All posts by: Catalina Sofia Dansberger Duque

Leaving a Legacy of Support for UMBC’s Hispanic/Latinx Community

Ana María Schwartz Caballero, associate professor of modern languages, linguistics, and intercultural communication, is retiring from UMBC after more than 25 years of service. “This was a very difficult decision but it was the right time for me to retire,” says Schwartz Caballero. “UMBC has been my home for many years.”

Schwartz Caballero joined UMBC in 1984 as a lecturer for Spanish language classes in the modern languages and linguistics department. She became an assistant professor in 1996, received tenure as associate professor in 2002, and chaired the department from 2006 – 2012. Schwartz Caballero was one of the first faculty members to teach Spanish to heritage Spanish speakers.

The many programs, initiatives, associations, and committees she has led and participated in have helped establish a network of support and guidance for the success of UMBC’s Hispanic/Latinx community. And her legacy will continue to have an impact as faculty and students she has mentored carry on her work.

In a recent farewell event honoring Schwartz Caballero, President Freeman Hrabowski thanked her for being the voice for so many in the Latinx/Hispanic community on campus, in Baltimore City, and the State of Maryland. “Ana María has changed the culture of UMBC,” shares Hrabowski. “She has brought such rich diversity, and she has broadened our thinking about the world.”

*Schwartz Caballero’s headshot by Marlayna Demond ’11.*

Language learning research

Schwartz Caballero began her career at UMBC as a graduate assistant in the education department while completing her Ph.D. in second language education at the University of Maryland College Park. Soon after graduation, she became a Spanish and second language pedagogy instructor in what is now UMBC’s modern languages, linguistics, and intercultural communication (MLLI) department.

Her research focused on heritage Spanish speakers, language teaching, learning strategies, and curriculum development. In 2002, Schwartz Caballero’s co-authored textbook, Noticias: An Advanced Intermediate Content-Based Course, presented educators with a new approach to teaching Spanish. Instead of a grammar-centered, isolated approach, Schwartz Caballero found students learned Spanish best by reading current Spanish-language media articles from Spanish-language speaking countries. This way students learn grammar structure in context while at the same time learning about the culture and current events.

Schwartz Caballero has developed local, state, and national level professional development courses and instructional materials for Spanish language teachers. She has also provided research-based strategies for the integration and application of the National Standards for Foreign Language Learning.

Understanding heritage speakers

In addition to her research on teaching Spanish as a foreign language, Schwartz Caballero’s work has helped develop best practices to support the learning needs of heritage Spanish speakers learning Spanish and other subjects. As a Spanish language heritage speaker herself from Cuba, Schwartz Caballero has a personal understanding of the complex needs heritage speakers face in the classroom.

*Schwartz Caballero with Ana Oskoz, the current chair of MLLI, on UMBC’s Immigrant Recognition Day in 2017. Photo courtesy of Schwartz Caballero.*

She knows Hispanic/Latinx students who come to the U.S. as refugees, like she did when she left Cuba as a teenager, and those who immigrate or are born in the U.S. must grapple with their own diverse social-cultural identities in a country that often homogenizes their languages, race, cultures, and experiences. Her work has helped prepare student teachers and in-service educators with the skills necessary to support the learning needs of heritage Spanish speakers in a variety of contexts.

Schwartz Caballero also teaches educators how to be advocates. “Being an advocate for students,” she says, “can be the difference between a student graduating or dropping out. It is as important as their academic success.” She notes that teachers need to learn about the challenges Latinx/Hispanic students face beyond the classroom. Schwartz Caballero advocates educators to be understanding of a number of Latinx/Hispanic students who are often balancing work, family responsibilities, and financial hardships that hamper their success and can delay graduation.

Schwartz Caballero has been the faculty advisor to UMBC’s undergraduate Latino/Hispanic Union since 1997 and a founding member of the Latinx/Hispanic Admissions Advisory Group which develops best practices in recruitment and admissions.

Working with doctoral students

In addition to her work with undergraduate students, Schwartz Caballero also worked with many graduate and doctoral students, helping them navigate the field and prepare for the next steps of their careers. For many doctoral students, she was also a compassionate ear, a cheerleader, and like family in the most challenging of times—she helped them find solutions to move forward. Adriana Medina, M.A. ’99, intercultural communication, Ph.D. ’04, language, literacy, and culture, one of many doctoral students Schwartz Caballero has advised, credits Schwartz Caballero for her own success in the classroom. “Ana María has been such a fantastic role model as an educator,” shares Medina. “She is empathetic, compassionate, generous, and also tough at times while also encouraging you. Now, I have been able to be that for my students.”

“Ana María knew who I was, she knew my name, and my department. She made me feel so welcome…we are her legacy.”
María Célleri, assistant professor in gender, women’s, and sexuality studies

Luis Carcamo, M.A. ’95, intercultural communication, remembers how Schwartz Caballero “showed me the ropes of how teaching is done.” Now, in his 25th year of teaching, Carcamo has taken what he learned at UMBC to the southernmost tip of Latin America. “My city is the last city in South America. Ana María’s teachings reached not only the rest of the U.S. but also the rest of our America,” shares Carcamo.

In 2007, UMBC’s Chapter of Black and Latino Alumni awarded Schwartz Caballero with the Legends of Excellence Award: 40 Years of Inspiring African American and Latino Students.

Supporting faculty

Schwartz Caballero has worked tirelessly alongside Hispanic/Latinx faculty and UMBC leadership to recruit and retain Latinx/Hispanic faculty and support UMBC’s diversity initiatives. She was co-chair, with Philip Rous, provost and senior vice president for academic affairs, of UMBC’s Executive Committee on the Recruitment and Retention of Underrepresented Minority Faculty, and has been the president of the Hispanic-Latino Faculty Association for 10 years.

Through the Executive Committee, founded in 2011, UMBC has hosted 20 fellows from diverse backgrounds, including five who identify as Latinx. Two of these fellows are now UMBC faculty members, Fernando Tormos-Aponte, assistant professor of public policy, and Erika Fountain, assistant professor of psychology.

Schwartz Caballero at a 2019 Humanities Forum with (l-r) *Thania Muñoz*, *María Martha Manni*, *Mayra Santos-Febres, Tania Lizarazo, and María Célleri. Photo courtesy of Schwartz Caballero.*

As the lead organizer for the Hispanic Heritage Month speaker, part of the Dresher Center for the Humanities Forum, Schwartz Caballero has helped bring Latinx/Hispanic scholars to UMBC annually for more than a decade.

“Ana María has raised the issue of diversity and inclusion in relation to Hispanic/Latinx folks in meetings, public forums, and anywhere she could,” says Jessica Berman, director of the Dresher Center for the Humanities. “She worked tirelessly to bring issues facing Hispanic/Latinx people forward, especially through many years of arranging speakers for Hispanic Heritage Month.” Berman notes how Schwartz Caballero’s dedication to fundraise for and organize the speakers elevated the event and led to its inclusion as a permanent part of the fall Humanities Forum.

These efforts have drawn Hispanic/Latinx faculty to UMBC who are leading research across all of UMBC’s academic divisions, including economics, engineering, MLLI, psychology, and more.

Many of the Latinx/Hispanic faculty recall Schwartz Caballero as the first person they met when they came for an interview. She would often pick up faculty at the airport and guide them through their visit. Once they joined UMBC, Schwartz Caballero became a valuable resource, advocate, and supporter. María Célleri, assistant professor in gender, women’s, and sexuality studies, remembers her first week on campus in 2019 during Commencement week. “I didn’t know what was going on but Ana María knew who I was, she knew my name, and my department. She made me feel so welcome,” recalls Célleri. “I love her genuine commitment. We are her legacy.”

“Ana María’s teachings reached not only the rest of the U.S. but also the rest of our America.”
Luis Carcamo, M.A. ’95

Faculty also acknowledge her strong voice on their behalf and her example as a leader in her department, across campus, and beyond. “As a woman, it was very inspiring to hear Ana María, the voice of a strong woman in academia,” shares Renée Lambert-Brétière, associate professor of linguistics and French. “I thank her and I aspire to be like her and be a strong voice.”

In 2020, Schwartz Caballero received the UMBC Marilyn E. Demorest Award for Faculty Advancement.

Building on a legacy

Faculty have also valued her honest feedback and direction through different phases of their career by encouraging them to pursue leadership positions in their field, on campus, and in the community. Within the last year alone, María Cristina Sanchez, professor of the practice in mechanical engineering, has become the inaugural director of the Engineering & Computing Education Program, and Felipe Filomeno, associate professor of political science and global studies, has become the inaugural associate director of the Center for Social Science Research. Tormos-Aponte has recently received over $400,000 from the William T. Grant Foundation to conduct research on the policy impact of the Black Lives Matter Movement on youth.

*Headshots of Sanchez, Filomeno, and Tormos-Aponte.*

Sanchez has been collaborating with Schwartz Caballero in UMBC’s Hispanic/Latinx Faculty Association and in several committees preparing to further the work along with her colleagues. “A lot of us are in the place that we are because of Ana María,” shares Sanchez. “We will try to continue what she started.”

Service to the community

Schwartz Caballero has also worked closely with the Latinx/Hispanic community beyond campus. For 20 years she has been the UMBC representative in the Maryland State Department of Education for world languages. She is the commissioner of the Baltimore City Mayor’s Hispanic Commission. In 2016, her oral story was part of the Smithsonian’s Anacostia Community Museum “Gateways” bilingual exhibition about the Latinx experience in the U.S.

Her dedication to the Hispanic/Latinx community has received national recognition. In 2014, she was awarded the Hispanic Heritage Leadership Award from the National Football League and the Hispanic Heritage Foundation. The award included a $2,000 donation to UMBC’s Esperanza Fund, a scholarship for UMBC undergraduate and graduate students of Latinx or Hispanic ancestry and/or students committed to the advancement of minorities especially of Latinx or Hispanic descent.

