twichell, ASPIRE’s program coordinator and lecturer in the Department of International Studies. “The ASPIRE program hopes to be an entity that enables students with diverse interests to be fulfilled.”
Student Digest
OUR OWN ROSETTA STONE
LANGUAGE PARTNERS: Undergraduate Chidera Nwosu is studying Yoruba; graduate student Sanchit Mehta, program partner for Hindi, and graduate student Fatma Ahmed for Levantine Arabic.
What happens when a student wants to study a foreign language like program is self-directed and students do not receive academic credit Vietnamese or Dutch, but the University doesn’t offer it? Where do for their work—although their participation is noted on their tranthey turn if Rosetta Stone doesn’t cut it for them? The answer at most scripts. But even so, Kosinski insists that the potential rewards can universities across the country isn’t always clear, but at UM there’s the have more impact on a student’s life than a GPA score. Many DILS Directed Independent Language Study (DILS) program in the College students end up using their new language skills to travel abroad or even work in another country, she said. of Arts and Sciences. Jeffrey Stewart, an undergraduate who DILS provides students of all majors and in “We want to give students an completed his fourth semester in DILS, iniany year of study with the opportunity to learn opportunity to immerse tially studied Russian to communicate better themselves in a program where a language not offered in the course catalog. they can learn, study, and absorb with a friend from Kazakhstan. He is now Each group of students, usually less than five, meet twice a week for an hour and are directed languages from all over the world.” studying Egyptian and Levantine Arabic be– Maria Kosinski, DILS Director cause he hopes to pursue a career where these by native speakers known as Language Partners. Arab dialects are spoken. Maria Kosinski, director of DILS, said these partners are usually hired within the University or from the larger But until then, he says, he is content to have a “much deeper appreciation for other languages and cultures, as well as a desire to be a Miami community. When the program first began in 2009, DILS offered only three lifelong language learner.” language choices: Haitian Creole, Levantine Arabic, and Russian. And that’s the goal, according to Kosinski. “We want to give students Now, students can choose from more than 30 languages, including an opportunity to immerse themselves in a program where they can learn, study, and absorb languages from all over the world. The experiCantonese, Punjabi, Yoruba, and Polish. Kosinski said students who benefit the most from DILS are disciplined ence is rich and students always leave with skills and new ways of thinking that can have real, positive effects on their lives and future careers.” and committed to investing time into a new language. After all, the ARTS | SCIENCES
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Faculty Corner
Communing Across the Centuries
New Weeks Chair explores lingering impact of colonialism on contemporary literature—and life. When Yolanda Martínez San Miguel was still early in her studies of contemporary Latin American and Caribbean literatures, she didn’t expect to have much academic use for the politics and poetry of the New World when it was nearly brand new. But that was before Martínez San Miguel, the new Marta Weeks Chair in Latin American Studies in the Department of Modern Languages and Literatures, learned of the life and work of Sor Juana Inés de la Cruz. It happened during a graduate survey course at the University of California–Berkeley, and it would turn out to be a serendipitous encounter. Often referred to as “The Phoenix of America” and “The Tenth Muse,” de la Cruz was a poet, philosopher, and nun during Mexico’s 17th-century colonial period. The intellectual force and fearlessly feminist literary output of the brilliant, self-taught Sor Juana, as she is typically known, have fascinated scholars ever since—and Martínez San Miguel was soon among them. “I just fell in love,” she said. “In her writing, Sor Juana asked very tough questions about the place of women in the Americas in the 17th century, a time when women were not allowed to go to the university or participate in philosophical debates,” Martínez San Miguel said. “So literature became her avenue to think about knowledge production and colonialism. Her works changed the entire direction of my research.” Sor Juana became the subject of Martínez San Miguel’s first book, published in 1999, and, across the more than three centuries between the two women’s lives, came to inform her view of the present as well as the past. In particular, said Martínez San Miguel, her historical studies broadened
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her understanding of colonialism and its lingering effects—a highly relevant issue in many Caribbean nations today. That’s especially the case for Puerto Rico, where Martínez San Miguel taught for a year and a half at her undergraduate alma mater, the University of Puerto Rico, after completing her doctorate at Berkeley. Puerto Rico has been in a state of economic crisis for decades—a result of the social and economic structures lingering from the country’s beginnings as a Spanish colony in the 15th century, followed by its extended colonial relationship with the United States. Puerto Rico today is a U.S. Commonwealth mired in crushing debt, with almost half its population living in poverty—conditions similar to the backdrop in colonial Mexico during Sor Juana’s life. The devastation of the island caused by Hurricane Maria in September brought these grievous disparities into bold relief.
Engaging With Colonial Echoes Martínez San Miguel has pursued this line of inquiry through a series of books that engage contemporary issues on many fronts, including 2014’s Coloniality of Diasporas: Rethinking Intra-Colonial Migrations in a Pan-Caribbean Context. She won the 2017 Sylvia Rivera Award in Transgender Studies for Trans Studies: The Challenge to Hetero/ Homo Normatives, which she co-edited with her Rutgers University colleague Sarah Tobias. Following teaching stints at Princeton and the University of Pennsylvania, Rutgers was Martínez San Miguel’s academic home for more than a decade before she joined the University of Miami this year as
Faculty Corner
Professor Awarded 2017 Simons Investigator Award
the Weeks Chair. Her students can look forward to an illuminating discussion about the continued relevance of centuries-old writings. “Some students find the currency of colonialism surprising, but not all,” she said. “It often depends on where they’re from. Students from India, for example, totally understand the contradictions of countries that are independent yet still deal with colonial structures and mentalities. “Here in the U.S., the whole racial debate has a colonial dimension. When did race become defined the way we know it today? Colonial notions continue to inform the way we think about race through inherited language, knowledge, systems, and institutions. It can be a struggle to learn about these realities while unlearning racist and colonial legacies.” For students, she said, that struggle can cause defensiveness—especially at a time when the country’s overall conversation about race is at a fever pitch. “It’s hard to see a system and engage it, knowing it is not a question of feeling guilty for it,” Martínez San Miguel said. “Perhaps you are not guilty, but you are responsible for the system in which we all live. Usually the first response is, ‘But I’m not a racist or an imperialist!’ Sometimes it’s the white student who feels most challenged. “There can be heated debates in class, and my role is to protect everybody so they can say what they need to say, be listened to, and also listen themselves. It’s my responsibility to open space for everyone to listen and unlearn what we take for granted, so we can transform the world in which we live.” n
Ludmil Katzarkov, a professor in the Mathematics Department, was recently awarded the prestigious Simons Investigator Award by the Simons Foundation. “The Simons Investigator Award in Mathematics is one of the most prestigious honors in the mathematics community,” said Stephen Cantrell, chair and professor in the Mathematics Department. “I am absolutely delighted for and very proud of Ludmil for this extremely well-deserved recognition.” On its website, the Simons Foundation’s mission is to “advance the frontier of research in mathematics and the basic sciences” by supporting scientists and their projects with research grants. “I work very hard and finally the work has paid off,” said Katzarkov. “I really hope to use this award to advance my research and to bring some world-class mathematicians to the University of Miami.” The award, according to the website, was given to Katzarkov for his “novel ideas and techniques in geometry, proving long-standing conjectures (e.g., the Shavarevich conjecture) and formulating new conceptual approaches to open questions in homological mirror symmetry, rationality of algebraic varieties and symplectic geometry.” Katzarkov’s research involves algebraic geometry, symplectic geometry and string theory. He has been a Simons Foundation Fellow and a Cooper Fellow, the College of Arts and Sciences notable award to faculty members. He also is participating in the Simons Collaboration on Homological Mirror Symmetry, which launched in 2015, and involves a field of mathematics inspired by theoretical physics. n ARTS | SCIENCES
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Faculty Corner
Honored Overseas
Dangerous relationships in 7th Century China and Japan.