UMBC’s broader outlook

Schwartz Caballero is excited for the future of UMBC and the growth of its Latinx/Hispanic community. She played a large part in creating the pathways that are helping Latinx/Hispanic students and faculty learn and contribute to the campus and regional community. “There are more Latinx/Hispanic faculty, staff, and students than when I started. But there is still so much to do,” says Schwartz Caballero. “I know many will continue the work and will also create new opportunities for UMBC to embrace and uplift the Latinx/Hispanic faculty, staff, and students.”

“Ana María has been, and continues to be, the North Star as we develop and evolve our plans to recruit Hispanic and Latinx students to UMBC,” says Dale Bittinger, assistant vice provost of undergraduate admissions, orientation, and school partnerships, and chair of the Hispanic/Latinx Admissions Advisory Group. “She is an invaluable resource and advocate whose teaching extends beyond the classroom. Her work and commitment to students is another example of why UMBC is such a special place.”

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Header image courtesy of Schwartz Caballero, her with students at graduation in 2014.

UMBC’s Tyson King-Meadows will carry forward commitment to inclusive excellence as dean at UMass Boston

Tyson King-Meadows, professor of political science and associate provost for strategic initiatives in the Office of the Provost, has played a vital role in UMBC’s culture and academic policy work since 2003, when he joined the campus as an assistant professor of political science. He credits these experiences for preparing him to serve next as dean of the College of Liberal Arts at the University of Massachusetts Boston (UMass Boston) this fall.

“At UMBC, I have learned that a university can only move forward when it moves beyond talking about a problem and shifts into creating and implementing solutions,” shares King-Meadows. “I developed a keen eye for big solutions to big problems.”

King-Meadows is an accomplished scholar, notes President Freeman Hrabowski, as well as an inspiring teacher with a strong voice for the arts, humanities, and social sciences. “What makes him particularly effective in his work is his dedication to serving as a champion for both students and colleagues,” shares Hrabowski. “All of us at UMBC are very proud of him as he begins this new role at UMass Boston.”

Kimberly Moffitt, interim dean of the College of Arts, Humanities and Social Sciences (CAHSS), has worked with King-Meadows for 15 years. She says his example to all is to keep envisioning possibilities in the face of adversity. “I am simply ecstatic that UMass Boston recognizes him as a talented, visionary leader who will enhance their campus as he has ours,” she shares.

National recognition

King-Meadows has achieved local, regional, state, national, and international recognition for his work. In 2019-2020, he was awarded the American Council on Education (ACE) Fellowship, serving in the Provost’s Office at Case Western Reserve University. He assisted Provost Ben Vinson III on efforts related to strategic planning, community engagement, and faculty development.

“Tyson has drawn upon his ACE experience to significantly impact our work at UMBC,” shares Philip Rous, provost and senior vice president for academic affairs. “In addition to working with deans and shared governance to align general education with the priorities of UMBC’s strategic plan, Tyson has strengthened our partnerships with academic learned societies in ways that significantly expanded our efforts to recruit and retain diverse faculty, staff, and students.”

King-Meadows served as an American Political Science Association Congressional Fellow in 2012-13, working for the U.S. House Committee on the Judiciary. Earlier in his career, he was also a recipient of the National Academy of Sciences’ Ford Foundation Postdoctoral Fellowship and was a fellow of the W.E.B. Du Bois Institute for African American Research at Harvard University. And in 2003-04 he was a Fulbright U.S. Scholar in the Department of Political Science at the University of Ghana, where he taught American politics and researched aspects of African politics and democratization.

Diversity and inclusion leadership

In his current UMBC role as special assistant to the provost for faculty development and engagement, King-Meadows has researched and developed best practices for faculty development programs. He has also laid the groundwork with campus and external partners to develop new programs aimed at recruiting prospective underrepresented minority faculty and students.

As a co-chair of the Provost’s Executive Committee for the Recruitment, Retention, and Advancement of Underrepresented Minority Faculty, King-Meadows has played a vital role in the design and implementation of the Postdoctoral Fellowship for Faculty Diversity and the Emerging Scholars Program. Launched in 2011, the postdoctoral program has brought in 18 fellows across a broad range of disciplines. Seventeen have already transitioned to higher academic positions, including 11 at UMBC.

“Talented minority faculty are not unicorns,” King-Meadows said to Amy Scott, senior correspondent for Marketplace, in a segment on confronting bias in faculty hiring. “It just depends on where you’re looking,” he told Scott. He went on to explain the importance of senior faculty of all backgrounds demonstrating commitment to faculty diversity, saying, “We understand here at UMBC that the burden of inclusiveness should not rest on minority faculty.”

Political science research

King-Meadows’s contributions to the field of political science are many. His research has broadened understanding of the complex issues that influence the political involvement and representation of Black communities.

King-Meadows explores this topic through the lens of the economic disparities and sociopolitical stratification present in the United States during the late twentieth century and early twenty-first century. His first single-authored book was When the Letter Betrays the Spirit: Voting Rights Enforcement and African American Participation from Lyndon Johnson to Barack Obama (Rowman & Littlefield, 2011). It examines the design and implementation of the 1965 Voting Rights Act and the impact of its four renewals on Black voter registration and election turnout.

“Tyson is a tremendous scholar who exhibits a rare command of both the institutional side of the American politics subfield as well as the behavioral side of American politics,” says Thomas Schaller, professor of political science. He and King-Meadows co-authored Devolution and Black State Legislators: Challenges and Choices in the Twenty-first Century (State University of New York Press, 2006). Schaller says, “I’m proud to have co-authored a book with him about the growing power of Black state legislators in the United States.”

Launching student careers

Over the last 17 years, King-Meadows has enriched students’ research experiences and helped them explore various career pathways. He shares that he is grateful for the opportunity to work with students at the beginning of their academic journeys and then see them take that knowledge through to successful careers.

Arthur Johnson, professor of political science and provost emeritus, hired King-Meadows and recalls the young faculty member’s rigorous classes and the valuable research experiences he provided his students. He remembers, “It was common for Tyson to be in his office with students well into evening hours advising them, helping them understand the material presented in class, and planning research.”

A group of five people wearing suits stand together in front of a large sign. — King-Meadows (right) and **Lauren Lochocki** ‘14, political science, (center) presented the co-authored paper, “Is the VRA Still Necessary? Attitudinal Support of Electoral Reform in a Post-Jim Crow Era” at the National Conference of Black Political Scientists.

King-Meadows also values opportunities to collaborate with alumni as they move on in their careers. He is currently working on two articles with a former senior research assistant, Rhoanne Esteban ‘11, political science. Esteban is a doctoral student at UC Santa Barbara and a data analytics engineer at Travelers Insurance.

He is also co-authoring a book chapter on Baltimore with McNair Scholar mentee Marcus Board ‘07, political science. After graduating from UMBC, Board earned a Ph.D. from the University of Chicago and is now an assistant professor of African American studies at Georgetown University.

“I’ve never considered it a mentor/mentee relationship as much as a unique pairing with great strengths,” says Board. “Between the two of us, we hold great imagination, kindness, focus, and a commitment to racial justice. I’m thankful for Dr. King-Meadows’s support over the years.”

Teaching social justice

Social upheavals in Baltimore and across the nation have put King-Meadows in the spotlight as a scholar of Black political representation and as a former president of the National Conference of Black Political Scientists. Media and institutions have frequently called upon him to share policy background and reflections related to urgent demands for police reform and anti-racism work.

After Baltimore’s 2015 Uprising in response to the death of Freddie Gray, King-Meadows participated in a campus teach-in offered by UMBC faculty. At the teach-in, he discussed his research paper, “Harbingers of unrest in Baltimore.” The Washington Post included the paper in “Here’s how to teach Black Lives Matter,” a curated syllabus of research articles on the Black Lives Matter movement.

In June 2020, in the midst of global protest asking for justice for the murder of George Floyd and the increased support for the Black Lives Matter movement, King-Meadows once again joined UMBC faculty and leadership in a town hall, “The Many Faces of Structural Racism: A Campus Conversation.” He explained the history of disenfranchisement in the Black community.

“Whether centered on social justice issues related to the Baltimore Uprising or the racial reckoning after George Floyd’s death,” shares Moffitt, “Dr. King-Meadows has consistently encouraged us to do more and do better while continuing to center issues of inclusive excellence and equity.”

King-Meadows also worked with UMBC’s Shriver Center to develop an afterschool civic engagement program for elementary school students. “Our Civic Voices” taught students at Baltimore City’s Federal Hill Preparatory School how to write letters to their representatives on the City Council and in Congress to express their concerns about problems in their community. King-Meadows notes, “The students now know they can be an active part in the democratic process without actually casting a vote—that was powerful.”

Lessons from UMBC

One of King-Meadows’s most salient memories while at UMBC was Baltimore’s 2011 earthquake, which happened while campus leaders were busy working at their annual retreat. Everyone left the building—but not for long.

After the building was deemed safe, everyone stayed to continue with their work of planning for the year ahead. His takeaway was that as long as people are safe, “we are going to continue to be in the trenches, to fulfill our social justice purpose, our economic mobility purpose, in service of the faculty, staff, and students,” says King-Meadows. “I will carry this lesson with me as I head to the University of Massachusetts Boston.”

Banner image: Tyson King Meadows. Photo by Marlayna Demond ’11 for UMBC.

Innovation and Social Impact

Now more than ever, STEM careers are demanding their workforce keep the social impact of their work at the forefront. Interdisciplinary teams at UMBC are researching methods to support these efforts.

In the past five years, more than 14,000 students in the College of Engineering and Information Technology (COEIT) took courses in the College of Arts, Humanities, and Social Sciences (CAHSS), home to many courses that cultivate socially responsible thinking (SRT). At the same time, faculty in COEIT were also incorporating SRT concepts in their classes. This overlap was identified as an opportunity to collaborate, leveraging strengths of both colleges to imbue the STEM curriculum with an SRT approach.

“We want computing and engineering students to have a deeper understanding of the social impact of their work and how they are integrating SRT into their learning,” explains Helena Mentis, professor of information systems. Mentis is the lead investigator in the joint research project between COEIT and the Center for Social Science Scholarship (CS3) titled Identifying an Interdisciplinary Path to Social Responsibility Education Across the COEIT Curriculum.

Felipe Filomeno, associate professor of political science and global studies and CS3 associate director and co-PI, says that the first step of the project is listening to faculty. “We are not imposing a preconceived approach to how social responsibility should be integrated into a STEM education.”

Mentis also emphasizes the importance of alumni in this process—their practical experience can provide students with insights into how industry leaders are implementing SRT. Kara Seidel ’18, psychology, now a language, literacy, and culture doctoral student, is a research assistant on the project. “This project is a great way to get my feet wet in all the fields at once,” shares Seidel. “I’m here to learn and help bring all the pieces together so the team can craft and integrate the research in a way that will be most beneficial in the long run.”

UMBC faculty are also working on addressing the negative social impact of existing technologies, such as the ethics in machine learning and data science.

Jordan Troutman ’21, M29, computer science and mathematics—and a valedictorian for the class of 2021—researches how to eliminate bias in algorithms. Troutman won the 2018 Rutgers RISE 5MP for his research, Fairness in Machine Learning, about how the COMPAS algorithm, which is used in the U.S. court system for recidivism prediction, is twice as likely to falsely classify Black men as more likely to reoffend compared to white men.

Troutman notes that people inherently give power to computers when they start to depend on them to make very complex human decisions. He wants computer scientists “to understand the impact of how our program—discriminatory or not—can affect the world we live in.”

Troutman works with James Foulds, assistant professor of information systems, on identifying biases in machine learning technologies. Foulds received the National Science Foundation (NSF) CAREER Award in 2021 to develop technical solutions to resolve practical limitations of fair AI techniques.

Foulds also approaches ethical thinking from the data science perspective with his colleague Vandana Janeja, information systems professor and chair. “Ethics cannot be tacked onto one part of the data life cycle,” says Janeja. “It has to be integrated across the data life cycle and infused into each step of the process of discovering patterns in the data and in context of the data being considered.”

The goal of all this work, Mentis explains, is “to develop the next generation of technologists who have the framework and vocabulary to address the relationships between STEM and society.”

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Header image: Jordan Troutman ’21 on campus in spring 2021. All photos by Marlayna Demond ’11.

Investing in Early Childhood Literacy

*Helm, Roswell, and Izat in an undated photo.*

Louise Goodrich Izat ’70 and Donna Helm ’70 met their first week of classes in 1966. As French majors, they enjoyed many classes together with May Roswell, a professor of French and German and a founder of UMBC’s modern languages department. “May Roswell was a wonderful professor,” remembers Izat. They remember her as a dedicated and inspiring teacher. Now, more than half a century later, the two friends who share a love of words, have come together to create the Childhood Literacy Scholarship Endowment in honor of Roswell.

Izat has been a volunteer at a reading camp in her community for six years. Her experience has made her aware of how many children need additional reading support to move beyond decoding to comprehension and develop a lifelong love of reading. Helm has always been proud that she comes from a family of avid readers and has seen the positive impact strong reading skills can have on a career. After learning what work UMBC faculty and students are doing in the work of childhood literacy, Izat and Helm decided to combine their love of the written word to support early literacy work.

The scholarship is awarded through The Sherman Center for Early Learning in Urban Communities (the Sherman Center). “With this Childhood Literacy Scholarship, our goal is to provide financial aid to promising undergraduate students committed to early childhood literacy development,” says Izat. Izat and Helm’s $25,000 endowment will support a different UMBC student each year with a scholarship of $1,000 or more for educational and research expenses.

Supporting the next generation of educators

By focusing on childhood literacy, Helm and Izat’s endowment will help a burgeoning education professional continue to focus on their research and community-engaged work.

Ayodélé La Veau ’21, psychology and theatre, the first recipient of the scholarship, has been an active volunteer in the Sherman Center’s Literacy Fellows Program at Bay-Brook Elementary/Middle School in Baltimore City. The program pairs college students with a Baltimore City elementary school. Fellows visit a classroom and work with a teacher throughout the semester, helping students develop reading and writing skills.

La Veau was able to be a part of a transition period with Bay-Brook Elementary/Middle School when they opened their new building. She saw how the combination of entering into a new building and having a more equipped teacher in their new learning environment made students more willing to learn and excitement to improve their literacy skills. “I believe in the impact of showing children the possibility and importance of their growth and development,” shares La Veau. “Not only through verbal affirmation but through proper guidance and access to resources.”

In 2020, La Veau earned a UMBC Undergraduate Research Award to study the use of the creative process as a means to teach and explore social-emotional learning using data from public secondary schools and creative arts programs within Baltimore City. The pandemic did not permit her to begin the research. Instead, she shifted her attention to supporting local communities digitally.

In addition to the academic and mental health needs of young people, La Veau is equally adamant about food equity and its impact on both. She currently serves as the vice president of the board of directors for The Plantation Park Heights Urban Farm which grows healthy food to help feed people facing food insecurity in Baltimore.

“My work allows me to witness the effects of investing in children’s lives through healthy and safe learning environments,” shared La Veau. “The Childhood Literacy Scholarship is so wonderful and has been a major blessing for me.” La Veau’s zeal is not an exception but an example of the various committed students the Sherman Center supports.

Part of the solution

Izat and Helm are excited that the scholarship will help La Veau continue her work with young children and her research. “We want to support students who will become part of the solution to the childhood literacy problem in our country,” share the two donors. “We are delighted that Ayodélé La Veau is our first recipient. She has a lot of energy, is an amazing young woman, and her work will have a positive impact on the lives of children.”

Sherman Center Director Mavis Sanders, in yellow, at the 2018 Teacher Summer Institute, which provides early childhood educators with information, resources, and collaborative planning time. Photo by Marlayna Demond ’11.

Izat and Helm’s endowment supports the mission of the Sherman Center “to build a strong foundation for lifelong learning among young children in Baltimore City and develop best early childhood education practices for urban schools.” Now in its third year, the Sherman Center has become the hub of early childhood education, research, and practices, not only for Baltimore City but also for Maryland.

“There is something special about UMBC students, past and present, and it is great when they meet around shared commitments,” says Mavis Sanders, professor of education and the inaugural director of the Sherman Center. “I am grateful to be a part of the Childhood Literacy Scholarship and assist alumni, like Louise Izat and Donna Helm, to support Retrievers who share their passion for helping children discover the joy and power of reading.”

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Header image provided by Donna Helm and Louise Izat.

UMBC grads share what inspires them: family, Baltimore communities, international experiences

Katie Poteet, Shekinah Davis, and Nicholas Duy-Hoan Nguyen all came to UMBC grounded in their families’ unique journeys and deeply-held values, and seeking to find their own individual paths. Each Class of 2021 graduate has formed connections with communities, both in Baltimore and internationally, that have shaped their plans for the future.

Door to the world

UMBC Valedictorian Katie Poteet ‘21, global studies and political science, will soon head to the University of Cambridge, in England, to pursue a master of philosophy focusing on educational equity for women and girls in the Arab world. Given her path, one might assume she grew up with an array of international experiences, but Poteet is actually from a fifth-generation farming family from Harford County, Maryland. She and her twin sister, Madeline, are first-generation college students graduating from two University System of Maryland institutions, both pursuing careers in international policy.

Poteet family. *Photo courtesy of Katie Poteet.*

Poteet was excited to attend UMBC as a member of the Honors College and a Sondheim Scholar. She had never experienced such cultural and linguistic diversity, and she jumped into learning Arabic and earned a certificate in Spanish. That led to internships focused on education policy, humanitarian work, and foreign policy in the Arab world at the Enabling Peace in Iraq Center (EPIC), Norwegian Refugee Council, and Brookings Institution’s Center for Universal Education.

In 2019, Poteet’s sister, who is graduating from Salisbury University, joined her on a trip to Ghana with UMBC’s Global Brigades chapter. While there they worked with local craftsmen to construct eco-friendly toilet facilities. Back in Baltimore, Poteet remained connected to the local community by teaching English to adults at the Esperanza Center, a resource center for immigrants.

Two young women with light brown hair and wearing short sleeve dresses smile at the camera there are trees in the background. — Katie and Madie Poteet. *Photo courtesy of Katie Poteet.*

While it was UMBC that connected her with diverse communities and global opportunities, she shares that her family and community in Harford County laid the foundation. Through them, she learned to always help others and work hard.

“Our parents did not have the opportunity to graduate from college, so they supported us in everything we wanted to do,” shares Poteet. “But what is most important, and what my parents are most proud of, is that we took advantage of all the opportunities college afforded us and are using those skills to help others.”

Global learning experiences

Shekinah Davis ‘21, M.A. intercultural communication, came to UMBC after her Peace Corps service in Ecuador to join UMBC’s Peaceworker Program. It was an opportunity to merge skills gained through her social justice, diversity, and equity work in the U.S., Dominican Republic, Nicaragua, Haiti, and Ecuador.

Five young adults have their arms around each other and smile at the camera. — Davis with the her peers in the intercultural communication masters program.
*Photo courtesy of Davis.*

Davis’s parents moved from Portland, Oregon to the Dominican Republic when she was four five years old. Over the course of 15 years they built a public K-12 school. In her teenage years, Davis used photography to help document the process. It inspired her to earn a bachelor’s degree in photojournalism and document life in other Latin American countries.

A large group of adults and children swim in a river on a sunny day. — Davis (center, wearing a pink dress) as a child in the Dominican Republic.
*Photo courtesy of Davis.*

She traveled to Nicaragua as a visiting artist, using photography and painting to build community with women healing from traumatic experiences. In Haiti, she photographed the daily life of women and their communities. During her Peace Corps service in Ecuador, Davis developed multimedia stories to raise awareness of refugees, migrant entrepreneurship, and family and youth health initiatives.