June Teufel Dreyer, a professor in the Political Science Department, was recognized by the Japan Institute for National Fundamentals for her book on Sino-Japanese relations. Dreyer, who teaches courses on China, U.S. defense policy, and international relations, was honored at an award ceremony in Japan; the prize also includes a gift of $10,000. Since its inception in 2014, the Kokkiken Japan Study Award recognizes academics and experts for their continued studies in Japanrelated fields in the areas of politics, national security, diplomacy, history, education
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and culture, among others. Dreyer’s book, Middle Kingdom & Empire of Rising Sun: Sino-Japanese Relations, Past and Present, details the resentful, troublesome, and at times, dangerous relationship between China and Japan from as early as 7th century AD. It also illustrates the centuries of Sino-Japanese relations and emphasizes how Japan and China took turns dominating, and on occasion, learning from the other. Although an expert in China relations, Dreyer lived in Japan for one year, and during her spare time studied Japanese history and politics.
Social Signals in Infants
Sticking one’s tongue out in the name of science. It may seem as a rude gesture, but researchers in the Department of Psychology’s Child Division regularly stick their tongues out at newborn babies—all in the name of science. This approach to studying the development of social behavior in infants, known as neonatal imitation, is one taken by Assistant Professor Elizabeth Simpson in her Social Cognition Lab. Specifically, her research focuses on the development of social cognition and how infants begin to understand their social world. She studies their early foundational social skills, including face perception and imitation, from birth to the first year of life. Her study aims to enhance the understanding of healthy sociality in infants, while ultimately helping to identify infants at risk for neurodevelopmental disorders. “We don’t have a lot of information about the early social behaviors of infants, yet, we know that there are dramatic changes that happen in that first year of life,” said Simpson. “Babies grow into these very social creatures in the first months of life, and we are interested in looking at individual differences, such as why some babies are social and outgoing while others are shy and withdrawn.” Simpson will be able to continue her research in this field with the help from a CAREER Award from the National Science Foundation, a prestigious award supporting junior faculty who excel in their role as academics in research and education. The award provides Simpson with $675,000 for the next five years, funding for two graduate students, and the opportunity to develop a mentoring summer research program for undergraduate students who are underrepresented in the field of science, such as first-generation college students, women, and minorities.
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Faculty Corner
QUESTIONS FOR MICHAEL GAINES
1. How is the College of Arts and Sciences reinventing the way science is taught in the classroom?
The big changes we are seeing is more active learning in the classroom. This means that the teaching methods are more interactive. Students do the work at home and participate in critical thinking skills and problem solving in the classroom. In the purest sense, this is called flipping the classroom. There are also hybrid models, which is what I do in my biology course, where I stop the lecture and give the students a problem to solve as a group. Overall, engagement is the key.
Michael Gaines is Assistant Provost of Undergraduate Research and Community Outreach, Director of Pre-Health Advising and Mentoring as well as the Director of the Howard Hughes Medical Institute (HHMI) Undergraduate Education Program.
2. What is your mission when it comes to preparing students for careers in the sciences and STEM? The HHMI labs receive grant monies that are all geared towards trying to get disadvantaged students interested and involved in science, research, and careers in the sciences. Even if students do not get a Ph.D., by conducting research they are taught critical thinking skills and prepared for a career in the STEM workforce. Another important aspect is to reach students, whether at the community college, high school or middle school levels, who never considered a career in the sciences and who never had the opportunities to conduct research in a lab.
3. Why is it important for students to participate in research and STEM education?
4. What is your proudest accomplishment since becoming director of the HHMI program?
5. In what ways are you making STEM education appealing and exciting for students at UM?
The goal of the HHMI labs was always to provide pathways for students who never had opportunities in the sciences. Outreach and student engagement was always top priority for me. This is evident in our Science Made Sensible program which pairs undergraduate students in STEM with middle school teachers. That program is now supported by the College of Arts and Sciences and I thank the College’s Dean Leonidas Bachas, Dean Angel Kaifer, and Bill Green, Senior Vice Provost and Dean of Undergraduate Education, for their help in keeping this program alive.
It’s all about engaging the students and allowing them to find the answers; it’s about making the lab a place that is not teacher-centered but student-centered. This makes science exciting and we want the students to be active learners, not passive learners, so that the research and lessons stick with them. After all, the best way to learn science, is to do science.
My vision is to engage more students in the sciences and in research as early as possible. If you introduce students to research and problem-solving group study right away, which is why we developed the HHMI labs years ago, they can pursue independent research in the traditional mentor/mentee model with a faculty member. ARTS | SCIENCES
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LINKED FOR LEARNING BY CARLOS HARRISON
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Imagine a “one-stop shop” of academic services and resources designed and infographics. in every detail to not only support students in their scholarly pursuits, Students can bring their vision to life with state-of-the-art 3-D printers, but also allow them to explore completely new directions in learning. graphic design, and borrow multimedia equipment such as digital and It’s an ambitious, even audacious vision. And it’s already here. video cameras, audio gear, projectors, and lighting and green screen kits. The new Learning Commons at the Otto G. Richter Library is a Technology support is available for both software and hardware issues. reinvention of the very concept of a library: a venerable locus of learning The Writing Center, the Math Lab, the Camner Center for Academic that now boasts interdisciplinary resources, up-to-the-minute tech- Resources were already on campus. Now, instead of having to travel to nologies, and innovative approaches to combining them to optimize the these services in different corners of the campus, students can come to student experience. the library and access them all in one place. “The great libraries, beginning with Alexandria, were not merely repos- April Mann, director of the Writing Center, emphasizes that the itories for knowledge,” notes Dean of Libraries Charles Eckman. “They Learning Commons is greater than the sum of its parts: “The comwere places for sharing information and expertise, spaces for learning.” bined services allow students to move from one project to another That, says Eckman, is what the Learning Commons is all about. or add different components to their projects—and, in the process, “It’s a shared space in which researchers and achieve better work.” students across all disciplines can collaborate, FROM TUTORING discover, and engage in the creation of new PEERLESS OPPORTUNITIES FOR PEER LEARNING knowledge,” he explains. “Both as a symbol and TO TECHNOLOGY, a function, the Commons is essential to our misThe seamless continuum of services creates RICHTER LIBRARY’S sion as a library.” an immersive environment that fosters coop Universities and colleges across the country eration and team learning among students. LEARNING COMMONS are embracing the Learning Commons con“You’re learning not only from your instructor, BRINGS TOGETHER cept as essential to their evolution in the 21st but from your peers,” says Diana Ter-Ghazaryan, century, says Associate Dean for Learning and director of the College’s Geospatial Technology VARIED RESOURCES Research Services Kelly Miller. Certificate Programs. AND NURTURES “We still view books and physical materials as Should additional guidance be needed, “the NEW KNOWLEDGE. critical to research, particularly in the humanLearning Commons has a referral system,” says ities and social sciences,” she says. “But, as more Math Lab Director Leticia Oropesa, “so that if and more materials are available digitally, our we can identify a student’s needs during a conphysical space is becoming increasingly important for quiet study, versation, we know where to point them next.” collaboration, innovation, and interdisciplinary engagement. “It’s a place where you can learn in lots of different ways, in “The library is a place that people already view as a great place to disciplines and topics that reflect different perspectives,” says Joanna study, and we are open long hours—even 24/7—during finals,” Miller Johnson, director of writing