Growing roots in Baltimore

As a Peaceworker Fellow at UMBC, Davis has supported arts education in Baltimore City. She worked at UMBC’s Shriver Center as a program coordinator for the Charlesmead Initiative for Arts Education, as a media teacher for both the Kultur Stories program and Wide Angle Youth Media.

A group of young men and women stand close together inside a brick building and smile at the camera. — Davis (third from the left) and Nguyen (striped shirt) with other Peaceworker fellows in 2019. *Photo courtesy of Davis.*

With Kulture Stories, Davis guided students from Baltimore, Sweden, and South Sudan in collaborative learning activities to expand on their leadership and multimedia skills. At Wide Angle Youth Media, she helped students in the Baltimore Speaks Out program to produce the video series Black Lives Matter: A Conversation With Our Youth. In that series, students discussed topics of race, identity, and racism.

Fourteen young men and women stand around a table with a wooden wall behind them with the capital letters UMBC written in white. — Davis (center with yellow cardigan) with students from Wide Angle Youth Media in 2019.
*Photo courtesy of Davis.*

Davis’s childhood taught her to embrace the unknown. Her international work gave her an opportunity to use multimedia as a tool to explore social justice issues. And her experiences in Latin America gave her an awareness of the vast differences in cultures and languages grouped under the term Latinx, instilling in her a sense of pride in her identity as an Afro-Latina and African American woman.

Charlotte Kenniston, an LLC doctoral student and associate director of UMBC’s Peaceworker Program, notes that at UMBC Davis has continued to develop her sense of who she is in the world and how she might make an impact. “Shekinah has merged all of her life experiences to charge ahead with a life committed to work in diversity, equity, and inclusion,” says Keniston.

“I have traveled so much that I now have a desire to establish roots somewhere. I want to create impactful programming and training around diversity, equity, and inclusion locally,” says Davis. “Baltimore is that place for me right now.”

Managing humanitarian emergencies

After graduating this week, Nicholas Nguyen, M.A. ‘21, sociology, will begin working as a program evaluator for the National Preparedness Assessment Division of the Federal Emergency Management Agency, a cause close to his heart.

As a son of Vietnamese refugees, Nguyen grew up listening to stories of his parents’ journey from Vietnam to Texas. His mom fled Vietnam in 1975. “My father wasn’t able to leave with the family. He was caught trying to leave and was detained for five years,” says Nguyen. “When he was able to leave Vietnam it was on a small boat with others, often drifting for days without food.”

Nicholas Nguyen (left) with his parents in the Galápagos Islands, Ecuador.
*Photo courtesy of Nguyen.*

Hearing about these experiences inspired Nguyen to explore how he could help improve the management of international humanitarian emergencies.

Seeking his first international experience, Nguyen joined the Peace Corps in 2015. Nguyen explains that his parents didn’t understand—for them, going to Ecuador to volunteer was leaving the safety and comfort they had worked so hard to give him in suburban Texas. But it was transformative for Nguyen. “I needed to have the experience of being an entirely different country, culture, with a different language to better understand their experience,” he says.

A young man with short black hair wearing a white collar dress shirt a black and white striped tie and a green, yellow, and black cardigan stands in front of three large flags of different colors. — Nicholas Nguyen at a ceremony at the US embassy in Quito, Ecuador.
*Photo courtesy of Nguyen.*

A new perspective

While learning Spanish and the Ecuadorian culture, Nguyen worked with local governments and community organizations to implement a recreation and substance abuse prevention program for youth. He collaborated on a project with local women artists and supported a shelter serving women and children survivors of domestic violence. Nguyen also helped establish financial and computer literacy programs for women.

A man walking along the ridge of a mountain with a cityscape behind him. — Nicholas Nguyen at La Sierra (central highlands) in Ecuador. Photo courtesy of Nguyen.

His time in Ecuador gave him a greater understanding of what it is like to be new to a culture and language, and the challenges that presents. “Now, when I run into someone struggling with English it reminds me of when I was walking around Ecuador with my dictionary, trying to connect with other people.”

Once he was ready to return to the United States, Nguyen joined UMBC’s Peaceworker Program because of its focus on placing Peace Corps volunteers with local organizations and its emphasis on social justice.

“I had never been part of a university whose work was centered around social justice,” says Nguyen. “The Peace Corps showed me how political systems work at an international level. UMBC’s Peaceworker Program is giving me an understanding from a social justice and antiracist perspective.”

Nicholas Nguyen with students from the Patterson Park Audubon Center in 2019.
*Photo courtesy of Nguyen.*

Nguyen was placed in the Patterson Park Audubon Center, teaching local middle school students, in a predominantly Spanish-speaking community, about climate change and how it is impacting birds and people. He didn’t yet know much about birding, but he knew what it was like to be new to something and could connect with the students through their heritage language. Nguyen narrated his experience by creating a digital story about his experience with nature throughout his life.

The program moved online temporarily due to COVID-19, but was later able to open in person with social distancing, making it more accessible to the greater community.

A photo with two rows of three rectangular photos of dirt, seeds, two children looking at the dirt and holding up seed packets and a young man wearing dark rimmed glasses smiling at the camera. — Nguyen (top center square) teaching the Patterson Park Audubon Center’s program online.
Photo courtesy of Nguyen.

A group of children in a field of grass with row homes and bare trees in the background line up in a row facing sideways looking at a man holding his arm up. — Nguyen teaching the Patterson Park Audubon Center’s program.
*Photo courtesy of Nguyen.*

The reflection elements of the Peaceworker experience have helped Nguyen better understand the links between what he’s learned in his work with communities and in the classroom about policy, history, and race. He sees his next steps, through a career in emergency management, as emerging from his parents’ dreams, his own dreams, and all he’s experienced in Texas, Ecuador, and now Baltimore. And, he says, he looks forward to helping the United States become “a more just and inclusive place, especially now, as a public servant.”

Banner image: The Poteet family. Photo courtesy of Katie Poteet.

Graduating Retrievers find joy and career inspiration in supporting K-12 students and families

Each year, hundreds of Retrievers work with K-12 students and families across Greater Baltimore, providing tutoring, mentoring, introductions to new skills and interests, and supportive one-on-one connections. Graduating seniors David Ralph Williams, Celena Dang, and Emily Rose Paul took advantage of opportunities to work with Baltimore youth and families early in their UMBC careers and sustained those connections as long-term commitments. For each, these experiences have shaped their goals and career paths.

Connecting students with computing

David Ralph Williams ‘21, M29, computer science, found the learning community he was looking for when he became a Meyerhoff Scholar. “Everyone was focused on working hard and having a deep understanding of their field,” says Williams. He loved both the academic rigor and the commitment his peers had to the community beyond campus.

A young man with black curly hair with dark rimmed glasses wearing a grey suit jacket, pink dress shirt, and multicolored tie smiles as the camera. — Williams. *Photo courtesy of Williams.*

Williams joined Creative Coders in his freshman year as a way to connect local middle school students with opportunities in computing. He supported students at Arbutus Middle School in learning basic computer science skills by working through group projects. “I wanted to help expose middle school students to computer science, something I wished I had growing up,” says Williams.

By his sophomore year, Williams became the lead student coordinator for the Creative Coders program. He shifted the program to be more student-led, enabling participants to choose their own project topics and their approach to managing and completing projects.

Creative Coders also worked with students at General John Stricker Middle School in Southeast Baltimore, focusing on the interests of the Robotics Club. “We exposed them to the computer science aspects of robotics like using motion sensors and programming a robot’s personality,” says Williams.

The value of teaching

Williams found himself excited to see the students work through a problem. He also discovered he had the patience and desire to explain concepts and procedures to students.

When he became a teaching assistant (TA) for an upper-level computer science class, Williams had the same experience. “It’s been nice being a TA for the data structures class. It’s a really difficult class,” shares Williams. “I thrive on the feeling I get when I explain things and see whether students grasp the concept. I use that exchange to guide whether I need to pick a new method or whether I need to explain in more detail.”

While at UMBC, Williams also learned more about cybersecurity and realized it was something he wanted to pursue professionally, in addition to teaching. “I really love cybersecurity and teaching computer science,” he says, “so why not do both?” After earning his undergraduate degree, he plans to pursue a Ph.D. in computer science at UMBC.

Exploring possibilities

Celena Dang ‘21, psychology and biological sciences, comes from a family of Retrievers. Her aunt and several cousins have proudly earned their degrees at UMBC. That was an important factor in her decision to attend, along with the university’s great reputation for STEM education and diversity. At the same time, she wasn’t quite sure of the direction she wanted to take at UMBC once she was on campus.

Dang is grateful that UMBC offered the flexibility to explore various paths. “My advice to others who are uncertain about the major they chose is to not put pressure on yourself,” shares Dang. “It’s OK to question and to explore. Make the best of volunteer opportunities that can introduce you to different fields.”

Supporting teens’ mental health

Eight students stand outside in two rows of four on wide brick stairs holding their fists up as they snap their fingers. — Dang (second from the left on the first row) with the UMBC UNICEF board.
*Photo courtesy of Dang.*

For Dang, being a member of UMBC’s UNICEF student club for four years has offered an opportunity to learn about different careers in child welfare. A defining experience for Dang was when the club worked with UMBC’s Shriver Center to develop a partnership with The Children’s Home in Baltimore City. The group provided academic support to youth living at The Children’s Home, an organization that provides housing to children in foster care who have experienced abuse, neglect, violence, and abandonment, or are in need of supervised care.

Dang explains that in the beginning the teenagers she worked with were skeptical and remained distant. But within a month of the club visiting weekly, they began to trust the UMBC students, becoming more social, engaged, and open to accepting support. In time the Children’s Home organization’s leaders reported students’ grades and self-esteem improved.

While working with youth at The Children’s Home, Dang was also taking psychology courses. She realized she had a great interest in adolescent mental health as a career path.

“UMBC’s UNICEF club has been the most rewarding part of being at UMBC,” says Dang. “Finding a community that has the same shared values as me and the same mission to give back to the community has shaped my career goals.”