at the College of Arts and Sciences. “In notes. “So it’s a natural fit and a perfect platform for this type of initiative.” addition to providing structured resources such as the Math Lab, GIS Lab, and Camner, the Commons fosters cross-talk and collaboration among faculty, staff, and students from various disciplines. Everybody A BROAD ARRAY OF RESOURCES is feeling as though they’re really a part of the campus and of a learnThe Learning Commons comprises a wide variety of resources that ing community.” include GIS (geographic information system) and digital humanities All of the Learning Commons services are currently available, resources, as well as personalized assistance in gathering, collecting, even as a dedicated space is being built inside Richter Library. Slated and interpreting data. Group study areas facilitate collaboration; Peer for completion in January, the new Learning Commons area will expose Research Consultants can assist with finding scholarly resources. students to even more of the library’s resources. Tutoring services are provided by the Camner Center and Math “The renovated space will be adjacent to an exhibit area,” Miller Lab, along with help for every imaginable academic project—papers explains. “So students will move through exhibits of rare and unique and dissertations; resumes, cover letters, and grant applications; materials as they go to attend consultations or to work on group creative writing; and digital projects including PowerPoints, posters, projects, which is very exciting.” n Learn more: visit http://library.miami.edu/learningcommons. ARTS | SCIENCES
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BY RICHARD WESTLUND AND MARYANN TATUM TOBIN
The Inside-outs of Flipped Learning An evolving twist on classroom teaching leverages the latest communication technologies to light up the classroom experience. If you’ve ever been in a traditional college classroom, you probably remember spending your class time taking copious notes as a professor lectured from the textbook. Nearly two decades into the 21st century, however, things are different. With smart phones, social media, Google Search, and YouTube at their fingertips, students are becoming increasingly adept at multimodal learning across a variety of methods and media. “Because mobile and digital technology is always available to students, they learn in different ways today than in the past,” says Angel Kaifer, senior associate dean for research and graduate education. “Attention spans are shorter, and sitting in a one-hour lecture is less engaging than other types of learning experiences. So it’s important for us to offer practical, in-person learning experiences that are not accessible online.” It’s a mandate that is embraced at the highest echelons of the University. A pillar of the Roadmap to a New Century envisioned by President Julio Frenk is a commitment to providing resources for faculty seeking to develop new pedagogical models and incorporate innovative technologies into their teaching methods. These technology-driven teaching models flip Bloom’s taxonomy—the classic theoretical hierarchy of educational learning objectives in cognitive, affective, and sensory domains—on its head. The collective term for this new educational paradigm is, appropriately enough, flipped learning.
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Students who come to a flipped classroom have been assigned to read materials or view a video lecture in advance—the better to tackle higher-order cognitive work during class such as solving problems, untangling thorny concepts, and conducting hands-on laboratory exercises. Flipped learning encourages instructors to act as a “guide on the side” while students use class time to put their independently learned content to work.
A vibrant spin on venerable strategies “The case studies lead into an eye-opening, flipped-style discussion as students use the resources at their disposal to build an argument and reach a conclusion, with little to no input from me.” -Catherine Newell
“I wanted them to engage with the human element of the criminal justice system and to challenge their own preexisting ideas about it.” -Nick Petersen
“There’s a cohort of faculty members who are working with our students in non-traditional ways.” -Joanna Johnson “They have helped my students explore more robust multimodal tools for online and in-person presentations.” -Adina Sanchez-Garcia
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In some ways, and for some disciplines, flipped learning is not all that new. “Flipped learning has been commonplace in the humanities for many years where students read texts ahead of time and use the class period to analyze them,” says Leonidas G. Bachas, dean of the College of Arts and Sciences. “Now, through a variety of innovative pedagogical methods, it is being applied effectively to the sciences as well.” Fostering that trend is an unprecedented array of available technologies. Several enterprising professors in the College of Arts and Sciences are taking up the challenge of using these tools in effective ways to engage students more deeply in classroom activities. They are discovering in the process that flipped teaching is much more than technical bells and whistles. It demands a great deal of reflective practice and a variety of carefully designed activities that promote critical thinking inside and outside the classroom. Catherine Newell, an assistant professor of religious studies, uses assigned readings of detailed case studies on assisted suicide, abortion, genetic testing, and cloning to provide fodder for discussion in her class on religion and bioethics. “The case studies lead into an eye-opening, flipped-style discussion as students use the resources at their disposal to build an argument and reach a conclusion, with little to no input from me,” says Newell. “We have productive and intelligent conversations that are organic and student-led.” Newell was invited to participate in a Knight Foundation-funded Faculty Showcase coordinated by the University’s Academic Technologies team. The free mini-conference focused on empowering faculty to optimize interpersonal elements of flipped learning. More than 100 attendees explored the use of narrative techniques, innovative teaching strategies, and educational technologies ranging from student-generated media and digital storytelling to virtual reality and 3-D printing to enrich coursework, increase student engagement, and enhance learning. Newell and Arts and Sciences colleague Nick Petersen, an assistant professor of sociology, were among a group of faculty members named as narrative-technique fellows for their championing of problem-based learning, open-ended questions, and role-playing activities in the classroom. Petersen has adopted a hybrid approach that combines active in-class learning with interactive technologies familiar to digitally native students. For his course on criminal justice, he created a series of video lectures. After his students watch the video lectures online, they come to class prepared to have challenging, small-group conversations based on preassigned questions. “In a lecture environment, students can be anonymous,” Petersen says. “With this collaborative model, our time is better spent in discussion, and students find the value in learning from their peers.” Petersen also asked students to create podcasts to capture their reactions and reflections after a trip to Miami-Dade County’s Pre-Trial Detention Center. By allowing them to assess the experience through visual, aural, and textual means, he says, “I wanted them to engage with the human element of the criminal justice system and to challenge their own preexisting ideas about it.”
UPSIDE-DOWN PEDAGOGIES: Joshua Cohn engages with students in a flipped learning atmosphere.
Flipping for the new model In the social sciences and STEM (science, technology, engineering, mathematics) fields, the use of academic technologies and flipped learning techniques is expanding far beyond the classic lecture and lab work model to more fully meet student needs. For Joshua Cohn, professor and chair of the Physics Department, the journey toward a flipped learning classroom began four years ago. “After learning about studio-style physics education at a national meeting, and how it helps students learn the concepts better, I was motivated to try it,” Cohn says. He notes that the approach has also been shown to foster greater retention of under-represented groups in physics and engineering and a classroom more akin to a collaborative research environment. Cohn restructured his introductory physics classes with a learning environment reflecting the SCALE-UP (Student-Centered Active
Learning Environment for Upside-down Pedagogies) model originated at North Carolina State University. Now, his students are learning about physics concepts in a small, highly interactive setting. The specially designed science classroom is dotted with round tables and outfitted with laboratory instruments and working space for small student groups. Using a team laptop, students conduct experiments on topics like electrostatics and magnetism. Cohn, after giving a brief lecture, walks around the room listening to conversations and asking conceptual questions “to get them thinking.” “Our class challenges students to change the way they see their role,” he says. “They have to do their reading in advance and be prepared to dive into these pencil-and-paper exercises and laboratory activities. I’ve found that these group activities increase student responsibility and accountability.”
“Flipped learning has been commonplace in the humanities for many years where students read texts ahead of time and use the class period to analyze them.” - Dean Leonidas G. Bachas ARTS | SCIENCES
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In the Chemistry Department, lecturer Leslie D. Knecht, who describes herself as “all about active learning,” has followed the example of the video-intensive online lessons model pioneered by educator Salman Khan in his nonprofit Khan Academy. Knecht took the time to prepare 50 short videos for some 220 students in her general and organic chemistry classes. She is now rolling out new videos for her 300-student general chemistry class. “My students love the videos,” Knecht says. “If they don’t understand a certain topic, they can watch it again. If they do get the concept, they can fast forward and move on to the next one. I also ask questions, so they can pause the video until they come up with the answers.” Her students also appreciate the interactive learning environment. “After I teach a concept, I assign a problem to the students, and encourage them to collaborate and talk with each other,” she says. “It’s not a matter of just getting the right answer, but learning the concept, and sometimes students can learn best from their peers.” Recently Knecht added another layer of interaction in her lecture classes through the Top Hat teaching platform and its mobile application. Students can respond to questions she poses in real time James with their smart phones, tablets, Wilson and computers. Flipped learning allows faculty, in turn, to answer the really tough questions about their subject before they are even asked. For an introductory class on physical chemistry, Kaifer, also a professor of chemistry, videotaped more than ten lecture modules, each about 15 minutes long, and posted PowerPoint summaries of the textbook chapters online. “Instead of listening to me lecture, the students spend their in-class time solving chemistry problems,” he says. “I walk around the classroom as they work, and if something seems difficult for a student, I can explain it right on the spot.” T H E FAC U LT Y E X P LO R AT O R Y
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Like other members of the science faculty, Kaifer believes these interactive teaching strategies can be highly effective in conveying complex concepts and principles. “I ask my students to comment on flipped learning when they evaluate the class,” he says. “About 80 percent have told me they like this format better than lectures. More importantly, they tell me this interactive approach teaches them what they need to know.” As for Cohn, he has found that many, but not all, of his students like the SCALE-UP learning environment he implemented in his classes. “It’s a work in progress,” he reflects. “We will continue to refine the flipped learning concept to increase student engagement, satisfaction, and outcomes.”
Training the trainers: Flipped-learning faculty resources The ups and downs of flipped learning are shared in the Faculty Learning Community (FLC), an interdisciplinary community of instructors across the University who are involved in enhancing their courses through flipped, hybrid, and online learning modalities. Through the FLC, faculty can collaborate and compare notes to identify what worked, what didn’t work, and what future ideas they would like to put into practice. For hands-on evaluations and explorations of flipped teaching resources, the Faculty Exploratory serves as a living laboratory. The multipurpose space in Richter Library houses meeting areas for informal conversations, facilities for tech demonstrations and presentations, and production capabilities. Here, Arts and Sciences faculty members such as Knecht, Kaifer, and chemistry professor James Wilson auditioned and adopted a customized Lightboard,
Diana Ter-Ghazaryan constructed by Wilson himself. Similar to a whiteboard, but made of transparent material, the Lightboard allows the presenter to record themselves writing on a board without having to turn their back to the camera. The Faculty Exploratory’s One Button Studio (OBS), modeled after a faculty support resource at Penn State, is a simplified recording studio designed for independent, quick use by individuals without any prior production knowledge. Faculty members can enter the OBS with just a flash drive; the camera, lighting, and green screen are already set up. With the push of a button, they can turn on the camera and lights, then capture the recorded videos in their flash drive for classroom use. Rather than a one-size-fits-all approach to learning, the resources of the Faculty Exploratory and the Faculty Learning Community provide several platforms for Arts and Sciences faculty to customize flipped learning techniques and technologies to maximize face-to-face time with students on interactive and collaborative activities. In the College’s Geospatial Technology programs, computer-based approaches are being deployed to explore large-scale interdisciplinary problems such as climate change, global health, homeland security, and disaster relief. Diana Ter-Ghazaryan, a lecturer in the Departentt of Geography and Regional Studies and director of the Department’s Geospatial Technology Program, sets aside time in her geographical information systems (GIS) courses for collaborative work aimed at problem-solving in teams. “A flipped learning environment is a great way to get students to learn from each other, and not just from the professor,” says Ter-Ghazaryan. “As students learn collaboratively and work with peers, they develop or strengthen the capacity to work in teams and to accept and value different points of view and styles of learning.” Senior Lecturer and Director of English Composition Joanna Johnson notes that the College’s writing program has always incorporated new
learning technologies in the classroom. “There’s a cohort of faculty members who are working with our students in non-traditional ways,” she says. “We have introduced them to different types of technologies that they can use for writing assignments, steering them away from the traditional academic paper. “Our classroom configuration is also important, because we place the students into small peer groups, which allows them to engage in peer learning and editing.” Adina Sanchez-Garcia, associate director of English Composition and senior lecturer, has collaborated with the University’s Academic Technologies unit to develop and implement online and technology-enriched courses at the U. “They have helped my students explore more robust multi-modal tools for online and in-person presentations,” says Sanchez-Garcia. “The students also use Google Drive to draft their documents in class as well as to engage in peer review; likewise, I can provide feedback in real time. Flipping the classroom in this way helps us stay focused on improving student writing during most class sessions.” Ultimately, the goal of all of these efforts is to give students the best possible learning environment, today and tomorrow—and to foster success throughout their college education and beyond. As a complement to his use of the Lightboard tool, for example, Wilson says his chemistry students now watch videos for homework, along with completing short assigned readings and solving basic problems. “Then,” he says, “we come to class, where we can talk about the really interesting stuff.” n
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Novel Approaches, New Insights CROSS-DISCIPLINARY FACULTY TEAMS DISCOVER FRESH APPROACHES TO COMPLEX ISSUES
By Richard Westlund To a casual observer, psychology and physics might not appear to have a lot in common. One discipline deals with human cognition, emotions, and behavior; the other seeks to understand the very nature of the universe. Thanks to the College of Arts and Sciences’ convergence grant program, however, researchers from such seemingly diverse backgrounds are teaming up to pursue new approaches to complex real-world challenges. “Our convergence grants stimulate innovative research by bringing together knowledge, ideas, and tools from several disciplines,” says Leonidas G. Bachas, dean of the College of Arts and Sciences. “We believe that fostering interdisciplinary faculty groups can pave the way to breakthroughs in issues ranging from childhood development to biodiversity, digital humanities to global change.” “The challenge with convergence is to add value to a problem-solving
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process without reinventing the wheel,” says Neil Johnson, professor of physics, who leads an interdisciplinary research group studying the collective behavior of physical, biological, medical, social, and financial systems. “Complex systems contain many interacting objects responding to feedback from both within and outside the system,” Johnson explains. “They’re difficult to understand, but fascinating to study.” In the past two years, Johnson has been involved with two convergence projects, including a study with Joshua Cohn, chair and professor of physics, and Amy Scott, assistant professor of chemistry.