A group of five young people wearing sweatshirts and jackets huddle and smile at the camera. — Celena Dang (right) with UMBC Children’s Home volunteers. *Photo courtesy of Dang*.

Dang will begin a master’s program in clinical mental health counseling at Williams James College fall 2021.

Leadership through service

A young woman wearing an off the shoulder flow print blouse and jean shorts holds a glass bowl and smiles at the camera there is a bed and a desk in the background. — Emily Rose on her first day at UMBC.
*Photo courtesy of Rose.*

When Emily Rose Paul ‘21, global studies, came to UMBC, wanted to invest time working with Baltimore’s immigrant community. “I think everyone should have the same opportunity my grandparents had when they left Europe,” she says. “If they had not been welcome in the United States I might not be here today because they were Russian and Polish Jews.”

It was through the encouragement of her mentor, Zuriel Herran ‘20, geography and environmental studies, that she became a volunteer with youth at the Esperanza Center, an immigrant resource center in Baltimore City, teaching English as a second language. She loved the work so much she spent the next three years working at the center and became the lead student coordinator for the program.

A group of twenty-four people holding small red signs on sticks huddle together in three rows with the two back rows standing and the people on the front row kneeling. — Paul (back row, fourth from the left) with other Esperanza Center volunteers in 2019. *Photo courtesy of Paul.*

Paul transported UMBC volunteers to the center, guided them in self-reflection, and provided teaching strategies, in addition to helping with administrative tasks. She also took her leadership work to another level through a Shriver Center internship leading the Center’s student coordinator program. She provided fellow students who were leading service-learning partnerships with tools and resources.

Finding answers in the humanities

In addition to her work with The Shriver Center, Paul worked alongside seven other students as a fellow in the PLACE Colaboratory, which stands for Partnerships for Listening and Action by Communities and Educators. They worked under co-investigators Felipe Filomeno, political science and global studies, and Romy Hübler ‘09, modern languages and linguistics, M.A. ‘11, intercultural communication, and Ph.D. ‘15, language, literacy, and culture, who is assistant director of UMBC’s Center for Democracy and Civic Life.

As a fellow, Paul worked with students at Benjamin Franklin High School in Baltimore City on a visual storytelling project. She helped them further develop their humanities-based research methods for the project, focused on identifying and addressing community issues.

After graduation, Paul is planning to continue working with immigrant communities, focusing on the promotion of rights in the U.S. and abroad. She is thankful for all the people she met through community partnerships, and for opportunities to grow in her Spanish skills and knowledge of immigration rights.

A group of people wearing brightly colored clothes dance in a circle in an outdoor plaza. — Paul (center in jeans) studying abroad in Colombia at a dance festival. *Photo courtesy of Paul.*

“I was able to access excellent research opportunities in the humanities that I never thought would be available at the undergraduate level,” says Paul. “UMBC is known as a STEM school, but I have received the most amazing humanities education as a global studies student. You will be surprised at all that you can find here.”

Banner image: Emily Rose Paul. Photo by Marlayna Demond ’11 for UMBC.

UMBC expands arts opportunities for K-8 students in Baltimore through Charlesmead partnership

Two UMBC projects have taken flight this spring, designed to support the academic, creative, and social success of Baltimore City students through arts opportunities. Both projects are funded through the UMBC-Charlesmead Initiative for Arts Education, which was established in 2018 with a $500,000, five-year gift from the Charlesmead Foundation.

The partnership is designed to introduce or strengthen arts opportunities for K-8 students in Baltimore City Public Schools , especially those in Title I schools. The Charlesmead Foundation, which was established in 1987 and is based in Baltimore, primarily supports the arts, cultural programs, and education.

Music in Sandtown-Winchester

Daniel Pesca and Janice Jackson in the department of music have joined forces with the Carter School of Music at New Shiloh Baptist Church and the William Knabe Piano Institute to offer after-school and summer music classes to youth in the Sandtown-Winchester community. The New Shiloh Baptist Church is recognized as a key community and spiritual hub in its neighborhood. The non-profit Knabe Institute raises awareness of the cultural significance of the piano, and produces a major young artist piano competition that is held annually at UMBC.

A picture of with two headshots side by side one of a man the other of a woman. — Pesca (left). Photo by *Rosen-Jones Photography.* Jackson (right). *Photo courtesy of Jackson*.

The Charlesmead grant to Pesca and Jackson fully funds the musical education of ten students between the ages of 8 and 14 who face obstacles to music study. The participating students receive instruction in piano and choral music for two academic years and two summers, taught by Chinny Ohia, a member of the Carter School faculty for over twenty years and chair of music at Howard University, and UMBC alumnus and pianist Riccardo Jefferson ’20, music. The summer instruction will be hosted in part by UMBC’s Summer Enrichment Academy.

The Carter School hired Jefferson specifically to teach students in this cohort. This strengthens the connection between the school and UMBC, while providing Jefferson with an exceptional opportunity to launch his career as a professional musician and music educator. “These young musicians were brave enough to start their musical journey during a pandemic,” says Jefferson. “Somehow, someway, they’re moving through it, and it inspires me to match their determination in the classroom and in my own life.”

A young man plays a grand piano in a concert hall. — Riccardo Jefferson. *Photo by Willie Santiago, concert coordinator for UMBC*.

Success despite challenges

The project faced and overcame significant challenges during the current academic year. A major initial expense was the purchase of ten high-quality keyboards for use at home by students. Members of the faculty and staff of the Carter School spent two days delivering the large keyboards and assembling them in the students’ homes.

Once instruction began, some students faced challenges accessing reliable internet connections, which required that they and their instructors be flexible and adjust their lesson schedules when necessary.

Plus, “each student started as an absolute beginner who had no previous experience with the piano or with reading music,” explains Pesca. “Learning to make music brings the students joy and uplift during these times of isolation, and some have shared that the one-on-one contact with their instructors is a high point in their week. Eight out of ten students stayed fully engaged in the program and achieved significant musical growth over the semester, an outstanding outcome under such trying circumstances.”

The pandemic continues to make it challenging for the organizers to fully implement the program as they initially envisioned. Pesca had hoped to bring the students to campus for UMBC’s 2021 Summer Enrichment Academy, but that program will be online due to health and safety guidelines. Similarly, the Knabe Institute’s activities are likely to take place remotely as well.

However, the organizers hope to incorporate in-person learning at both UMBC and the Knabe Institute for the program’s 2021-2022 academic year, providing students with an even more enriching experience.

Kultur Stories

Shriver Center Director Michele Wolff is working with Gail Prensky, founder of the Jüdische Kulturbund Project (Jewish Kulturbund), to bring its Kultur Stories Program to UMBC. Wolff and Prensky are collaborating with local and international theatre, visual arts, and digital storytelling educators, artists, and community leaders. Together, they are gathering girls from City Springs Elementary/Middle School in Baltimore City, Aktörerna school in Sweden, and Promised Land Secondary School in South Sudan to participate in a virtual digital storytelling experience.

Kultur Stories explores issues of oppression and response through music and art. The Project’s mission is to connect people through shared experiences, inspire a response to persecution through cultural expression, and encourage freedom of expression and culture. This mission spoke to the work Wolff carries out through the Shriver Center.

“Kulture Stories aligns seamlessly with our commitment to racial equity, inclusion, and social justice,” shares Wolff. “This collaboration gives us the opportunity to extend beyond our current network of partners to engage and give voice to more young people in schools in Baltimore City and in countries around the world.”

Grappling with oppression through art

Jewish Kulturbund works with artists and communities around the world to explore the themes of oppression, the arts, and human rights through a variety of media. These initiatives honor the story and legacy of Jüdische Kulturbund artists who performed across Germany between 1933 and 1941, before being forced into Nazi concentration camps. The organization recalls their performances as a reminder of the complex questions and danger artists must grapple with under oppressive situations.

A woman with short, curly, white hair wearing a denim long sleeve shirt leans over a long table covered with white and yellow paper paper and long metal rulers. — Margot Neuhaus working on an art piece. *Photo courtesy of Michele Wolff.*

With this purpose in mind, the design team developed an 8-week collaborative Kultur Stories Program among young girls in the United States, Sweden, and South Sudan. Pods of around 10 girls from each country are connecting virtually to learn about each other. They are reflecting on the impact of the pandemic on themselves and their communities and the oppression it has caused. They are also creating art and joining in discussions about human rights, and participating in mentoring sessions.

The students began meeting this spring. In one session, Margot Neuhaus, a visual artist based in Washington D.C., was invited to give a virtual presentation. She discussed how her art process has provided a way for her to express her pain and healing in relation to her family surviving the Holocaust in Poland and their fleeing to Mexico, where Neuhaus was born.

The presentation initiated a profound conversation about oppression across borders and time. The students from South Sudan related to the persecution and displacement that Neuhaus described. And the Swedish students found it impactful as well. “That session was so powerful for my group of students,” shares Jok Abraham Thon, founder and director of the Aktörerna School. “They spoke about differences in language, skin color, and religion being issues that separate and cause issues of hatred.”

Connecting through digital stories

Shekinah Davis, co-facilitator of the Charlesmead Initiative for Arts Education at UMBC, serves as a teacher’s assistant in the project. Davis, M.A. ‘21, intercultural communication, supports lead teachers in communication strategies and helps manage the flow of the virtual pods. As a Shriver Center Peaceworker Fellow, she brings experience working with international and local communities.

A young woman with black hair pulled back high on top of her head with a scrunchy and wearing a black blouse with dots in a diamond pattern smiles at the camera. — Shekinah Davis. *Photo courtesy of Davis.*

“I was drawn to participate in the project to gain a perspective of how to guide young people through a virtual creative process,” explains Davis. “I hope to gain a deeper understanding of virtual collaborative art-making, especially to help express experiences about the impact of the pandemic and oppression.”

The K-8 students are also connecting with interns from UMBC, Montgomery College, and Baltimore Polytechnic Institute, a high school in Baltimore City. These interns are guiding the girls in using storytelling and digital art production to express their personal reactions to oppression and how to embrace freedom.

The digital storytelling tools are bringing together students who would otherwise not be able to meet. They are also expanding the students’ opportunities to make digital art, beyond what is available in their everyday school experiences.

Design intern Joyce Koo ‘24, graphic design, is inspired by the Judische Kulturbund Project. She sees it as an important step in her education and career. In addition to assisting with a teaching pod, she is creating graphics and other visuals for the project’s social media outreach. “I hope to connect to and grow in a global community of both experienced and rising artists,” shares Koo.

Banner image: “In Memoriam” and “Light Motives” by Margot Neuhaus. Photo courtesy of Michele Wolff.

This article was co-authored with UMBC’s Thomas Moore, director of arts and culture.

UMBC celebrates 25th Undergraduate Research and Creative Achievement Day with an expanded global audience

UMBC’s 25th Undergraduate Research and Creative Achievement Day (URCAD) reached more viewers than ever before, with visitors connecting online from as far away as Spain, Indonesia, Nigeria, Brazil, Bhutan, Germany, and the U.K.. Audiences logged more than 11,000 visits (compared with 8,000 in 2020) and posted more than 3,500 comments over the course of the week-long event.

Young woman with purple and black hair pulled back in a pony tail smiles at camera with a chalk drawing on a side walk behind her. — Winner of URCADs “Best Selfie With The Number “25”
**Angelika Albertorio** ’21, English and dance.

“While we are eager to get back to the live event, there are definitely aspects of the online event that have widened the scope of URCAD,” says April Householder, director of undergraduate research and prestigious scholarships. “Presenters were able to invite friends and family members from other countries to view their presentations, and invite international scholars as potential future collaborators.”

Over 350 students presented projects, from novel artistic work to lab research to analysis of historical archives. The questions they asked reflected engagement with significant challenges and opportunities of today.

Anti-Asian racism

Zoe Hwang, English, was inspired to study the history of Koreans in Baltimore after reading a chapter about Korean immigrant communities in the city written by Aletheia Hyun-Jin Shin in the book Baltimore Revisited. Then COVID-19 happened and with it came a rise in hate crimes toward members of Asian communities in the United States. “I’m scared to go outside,” shares Hwang, who is Korean and lives in Maryland. “I was surprised that so many people thought this was new and were unaware of the history of racism toward the Asian community.”

She decided to widen the scope of her research for URCAD. In “We Were Never Welcome Here: How American History Predicted the Rise of Racism and Xenophobia During COVID-19,” Hwang uses archival posters and newspapers to contextualize racism toward Chinese and Japanese communities in the U.S. from 1850 to the present, while demonstrating how negative sentiments about one Asian community have often translated into violence for other Asian communities. “I want to continue to educate others about the diversity of the Asian community and the dangers of lumping the people and cultures under a single term,” says Hwang.

Connecting Baltimore

When COVID struck, many Baltimore families without internet access were completely disconnected from much-needed services that had moved online, and were disconnected from their communities. In fall 2020, Foad Hamidi, assistant professor of information systems, received NSF funding to research this problem in collaboration with the Digital Harbor Foundation and Project Waves, providing affordable internet service in Baltimore. Hamidi and Nora McDonald, research assistant professor of information systems, led a study to understand the experiences of low-income Baltimore families without broadband access, and student researchers played a major role in the work.

Five young men wearing black t-shirts and face masks stand on the roof of a building with a city landscape behind them. — The Project Waves team installing a sector antenna in downtown Baltimore City.
*Photo courtesy of Project Waves*.

Hamidi says a lot has changed from when they started the project. “The preliminary findings have found that participants and partners value connectivity that is affordable, that can be used with social distancing, is offered by grassroots community organizations, and is private,” he shares.

Working on project Waves has been a humbling and a very rewarding experience for Karina Lopez-Brown ‘21, information systems. “Our research in Project Waves demonstrated to me that it doesn’t matter the level of knowledge or expertise that we have,” says Lopez-Brown, “we just need to be willing to share our knowledge to help our community.”

In addition to Lopez-Brown, the student team included seniors Rushaad Wright, business technology administration, and Daniel Laguna, information systems, as well as Lydia Stamato, a doctoral student in human-centered computing.

For Laguna, the project has been an opportunity to strengthen relationships with his peers and mentors and to collaborate with the Baltimore City community. “In these times where we have had to remain physically distant from one another it’s been easy to feel isolated from the world,” says Laguna. “But all of these connections have really helped me feel closer to the rest of the world.”

Conversation with squeegee kids

Growing up in Baltimore City, Sydney Fryer ’22, psychology, was accustomed to seeing young Black boys and men standing on downtown street corners ready with squeegees, trying to earn money by cleaning car windshields. Fryer saw the “Squeegee Kids” as a positive part of Baltimore City’s culture and economy but knew some residents and visitors didn’t share this sentiment.

A young black woman with short black and brown hair, wearing light brown glasses, and a purple blouse smiles at the camera in front of a brick building and some trees. — Sydney Fryer. *Photo by Marlayna Demond ’11 for UMBC.*

In “Decriminalizing (and Re-Humanizing) the ‘Squeegee Kid,” Fryer used Baltimore Sun archives, social media data, and interviews with the youth to examine the criminalization of these young men over forty years of city history. “Sydney’s methodology was designed to recognize the crucial role that discourse and policy play in shaping young people’s daily experiences,” says Dena Aufseeser, assistant professor of geography and environmental systems.

Fryer found that White boys and men doing similar work were seen as entrepreneurial while “Squeegee Kids” were often described through unsubstantiated narratives about crime and violence. She says her interviews revealed that, “many of them are working to buy clothes, food, books, and to help their families,” so what they earn often goes right back into the city’s economy.

Understanding the structure of HIV

As COVID-19 vaccine research moved forward at light speed this past year, research on other pandemics continued to make steady progress. Three groups of students presented their research on HIV-1, the retrovirus that causes AIDS.

Michael Summers, Distinguished University Professor of chemistry and biochemistry and Howard Hughes Medical Institute investigator, mentored over a dozen students that contributed to two of the major collaborative projects presented at URCAD, focused on the structures of HIV-1 MAL junction conformers and the HIV-1 5′ leader. Faith Davis ‘22, sociology and biological sciences, is part of the second project and a 2021 Newman Civic Fellow.

Three young women smile at the camera. One is close to the camera, another sits on the floor behind her, and the third is in the background standing holding a laptop. There is a large monitor and two lap tops with images behind them. — Davis (left) with her co-researchers tied for URCAD’s 2021 “Best Overall Selfie” award.
*Photo courtesy of* *April Householde*r, director of undergraduate research and prestigious scholarships.

“The work is focused on determining an unsolved piece of the structure of the 5` leader of HIV-1’s genome, which is what makes HIV so infectious,” she explains. “If the structure of this area can be determined, it could possibly inform cures or better treatments for HIV.”

Collaborative process

For UMBC’s video game designers, going virtual was not new. Marc Olano, associate professor of computer science and electrical engineering, mentored four projects presented at URCAD, each led by a group of about four students. They include Sword Shibe; Recurring Moment – A Time Travel Puzzle Platformer; Jump Starters, and the two-player Android and PC strategy game Hamster Toaster Checker. Students in UMBC’s computer science game development track collaborated with students in animation and interactive media to envision and begin developing the new games.

“The beauty of the CMSC 493 class is that it brings artists and programmers together and the management of the project is completely led by us,” says Kristian Mischke ‘21, computer science, the game designer for the Recurring Moment project.

A digital drawing of virtual game with one character trying to jump on a platform and the other running the opposite way towards a door. A green timer at the top of the image counts down. — A scene from Recurring Moment. *Image courtesy of Mischke.*

In Sword Shibe, players take a dog with a sword through different paths. The student team that created it drew inspiration for its concept designs from Japanese culture, folklore, and legends. The dog in the game is also inspired by a Shiba Inu, which is a breed of hunting dog from Japan.

Olano worked to model the students’ project experience on the structure of the game design and development industry. “Students began working through ideas in small teams and worked their way through prototypes and onto a bigger team,” he explains. “In the game industry, you have to work collaboratively or you fail.”

Mischke explains how he would bounce ideas off the artists for visual appeal or about the game’s narrative arc. With the other programmers, he talked through implementation feasibility. “We all would give feedback and discuss adaptations together,” says Mischke. “Everyone on the team was able to be part of the process and apply their unique skill set.”

Thought-provoking animation

UMBC artists also shared short animated films through URCAD. These include projects like “Finding the Sun” and “Familiarity in Change,” which resonated with audiences.

“Finding the Sun” was created by Michelle Young ‘21, visual arts, who directed, animated, and composed the music for the film. She took an interdisciplinary approach by combining her illustration, design, 2D animation, and sound design skills to explore the themes of self-worth and self-acceptance.

The girl in the movie wakes up to a dark world and goes in search of the sun, says Young, only to find out she is the light in the world—that she is enough. “I was hoping that the simplicity of the character would allow the viewer to put themselves in their shoes,” she explains. “I wanted to create something that was meaningful and encouraging to people wherever they are in this difficult time in our lives.”

“Familiarity in Change” shows viewers imagery of various locations, such as an empty beach and snowy park, that express a desolate feeling. However, by pairing those images with peaceful music, creator Angela Endres ‘22, visual arts, transforms the mood to serenity and comfort.

Endres finds meaning in showing the emptiness of these places, which prior to COVID would have been enjoyed by family and friends coming together. “Isolation has made me see the beauty in everyday life,” she shared in her URCAD talk. “The world has changed and that’s OK.”

Banner image: A scene from Michelle Young’s short film “Finding the Sun.” Image courtesy of Young.

UMBC’s Faith Davis is named a 2021 Newman Civic Fellow for work on healthcare, food, and housing insecurity

Faith Davis ‘22, M30, sociology and biological sciences, grew up in Mechanicsville, a small town in Maryland. Her family regularly welcomed people in need of temporary housing into their home. This shaped her sense of how housing and income insecurity affect people, but did not prepare her for the shock she felt at seeing the scale of people living without housing in Washington D.C. while visiting the capital as a teenager.