The goal: to identify materials that could convert light into electrical signals, a quest with vast potential implications for the electronics industry. “Through the grant,” says Johnson, “we were able to bring physics and chemistry together for experiments that neither discipline would likely have done by itself.”
The Physics of Friendship Next, Johnson and his departmental colleague Chaoming Song, assistant professor of physics, launched a multifaceted study of human social networks, led by Daniel S. Messinger, professor of psychology, and Lucina Q. Uddin, associate professor of psychology. Just as physicists study the characteristics of different particles and the properties of light, matter, magnetism, and gravity, psychologists conducting autism studies can compare the brain images of different children, follow an individual child’s movements, and build a picture of the overall social network in a classroom. “We are trying to understand the dynamics of a group of people from the way they interact in a social setting, such as a classroom,” says Johnson. “This draws on the same mathematics we use in physics when looking at how tiny particles join together to form complex substances.” Since joining the physics department in 2013, Song has drawn on his background in statistical physics to look at connectivity. “Physics provides a good framework for understanding social connections and interactions on a micro and macro level,” he says. “As our convergence research goes along, we keep coming up with new and exciting ideas to tackle the big issues.” For Messinger, the collaboration shed light on new ways to study the development of normal and at-risk children. “We are interested in how kids form social networks,” Messinger says. “Are they guided by gender, disability, language level, or other factors? Previous research suggests the importance of the language level of friends in group interaction, so this interdisciplinary study has big implications for issues like classroom inclusion.” In collaboration with Lynn Perry, assistant professor of psychology, the team has been working at the Debbie Institute on the UM Miller School of Medicine campus. Children in the study were asked to wear vests fitted with small radio transmitters that could track their interactions. “Some of the children are deaf and hard of hearing, and this allows us to look microscopically at their conversations and interactions,” Messinger notes. One of the team’s first findings was that a girls’ classroom network looked different than those for boys or youngsters of mixed genders.
That study resulted in a follow-up grant from the National Science Foundation for the “Continuous Measurement of Children’s Behavior and the Development of Social Dynamics,” with Messinger, Johnson, Song, and another psychologist, Rebecca Shearer, as UM principal investigators. Related studies involving children at UM’s Linda Ray Intervention Center have focused on the interactions involved with language development. The team’s next goal is understanding the social behaviors of children with autism spectrum disorder.
Evaluating Environmental Impacts In her cognitive neuroscience lab, Uddin has been looking at why children with autism have trouble adapting to new environments. “We study their brain networks and how they change over a lifetime,” she says. “We see alterations in brain connectivity that may underlie deficits in behavioral flexibility in children with autism.” Another area of study is “inter-subject correlation”—using neuroimaging data to see whether or not the brains of individuals with autism gradually synchronize with other individuals over time. Uddin is now drawing on techniques suggested by the physicists to evaluate other possible connections. “Physicists know how to characterize big data sets, whether they are of brain patterns or kids in a classroom,” Uddin says. “Insights from complex systems and network science are already revolutionizing the way we study the human brain. “Our monthly meetings with the physics faculty and graduate students have led to a lot of great ideas and spurred new projects and collaborations,” she adds. “Our students have really benefited from those conversations, because it gets them thinking in different ways.” “A lot of universities want to do this kind of interdisciplinary research,” Johnson reflects. “Under Dean Bachas and President Julio Frenk, the University of Miami is already putting the concept to work.” n
“Complex systems contain many interacting objects responding to feedback from both within and outside the system. They’re difficult to understand.” - Neil Johnson
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Class Spotlight
DIGGING DEEPER INTO ANTHROPOLOGY University of Miami graduate student Vincent Moloughney has something to say about the study and practice of anthropology. “I think that anthropology is often overlooked or dismissed as an unimportant field or one that can only be utilized in academia. This is not true. There are a wide variety of careers possible in both the private and public sectors for anthropologists. If you are passionate about anthropology and can find your focus, then a master’s degree can be a good stepping stone into a career in the field.” Moloughney is referring to the College’s Master’s Degree in the Professional Practice of Anthropology. The program, which began less than two years ago, offers specialization in three concentrations: applied archaeology, applied forensic and biological anthropology, and applied cultural anthropology. Applied archaeology refers to cultural heritage management such as museum management for archaeological collections. This track teaches graduates compliance and regulatory requirements from the U.S. Secretary of the Interior. Applied forensic and biological anthropology entails the recovery, analysis, and identification of human remains and legal interpretation as well as museum
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management of human skeletal/ dental remains, and applied cultural anthropology features the study of medical anthropology and anthropology in public health and allied fields. “We are running a very flexible program with dedicated and knowledgeable faculty members who are experts in their fields both locally and across the hemispheres. They guide our students from start to finish on how to become professional anthropologists,” said Linda Taylor, program director and associate professor in the Anthropology Department. Enrolled students have the opportunity to work with expert anthropologists in the College, the University of Miami Leonard M. Miller School of Medicine, the Rosenstiel School of Marine & Atmospheric Science, and the Leonard and Jane Abess Center for Ecosystem Science and Policy. Moloughney, who started the program in the spring of 2017, is expected to earn his master’s degree in the fall of 2018. He graduated UM in 2015 with a B.A. in Anthropology and Classics. “I really enjoyed my time at UM, and I also had good relationships with many of the faculty here, so when the program began, I decided to be one of the first ones to participate.” The
M.A. degree is designed to be completed in two years and includes the option of graduating with or without a written thesis. Some core courses include Advanced Seminar in Cultural Anthropology, Methods of Anthropological Research and Field Studies in Anthropology. The program also offers a wide variety of elective courses such as Coastal Law and Policy, Introduction to Geographic Information Systems, Psychological Statistics, and Research Methods and Design. For more information about the Master’s Degree in the Professional Practice of Anthropology, visit www. as.miami.edu/anthropology/ graduate.
Philanthropy A Lasting Legacy: A Conversation with Eugene Clasby
What inspired you to give back to the College of Arts and Sciences by establishing the Nancy T. Clasby Endowed Scholarship Fund? My wife, Nancy, loved her students and they loved her. She taught some of the most difficult material there is to teach and she did it with grace and clarity. She was always looking out for the student who needed a chance to succeed, a lift up that would set them on the way to achieving their dreams. That was Nancy’s constant concern and care, and that is what this scholarship program is about: helping students who need a chance to find that chance. You served as the Director of the Master of Arts in Liberal Studies Program (MALS) for 25 years. Can you sum up that experience? What we started out to do was to create an interdisciplinary graduate program that would give people an opportunity to come back to the University to learn—as they often said, “all the things they should have learned the
first time around.” It turned out that there were a lot of people who wanted to do just that. They came from all walks of life—all inspired by the desire to learn more about the world around them and their relation to it. The Program grew rapidly, and following the transfer to the College of Arts and Sciences, became mature in its mission of offering quality interdisciplinary education to a group of enthusiastic and highly skilled students. None of this would have been possible without the dedication and high qualifications of the MALS faculty. You’ve seen a lot of change at UM, what have been the most notable changes since you first set foot on campus? The students are much better qualified than they were when I first arrived. Those early students were not untalented, but the efforts begun by former UM President Tad Foote and the Faculty Senate to bring the highest quality students to our campus were successful beyond anyone’s original imagination. We are
now in competition with the best universities in the country. Also, the campus has been physically transformed thanks to the work of President Foote and his wife Bosey. They worked tirelessly to make the University a beautiful place to live, learn and work. Who has inspired you? My mother, who earned a law degree from Portia Law School in Boston in 1926 and raised eight children with my co-inspiration, my father, whose integrity often got him in trouble with authority but never with God. Next, my teachers at Boston College: Ed Hirsh and Al Duhamel who taught me what it meant “to gladly lerne and gladly teche.” My sister Miriam-Louise, in ways too numerous to mention, and my colleagues and friends at UM, particularly those in the Faculty Senate who taught me about integrity and dedication and about what love of the University truly meant. And, not least, my brave, darling, wife Nancy.