That was a deciding moment for Davis. She wanted to understand the underlying factors of why homelessness persists widely and at such high rates, and she was determined to find sustainable interventions. She has invested the last three years researching food and housing insecurity both on campus and in Baltimore City, as well as working with community organizations to implement interventions. In recognition of her engaged leadership and long-term commitment to this work, Campus Compact Mid-Atlantic (CCMA) has named Faith Davis a 2021 Newman Civic Fellow.

A young woman with long light brown curly hair smiles at the camera. — Faith Davis. *Photo courtesy of Davis*.

“While I have spent a great deal of my time at UMBC conducting scientific research and taking advanced chemistry and biology coursework, I have also tried to engage with the campus community and the surrounding community,” shares Davis, who is a Meyerhoff Scholar. “Being selected as this year’s Newman Civic Fellow means UMBC recognizes my efforts to change the world in a positive way.”

A group of ten, dressed up, young men and women stand together in two rows smiling at the camera. — Davis (first row on the right) volunteering at the Meyerhoff Scholars Program 30th Anniversary Celebration. *Photo courtesy of Davis.*

Davis is the most recent in a long line of UMBC students who have earned Newman Civic Fellowships in recognition of their dedication to public service. They include Nihira Mugamba ‘21, political science and Africana studies; Maheen Haq ‘20, global studies and economics; Stephanie Milani ‘19, computer science and psychology; Sophia Lopresti ‘17, global studies; Maxwell Poole ‘18, computer science; economics; and Kelly Cyr ‘12, biological sciences, and M.S. ’13, applied molecular biology.

Civic action

Davis joined UMBC’s Center for Democracy and Civic Life’s (CDCL) Alternative Spring Break (ASB) program as a participant in her first year on campus and as a leader every year after. ASB is an immersive learning experience in which participants explore the systemic and human dimensions of complex social issues in Baltimore. Through UMBC’s Shriver Center, ASB students participate in a service-learning course to learn how to best foster sustainable, long-term connections with local communities.

A group of eight young people with three adults wearing winter coats stand before a brick building with a green awning that says Paul's Place in white letters. — Faith Davis (back row, first on the left) at a community organization in Baltimore City
during ASB 2019. *Photo courtesy of Davis.*

Her first ASB project focused on housing insecurity in Baltimore. “I learned that the most common causes of death for people experiencing homelessness are conditions that could have been easily treatable,” explains Davis.

As an ASB leader her sophomore and junior years, she helped design projects focused on how structural barriers to the availability of nutritious food impact residents’ overall health, education, and well-being in Baltimore, as well as approaches to achieving nutritional equity. Davis has also facilitated several of CDCL’s programs such as the Change Makers Dinners, where she leads discussions addressing nutrition and food access and on women’s political empowerment.

A group of young men and women sit around a table. A man stands to the side of the table with a blackboard and screen behind him. — ASB 2019 symposium (Davis is first on the right). *Photo courtesy of David Hoffman.*

Research to address healthcare access

Davis’s work in ASB increased her awareness of the challenges that people experiencing homelessness face in accessing preventative healthcare and basic information about chronic health issues. “I had the opportunity to survey the health resources available in Baltimore City,” shares Davis. “There was a noticeable gap when it came to providing basic health information.”

Davis designed a research project to develop a model that could both assess individuals’ current state of health and connect them with groups who could follow up with free medical services. She received an Undergraduate Research Award in 2019 to gather and analyze health information from shelter residents at two homeless shelters in Baltimore City who volunteered to participate.

The data revealed that the population she surveyed frequently lacked access to consistent primary medical care and regular health screenings, where preventative medicine could reduce the risk of life-threatening emergencies. She was able to present the initial phase of the project at UMBC’s 2019 Undergraduate Research and Creative Achievement Day. Unfortunately, the project could not continue to its next phase due to COVID-19.

Examining food insecurity

In the fall of 2020, Davis was invited to join the Retriever Essentials on a research project analyzing food and housing insecurity at UMBC. Retriever Essentials is an organization led by faculty, staff, and students that tackles food insecurity in the UMBC community. Davis worked alongside Fariha Khalidshe, a CCMA AmeriCorps VISTA member serving with UMBC Retriever Essentials.

Together they compiled and analyzed data from surveys of faculty, staff, and students to determine the prevalence of food and housing insecurity at UMBC, the effectiveness of UMBC’s efforts to address these issues, and the impact of the pandemic on people’s housing and food access.

Three young women wearing lanyards around their neck stand close together and smile at the camera. — Davis (left) with her mentor from the Meyerhoff Scholars Summer Bridge program,
**Rebekah Rashford** ’18, M26, biological sciences, (center), and Davis’s former roommate,
**Ridhi Chaudhary** ’21, M30, biological sciences (right). *Photo courtesy of Davis*.

“Faith is an outstanding member of our research team,” says Khalidshe. “She is an avid advocate for understanding food and housing justice by looking at the statistics and hearing people’s stories about their lived experiences.”

The research team found that a decrease in access to public transportation due to COVID-19 restrictions has been a significant barrier to people’s ability to access food. Additionally, Davis notes that limited income due to unemployment has also affected food and housing security, especially “because government support is decreasing while many people are still unemployed.”

Many organizations that support local communities’ food and housing needs rely heavily on volunteers to function, and have been impacted significantly by COVID-related shutdowns. “As these organizations suffered, more mutual aid networks have taken hold or grown,” explains Davis. “The pandemic has also led to people growing in community and supporting their neighbors, both through formal mutual aid networks and informally.”

HIV research

In addition to her research in housing and health insecurity, Davis also has interests in biomedical research. She is both a U-RISE Scholar and a Howard Hughes Medical Institute Scholar. She has worked with Distinguished University Professor and HHMI Investigator Michael Summers, chemistry and biochemistry, for three years, helping to examine the structure of the HIV-1 5` leader.

“The lab work is focused on determining an unsolved piece of the structure of the 5` leader of HIV-1’s genome, which is important because this area is what makes HIV so infectious,” explains Davis. “If we can determine the structure of this area, it could possibly inform cures or better treatments for HIV.”

A woman stands in between two young men and two young women all wearing dress pants and dress shirts and jackets with lanyards hanging from their necks. — Davis (second from the right) at a ABRCMS workshop she helped to facilitate.
*Photo courtesy of Davis*.

She presented her research on the structure of the HIV-1 5` leader at the American Society of Microbiology Annual Biomedical Research Conference for Minority Students. She also won a poster presentation award at UMBC’s Undergraduate Research Symposium in the Chemical and Biological Sciences and came in 2nd place in the poster presentation at UMBC’s Summer Undergraduate Research Fest. Davis presented her latest research at this year’s 25th UMBC Undergraduate Research and Creative Achievement Day.

Above and beyond

Davis’s passion for being an agent of change in her community extends well beyond her campus work. Through UMBC’s Shriver Center service learning community partnerships, she was placed as a volunteer at the St. Agnes Hospital Stroke Center in Baltimore County, collecting and recording patients’ vital signs and helping with administrative tasks. She is active as a tutor for Arbutus Achievers, a mentoring and college readiness program for middle school students at Arbutus Middle School in Baltimore County.

Among her leadership roles, Davis is the president of UMBC’s Phi Delta Epsilon Medical Fraternity, the secretary of the Ethics Bowl and the Catholic Retrievers, and is a member of the Physical Chemistry Club. While at UMBC, Davis also served on the Volunteer Rescue Squad In her hometown of Mechanicsville.

“Faith is someone who truly walks her talk. She is committed to making a difference through collaboration and engagement over the long haul,” say CDCL’s director, David Hoffman, Ph.D. ‘13, language, literacy and culture (LLC), and assistant director, Romy Hübler ‘09, modern languages and linguistics, M.A. ‘11, intercultural communication, and Ph.D. ‘15, LLC. “We are proud to work with her.”

Social change network

This type of long-term commitment to social change is precisely what the Newman Civic Fellowship honors. The year-long fellowship supports each recipient in further developing their social change and leadership skills through regional and state gatherings. Fellows are paired with mentors and become part of a national network of peers. They support each other in finding solutions for challenges facing communities locally, nationally, and internationally.

Davis has already met other Newman Fellows through online events. She has begun to volunteer in some of the new social justice organizations they introduced her to. She is grateful to be able to learn from previous Newman Fellows and join peers who, like her, are ready to lend their energy and expertise to move social justice work forward. Davis plans to pursue an M.D.-Ph.D. after graduating next year. She hopes these experiences will help inform her future work developing community programs to improve health outcomes for people experiencing poverty.

“My greatest hope for this fellowship is to connect with a large network of change-makers who I can learn from and be inspired by throughout my life,” says Davis. “I hope to eventually work together to create a better world.”

Banner image: Faith Davis (second from the right) with fellow 2019 ASB participants. Photo courtesy of Davis.

UMBC education faculty and partners work to humanize K-12 distance learning

When schools had to shift to distance learning due to COVID-19, UMBC’s Keisha McIntosh Allen, assistant professor of language and literacy education, and Kindel Turner Nash, associate professor of education, witnessed their own children face an incredibly challenging new reality. Like many of their peers in Baltimore City Public Schools, they experienced an overwhelming sense of isolation and a disconnect with the learning process in this new virtual environment.

Everything had changed, the researchers note, yet schools were attempting to move forward without the time and space to address the technological, social-emotional, economic, and health challenges teachers and students were experiencing.

“It was hard to see our children who normally are excited and engaged become withdrawn and disengaged,” shares Allen. “It was frustrating to everyone on the research team to hear about how Kindel’s kids lost a sense of direction they had before because there was no plan for equitably translating face-to-face instruction to the virtual space during a global crisis.”