If you were inspired by Nancy Clasby and want to make a gift in her memory, visit as.miami.edu/nancyclasbyscholarship or call 305-284-4638.
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A|S Research
T H E I M P A C T S O F N AT U R A L D I S A S T E R S O N Y O U T H
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Children’s mental states play an important factor in their developmental growth. Recent storms devastated parts of the U.S.— Hurricane Harvey in Texas, Hurricane Irma in Florida and the Caribbean and Hurricane Maria in Puerto Rico—all contributing to massive evacuations of children and families. Which children need more attention or support services in the aftermath of these storms and the related stressors that come with surviving and witnessing the destructive power of a Category 4 or 5 hurricane? Distinguished Professor of Psychology and Pediatrics at the University of Miami, Annette M. La Greca, is fully aware of children’s reaction to trauma. Her research focuses on the impact of disasters on youth since Hurricane Andrew struck South Florida in 1992. La Greca, in collaboration with her UM graduate student, BreAnne Danzi, has been evaluating how best to define post-traumatic stress disorder (PTSD) in children. This line of research will help to quickly identify the children who need support services post-disaster. La Greca’s research has also identified key aspects of the post-disaster environment that facilitate children’s recovery. “The good news is that most children are resilient, even after a very devastating storm,” said La Greca. “However, children have different ways of expressing distress than adults.” In a paper entitled, “Optimizing clinical thresholds for PTSD: Extending the DSM-5 preschool criteria to school-age children,” recently published in the International Journal of Clinical and Health Psychology, La Greca and Danzi examined how well the “preschool” definition of PTSD identifies school-aged children with significant
distress after a major hurricane. According to the study, 327 children (ages 7-11) from six elementary schools in Galveston, Texas, which were directly in the path of Hurricane Ike, a Category 2 storm that made landfall in September 2008, participated. They found that the preschool definition of PTSD identifies more distressed children than the typical “adultbased” definition. Thus, the preschool definition may be useful when screening elementary school-age children (ages 7-11) for PTSD-risk. Additional research by La Greca and colleagues also found that two-thirds of
“Children who need extra support include those who report feeling anxious or depressed, as well as stressed, and who lack social support from friends and family.”
children who are initially distressed after a disaster recover naturally over the course of the school year. Children who recover report having more social support from friends and family, fewer life stressors in the disaster’s aftermath, and more positive coping skills than those who remain chronically distressed. “We now know from research that some children who endured a stressful evacuation or experienced scary or life-threatening events during the storm are at risk for a poor recovery over time,” she said. “Children who need extra support include those who report feeling anxious or depressed, as well as stressed, and who lack social support from friends and family. They also have multiple stressors to deal with after the storm. All of those factors contribute to poor recovery and less resilience.” Based on these findings, La Greca and colleagues developed a workbook, After the Storm, for parents to help their children cope after a hurricane (available for a free download at http://www.7-dippity.com/other/ op_storm.html). The guide has been widely used after Hurricanes Katrina, Rita and Ike. The workbook addresses ways to help most children recover, such as having a normal routine, staying connected to friends and family, eating healthy, exercising, resuming leisure activities, proper sleep and avoiding media or online coverage of aftermath damage and distress. La Greca added that helping others in need and identifying things to be grateful for can also help to maintain a positive perspective. “There is no doubt that hurricanes and other extreme weather events can be stressful for children and for adults,” said La Greca. “But as with many stressful experiences, a little extra support can go a long way.” n
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Bookmarks Money Talks
Money in the German-Speaking Lands Edited by Mary Lindemann and Jared Poley Afterword by Michael J. Sauter
This fascinating collection of essays brings together empirical and theoretical case studies that are clear, accessible, and succinct. It also serves as an excellent primer on some of the most cutting-edge research on German history being undertaken by Anglophone scholars. Philipp Roessner, University of Manchester Money is more than just a medium of fi nancial exchange: across time and place, it has performed all sorts of cultural, political, and social functions. This volume traces money in German-speaking Europe from the late Renaissance until the close of the twentieth century, exploring how people have used it and endowed it with multiple meanings. The fascinating studies gathered here collectively demonstrate money’s vast symbolic and practical significance, from its place in debates about religion and the natural world to its central role in statecraft and the formation of national identity.
Mary Lindemann is Professor and Chair of the Department of History at the University of Miami. She is the author of The Merchant Republics: Amsterdam, Antwerp, and Hamburg (Cambridge University Press, 2015), Liaisons dangereuses: Sex, Law, and Diplomacy in the Age of Frederick the Great (Johns Hopkins University Press, 2006), and Patriots and Paupers: Hamburg, 1712–1830 (Oxford University Press, 1990).
mary lindemann and jared poley, eds.
MARY LINDEMANN HISTORY Money in the German Speaking Lands, (Berghahn Books). Money is more than just a medium of financial exchange: across time and place, it has performed all sorts of cultural, political, and social functions. This volume traces money in German-speaking Europe from the late Renaissance until the close of the twentieth century, exploring how people have used it and endowed it with multiple meanings. The fascinating studies gathered here collectively demonstrate money’s vast symbolic and practical significance, from its place in debates about religion and the natural world to its central role in statecraft and the formation of national identity.
Money in the German-Speaking Lands
publications of the German Studies Association
Volume 17
Series Editor: David M. Luebke, University of Oregon Published under the auspices of the German Studies Association, Spektrum offers current perspectives on culture, society, and political life in the German-speaking lands of central Europe—Austria, Switzerland, and the Federal Republic—from the late Middle Ages to the present day. Its titles and themes reflect the composition of the GSA and the work of its members within and across the disciplines to which they belong—literary criticism, history, cultural studies, political science, and anthropology.
SPEKTRUM
SPEKTRUM
Money in the German-Speaking Lands
R E C E N T A & S FA C U LT Y P U B L I C AT I O N S
volume 17
Jared Poley is Professor of History at Georgia State University. He is the author of The Devil’s Riches: A Modern History of Greed (Berghahn, 2016) and a co-editor of the collections Migrations in the German Lands, 1500–2000 (Berghahn, 2016) and Kinship, Community, and Self (Berghahn, 2014). History / Economics
edited by
LYNNE HUDGINS PSYCHOLOGY Nature’s Natives: Weather, Climate and You! (Kindle eBook). Climate change promises to be a life-long educational process for the next generation. Be proactive and guide your children’s future with Nature’s Natives®, Weather, Climate and You!—an introduction to the climate change conversation for children. Nature’s Natives® cartoon characters introduce basic climate vocabulary, fundamental health connections and Earth’s systems and cycles. Nature’s Natives® offers compelling and easy-tounderstand material for young people…they are the future!
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berghahn NEW YORK • OXFORD www.berghahnbooks.com
HARVEY SIEGEL PHILOSOPHY Education’s Epistemology: Rationality, Diversity, and Critical Thinking. Education’s Epistemology analyzes and emphasizes both the epistemic quality, and the dispositions and character traits that constitute the “critical spirit,” that are central to a proper account of critical thinking. Siegel argues that epistemic quality must be understood ultimately in terms of epistemic rationality. The book also defends a conception of rationality that involves both rules and judgment and argues that critical thinking has normative value over and above its instrumental tie to truth. Siegel argues, contrary to currently popular multiculturalist thought, for both transcultural and universal philosophical ideals, including those of multiculturalism and of critical thinking themselves.
Cover image: Georg Pahl, 1923. Man covering a wall with one-mark notes, which were much cheaper than wallpaper. Courtesy Bundesarchiv / Bild 102-00104.
mary lindemann and jared poley
NATHAN TIMPANO ART & ART HISTORY Constructing the Viennese Modern Body: Art, Hysteria, and the Puppet (Routledge Press). This book takes a new, interdisciplinary approach to analyzing modern Viennese visual culture, one informed by Austro-German theater, contemporary medical treatises centered on hysteria, and an original examination of dramatic gestures in expressionist artworks.
Bookmarks
CASEY KLOFSTAD POLITICAL SCIENCE New Advances in the Study of Civic Voluntarism: Resources, Engagement, and Recruitment (Temple University Press). Individuals who are civically active have three things in common: they have the capacity to do so, they want to, and they have been asked to participate. This book examines the continued influence of these factors-resources, engagement, and recruitment-on civic participation in the twenty-first century.
PERRI LEE ROBERTS ART & ART HISTORY Modern Living: Giò Ponti and the Twentieth-Century Aesthetics of Design (Georgia Museum of Art, University of Georgia). This book accompanied the exhibition of the same name, on view at the Georgia Museum of Art at the University of Georgia in Athens, from June 10 to September 17, 2017. Giò Ponti (1891-1979) is widely recognized as the father of modern Italian design, who over the span of a remarkably prolific career of nearly sixty years, created important works of architecture, furniture, decorative art, and industrial products. The catalog illustrates every object in the exhibition, including ceramics, glassware, enameled furnishings, and furniture from the 1920s through the 1950s. Roberts builds a case for Ponti as a modern renaissance man, who drew on the classical artistic traditions of Italy while at the same time promoting new concepts of modern design.
CHRISTINA CIVANTOS MODERN LANGUAGES AND LITERATURES The Afterlife of al-Andalus (SUNY Press). Around the globe, concerns about interfaith relations have led to efforts to find earlier models in Muslim Iberia (al-Andalus). This book examines how Muslim Iberia operates as an icon or symbol of identity in twentieth and twenty-first century narrative, drama, television, and film from the Arab world, Spain, and Argentina. Civantos demonstrates how cultural agents in the present ascribe importance to the past and how dominant accounts of this importance are contested. Her analysis reveals that, alongside established narratives that use al-Andalus to create exclusionary, imperial identities, there are alternate discourses about the legacy of al-Andalus that rewrite the traditional narratives. In the process, these discourses critique their imperial and gendered dimensions and pursue intercultural translation.
Lola’s House EVELINA GALANG ENGLISH Lolas’ House (Northwestern University Press). Lola’s House tells the stories of sixteen surviving Filipino “comfort women.” During World War II, more than 1,000 Filipino women and girls were kidnapped by the Imperial Japanese Army. They were taken from their homes, snatched from roadsides, and chased down in fields. Overall the Japanese forced 400,000 women across Asia into sexual slavery. Galang began researching these stories in the 1990s as 173 lolas, “grannies” in Tagalog, emerged after decades of shame and silence to demand recognition and justice from the Japanese government. In Lola’s House, each woman gives her testimony, even though the women relive their horror at each telling, they offer their stories so that no Filipina, no woman anywhere, should suffer wartime rape and torture again.
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Class Notes
AND WHAT ABOUT YOU?
Submit your own class note, book, or news as.miami.edu/alumni/class-note casmagazine@miami.edu
50s Joel Kay attended UM in the late 1950s and 1960s. He retired in 1983 from the U.S. Equal Employment Opportunity Commission and has since traveled extensively with his wife to Israel and, most recently, to Australia and New Zealand. A former commodore of Edgewater Yacht Club, Kay also served as president of the International Order of the Blue Gavel, an association of past commodores in Cleveland, Ohio, promoting the highest ideals of yachting and preserving its customs and traditions through social, educational, and humanitarian programs.
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60s
70s
Leon Hoffman, A.B. ’61, is a former cellist with the Miami Symphony Orchestra and maintains his life-long, loving connection to chamber music. He maintains an enjoyable, fulfilling psychology practice in Chicago, specializing in individual and group psychotherapy and supervision, consultation, and coaching with individuals and organizations. He frequently writes on diverse topics in lay and professional publications. Hoffman is eager to continue contact with his UM colleagues and, if interested in any of his writings, encourages all to research Leon J. Hoffman, Ph.D. on the internet.
Morton R. Laitner, A.B. ’71, is a short story writer, teacher, and attorney. Now retired, Laitner wrote and produced the film, “The Stairs” about his father’s harrowing experiences with the Nazis during World War II. The 2016 film premiered at the Cinema Paradiso in Fort Lauderdale and was accepted and shown at numerous film festivals in multiple countries winning three awards. Visit www.mortlaitner.com.
Aida Levitan, Ph.D., A.B. ’69, has been named Chairperson of the U.S. Century Bank Board of Directors and has won the Henry Dunant Corporate Responsibility Award of the InterAmerican Institute for Democracy. She has also been elected Chairperson of the University of Miami Cuban Heritage Collection. Levitan is deeply devoted to supporting organizations that foster and promote Hispanic culture. She currently serves as president of ArtesMiami, a non-profit that strives to promote local Hispanic artists and cultural initiatives.
Gloria Estefan, A.B. ’78, is a recipient of the 2017 Kennedy Center Honors. The first Cuban American to earn the distinction, she will be honored for her lifetime contributions to American culture through the performing arts. Joining Estefan for the 40th anniversary ceremony in December will be fellow honorees Norman Lear, Lionel Richie, Carmen de Lavallade and LL Cool J.
Joel W. Truesdell, B.S. ’78, teaches high school chemistry in Hawaii where his innovative teaching practices, including aspects of Hawaiian culture in lessons and labs, have shown an increase in student’s engagement, environmental and community advocacy, and test scores. At the spring 2017 National Science Teachers Association Conference in Los Angeles, he was recognized for these practices and received the Shell Science Teaching Award for positive impact on his students and the Kamehameha School. Jacqueline Tyler Lee, A.B. ’79, is a worship leader, vocalist, and pianist for Holy Cross Lutheran Church in South Daytona, Florida. Lee was recently elected to the office of the Chaplain at the VFW Auxiliary Post 3282 in Port Orange, Florida.
80s Hugo J. Mojica, M.A. ’80, is a Community Relations Coordinator for The Astros Foundation, the official 501(c)3 team charity of the 2017 World Series Champions Houston Astros, which seeks to harness the passion of baseball fans to support youth baseball and softball programs serving at risk children and teens in the community.
Louis Lazo, Ed.D., B.A. ’78, is celebrating thirty years as a Florida state-approved provider of continuing education for respiratory therapists and has been a training coordinator for the American Heart Association since 2007.
Class Notes
90s
IN MEMORIAM
Bhanu Pocha Calvert, B.S. ’93, earned a Master of Environmental Management from Duke University and recently joined Tesla, Inc. as their new Environmental, Health, Safety and Sustainability Manager for North American Service and Retail. Earnest DeLoach, A.B. ’96, is an Orlando attorney at DeLoach Law, LLC specializing in complex business transactions, business and personal injury litigation, business development consulting, estate planning, creditor’s rights and bankruptcy. He has regularly appeared on Fox 35 News in Orlando as a political analyst and was a guest panelist at the Orange County Bar Association, presenting “Professionalism and Civility: Stepping Stones on the Path to Success.” He has also been a moderator for the Orange County Young Democrats Florida Senate (Districts 11 and 13) Debate. His wife of thirteen years, Andrea DeLoach, is his partner in the firm. Together, they have a son, Earnest Elijah, and a daughter, Olivia Grace. Gisela M. Munoz, A.B. ’97, was selected to receive the Dade County Bar Association’s “Louise Rebecca Pinnell Woman of Distinction Private Practice Award,” named after the first woman admitted to practice law in Florida. The award honors excellence within the legal profession, service to the community, and contribution to private practice. Munoz is a shareholder at the Miami law firm of Stearns Weaver Miller, practicing in the area of commercial real estate. She was also selected as a fellow of both the American College of Real Estate Lawyers in 2016 and the American College of Mortgage Attorneys in 2015.
Ellie Goldenberg
A bright and beautiful soul. A light and inspiration. A shining star. Confident and passionate. These are only some of the sentiments University of Miami theatre arts students expressed on social media after hearing the heartbreaking news that their friend, classmate, and fellow stage performer, Ellie Goldenberg, was killed in an airboat accident in the Florida Everglades the day after graduating Magna Cum Laude from the University of Miami. David Williams, music director for the Department of Theatre Arts and the Jerry Herman Ring Theatre, remembers Ellie as a most loving and amazing person who experienced life fully—“a real human being,” he said. “This has truly been one of the most difficult things our department has ever dealt with. Ellie was an ambassador for our department, for the art of theatre and for humanity.” Ellie performed in many productions at the Ring Theatre on campus, from “Spring Awakening” to “The Adding Machine” and Shakespeare’s “As You Like It.” Ellie earned her B.F.A. degree in musical theater and was the recipient of the Friends of Theatre Award, one of the highest honors bestowed by the Department of Theatre Arts. To keep Ellie’s memory and passion for musical theater alive her family created a scholarship program in her honor, named the Ellie Goldenberg Memorial Scholarship Fund. Prior to commencement ceremonies in May, Ellie appeared in a Q&A student profile feature on the College of Arts and Sciences’ website where she was asked to give advice to a future Cane. “Take disappointments or failures with a grain of salt. It may seem like the most critical or devastating thing at the time, but in the grand scheme of things, it’s only a blip. Learn from it and move on,” she said. Words of wisdom from a young woman who inspired many both on and off the stage. Ellie is survived by her parents, Renee and David, her sister Dana and her brother Michael. To give a donation to the Ellie Goldenberg Memorial Scholarship Fund, send your gift to 6200 San Amaro Drive, 4th floor, Coral Gables, FL 33146; Tel 305.284.1266; www.as.miami.edu/theatrearts. ARTS | SCIENCES
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Class Notes
00s Maryann Tatum Tobin, A.B. ’01, M.F.A. ’04, Ph.D. ’09, and her husband Nathaniel Tobin, J.D. ’06, welcomed their second child, Eleanor Jeanne “Ellie” Tobin, in June. Ellie joins big sister Genevieve Mary “Ginny,” age 4. Maryann is the Executive Director of Programs for the College of Arts & Sciences. She also oversees the College of Arts & Sciences’ Office of Communications. Nathaniel is a partner at Kelley Kronenberg and a graduate of Franklin & Marshall College in Lancaster, PA.
Edward Reed, B.L.A. ’02, is a 2017 inductee to the University of Miami Hurricanes Ring of Honor and has been recognized for his brilliant career. In the 2001 Hurricanes season, as a team captain, he helped lead the team to a national championship. Drafted by NFL’s Baltimore Ravens in 2002, he was a member of the Raven’s 2012 Super Bowl championship team. He was named to nine Pro Bowls and was selected the NFL Defensive Player of the Year in 2004. Joining Ed in 2017’s Ring of Honor is Michael Irvin, Ray Lewis, and Sean Taylor—all renowned Hurricanes football alumni. Norah Alyami, B.S. ’06, is an attorney working in family law and domestic violence. Selected and appointed by the State of California Supreme Court, she sits on a standardizing panel for the state bar exam, now transitioning from a three day to a two-day test period.
Deanna Kralick, B.S. ’06, has been with the U.S. Customs and Border Protection Agency for the last ten years and currently serves a Supervisor for the Miami Tactical Analytical Unit, handling intelligence reports and incident research. In March 2017, she completed a Master of Arts Degree in Security Studies at the Naval Postgraduate School Center for Homeland Defense and Security. Joshua Henry, B.M. ’06, is leaving the cast of Hamilton. Prior to playing Aaron Burr in the national tour, he originated the role in the Chicago theatre engagement of the production created by Lin-Manuel Miranda. Henry will next be joining the cast of the Broadway revival of Rodgers and Hammerstein’s Carousel as Billy Bigelow, opening on Broadway in March 2018.
Alanna Saunders, B.F.A. ’14, joins several cast members of the original London cast of Harry Potter and the Cursed Child on Broadway. Preview performances begin in March 2018 at the Lyric Theatre. Saunders has previously appeared in Connecticut Repertory Theatre productions of Gypsy and A Chorus Line and the Fiasco Theatre National Tour Ensemble of Into the Woods. She also starred as Tiger Lily in NBC’s 2014 live musical production of Peter Pan alongside Allison Williams and Christopher Walken.
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They made a Difference, now you can too. ENDOW YOUR GIFT TODAY IN THE COLLEGE OF ARTS & SCIENCES.
The Monica and Antonio Orlando Student Research Fund was established to benefit neuroscience students using brain imaging in their research. Endowment funds are one way that giving transforms lives at the University of Miami. You can be part of a community of philanthropists whose impact is felt within the university community and beyond. Antonio Orlando MBA ’17 Dr. Monica Orlando MBA ’17 Geraldine Orlando BSMAS ’17 Vanessa Orlando
For more information on how to give back to the College of Arts & Sciences, contact us at 305-284-4638 or email us at ajgonzalez@miami.edu.
ARTS | SCIENCES
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