A woman with short black hair wearing a bright yellow blouse and gold metallic medallion earing smiles at the camera. — Keisha McIntosh Allen. *Photo courtesy of Allen.*

Allen and Nash took action. They developed a 15-month research project, ”Teaching through Coronavirus: Toward Cultivating Urgent Humanizing Distance Learning (HDL) Pedagogies,” with collaborators Sakeena Everett, assistant professor of education at the University of Georgia; and Kyla Thomas, independent educational consultant. The project received over $150,000 from the U.S. Department of Education Governors Emergency Education Relief Fund.

Knowledge sharing

“We knew that there were other parents and educators having the same challenges,” explains Nash. “But we also knew that there were many teachers who were naturally doing this humanizing work. It was about gathering that knowledge, sharing it, and putting it to action.”

Women with light brown hair wearing a navy blue shirt and gold hoop earrings smiles at camera. A green tree is behind her. — Kindel Turner Nash. *Photo by Marlayna Demond* ’11 for UMBC.

The research project is designed as a professional development training for 100 Baltimore City Public School teachers. It seeks to help them create or extend humanizing practices in their current classrooms. The diverse group of teachers participating is interested in reclaiming their classrooms as centers of connectedness, emotional wellbeing, and learning based on a commitment to critical social justice-oriented teaching.

“Humanizing pedagogy is a daily practice of transformation,” explains Everett. “It creates the conditions for all students to achieve at their highest potential by learning about and using their myriad linguistic, cultural, and familiar resources.”

Rethinking a disconnected system

Similar to how Allen and Nash witnessed their own children’s isolation, the research team also found that the 100 teachers who signed up to participate were feeling disconnected and overwhelmingly alone. This was especially the case for teachers of color working in a system shaped by structural inequalities and racism. On top of this, the teachers’ own communities and their students’ communities were highly affected by COVID-19.

The pandemic exacerbated the existing health, economic, and educational inequalities caused by structural racism, the teachers found. Some students had to manage work, home responsibilities, or caring for family members. This was all in addition to participating in online class and completing schoolwork in a limited space. Often those responsibilities conflicted with strict school schedules, creating more learning and social opportunity gaps, especially for students of color.

Kyla Thomas. Photo courtesy of Thomas.

Thomas shares that teachers may have been aware of these hardships but may not have known of how to best support their students and themselves. She believes this is the perfect time to create a different approach to distance learning, and to teaching more broadly.

At the center of humanizing pedagogy is freedom from oppression and agency, Thomas explains. “We need to ask ourselves, what are we learning from this, what can we build, what are we doing to help students connect more authentically in a learning environment?” she says. “The shift to distance learning may not be ideal, but it does offer an opportunity for change in how we teach and learn regardless of setting.”

Humanizing research

As teacher-educator-researchers, Allen, Nash, Everett, and Thomas were intentional in embodying humanizing pedagogies as they designed and implemented each phase of their virtual research project. The first phase of the project was anchored in creating collaborative spaces for teachers with the most experience in HDL pedagogies to share their knowledge so that other educators could learn from them.

“The team believes that by learning from teachers as they teach through COVID-19, they will move closer to ultimately disrupting educational inequities and reimagine a healthy, liberating, student-centered vision of teaching youth of color,” says Everett.

A woman with light brown curly cropped hair with dark rimmed glasses and wearing a navy blue and white blouse with a navy blue cardigan and a long string of pearls smiles at the camera in front of some trees. — Sakeena Everett. *Photo courtesy of Everett.*

The other project phases delved deep into a continuous cycle of learning, implementation, reflection, sharing, and listening.

The team wanted the professional training itself to mirror what a classroom would look like if HDL pedagogies were practiced. To do this they created small virtual pods of ten teachers. Each group included teachers from all grade levels and teaching experiences. Within each pod some teachers were new to humanizing pedagogy. Others had some familiarity or significant experience with HDL pedagogies. The advanced teachers, all but one of whom are teachers of color, co-facilitated the pods along with one of the researchers.

“We value the humanizing practices that are often embedded in the teaching practices of Black teachers,” explains Allen. “This is an opportunity for them to lead and share their knowledge, which is often overlooked by teacher evaluations that do not acknowledge these approaches to teaching.”

Opening space for agency

The researchers also wanted to value the teachers’ commitment to the project. The professional development met all requirements for Baltimore City Public School teachers to earn six Achievement Units. These units accrue over a teacher’s career and create opportunities for them to advance along career pathways.

From beginning to end, the researchers share, they’ve designed their project to value teachers’ knowledge. Their goal is to demonstrate how teachers working together can create research-based solutions informed by teaching experience to better serve their students. Every step was a joint effort.

“It starts with how we as educators and researchers interact with each other and open space for agency,” says Nash. Seeing how teachers then express their agency to make changes in their classrooms is powerful to watch, she shares. “One of the teachers I worked with asked her principal to change her schedule because the current schedule didn’t meet the needs of her students. The principal changed it.”

Maximizing learning

Another benefit of the HDL professional development program is creating a vast peer support network for teachers in Baltimore City. They exchange ideas, expertise, and listen to each other’s challenges. They know that they are not alone even if they could not be together physically.

Radia Michael ‘20, global studies and mathematics, and M.A.T. ’21, mathematics education, is a project participant whose perspective on distance learning and online teaching tools changed through engaging with other teachers. Michael is one of seven UMBC students in the Sherman STEM Teacher Scholars Program to receive the training. Before this training, Michael felt the virtual environment would limit their ability to have engaging lessons and connect with students. HDL has helped them to think creatively about how they can teach online in a culturally relevant way.

“At the end of the day, technology serves as a tool. We can use it to recognize students’ full humanity,” says Michael.

Ultimately, HDL “is not a scripted curriculum. It is a lifestyle where we assume the best of our students,” shares Everett. “We are trying to find opportunities to maximize their potential and learning. It is a daily practice of freedom.”

Banner image: Person working on a laptop. Stock image. Mobile technology Photo by WOCinTechChat, CC BY 2.0

UMBC’s Erle Ellis and international team show people have shaped Earth’s ecology for 12,000 years

New research published today in the Proceedings of the National Academy of Sciences (PNAS) shows that land use by human societies has reshaped ecology across most of Earth’s land for at least 12,000 years. The research team, from more than a dozen institutions around the world, compared the history of global land use with current patterns of biodiversity and conservation. Their work revealed that the main cause of the current biodiversity crisis is not human destruction of uninhabited wildlands, but rather the appropriation, colonization, and intensified use of lands previously managed sustainably.

The new data overturn earlier reconstructions of global land use history, some of which indicated that most of Earth’s land was uninhabited even as recently as 1500 CE. Further, this new PNAS study supports the argument that an essential way to end Earth’s current biodiversity crisis is to empower the environmental stewardship of Indigenous peoples and local communities across the planet.

A man with short cropped grey hair wearing dark rimmed glasses and a blue dress shirt and tie smiles at the camera while standing in front of a brick building. — Erle Ellis. *Photo by Marlayna Demond for UMBC*.

“Our work shows that most areas depicted as ‘untouched,’ ‘wild,’ and ‘natural’ are actually areas with long histories of human inhabitation and use,” says UMBC’s Erle Ellis, professor of geography and environmental systems and lead author. He notes that they might be interpreted like this because in these areas, “societies used their landscapes in ways that sustained most of their native biodiversity and even increased their biodiversity, productivity, and resilience.”

Mapping 12,000 years of land use

The interdisciplinary research team includes geographers, archaeologists, anthropologists, ecologists, and conservation scientists. They represent the U.S., the Netherlands, China, Germany, Australia, and Argentina, pooling their knowledge and expertise into a large-scale study that required a highly collaborative approach. They tested the degree to which global patterns of land use and population over 12,000 years were associated statistically with contemporary global patterns of high biodiversity value within areas prioritized for conservation.

“Our global maps show that even 12,000 years ago, nearly three-quarters of terrestrial nature was inhabited, used, and shaped by people,” says Ellis. “Areas untouched by people were almost as rare 12,000 years ago as they are today.”

Global changes in anthromes and populations 10,000 BCE to 2017 CE.
*Map courtesy of Erle Ellis.*

The cultural practices of early land users did have some impact on extinctions. However, by and large, land use by Indigenous and traditional communities sustained the vast majority of Earth’s biodiversity for millennia. This finding comes at a critical time of heightened need to develop long-term, sustainable answers to our biggest environmental problems.

“The problem is not human use per se,” explains professor and co-author Nicole Boivin, of the Max Planck Institute for the Science of Human History in Jena, Germany. “The problem is the kind of land use we see in industrialized societies—characterized by unsustainable agricultural practices and unmitigated extraction and appropriation.”

To truly understand terrestrial nature today, it is necessary to understand the deep human history of that nature. Outside of a few remote areas, “nature as we know it was shaped by human societies over thousands of years,” says Ellis. He believes that efforts to conserve and restore “won’t be successful without empowering the Indigenous, traditional, and local people who know their natures in ways that scientists are only beginning to understand.”

Supporting Indigenous land use practices

An ancient tall rock formation with a base of eroded grey rocks jutting in and out and a rock tower with two large wide faces carved into two of its sides surrounded by tall green trees. — Ancient gateway in Angkor, Cambodia.
*Photo by Erle Ellis.*

The authors argue that their findings confirm that biodiversity conservation and restoration will benefit by shifting focus from preserving land in a form imagined as “untouched” to supporting traditional and Indigenous peoples whose land use practices have helped sustain biodiversity over the long term.

“This study confirms on a scale not previously understood that Indigenous peoples have managed and impacted ecosystems for thousands of years, primarily in positive ways,” says Darren J. Ranco, associate professor of anthropology and coordinator of Native American research at the University of Maine. “These findings have particular salience for contemporary indigenous rights and self-determination.”

Ranco, a citizen of the Penobscot Indian Nation, notes that indigenous people currently exercise some level of management of about 5% of the world’s lands, upon which 80% of the world’s biodiversity exists. Even so, indigenous people have been excluded from management, access, and habitation of protected lands in places such as the U.S. National Parks.

Darren J. Ranco. *Photo courtesy of Ranco*.

“We must also assure that new attempts to protect lands and biodiversity are not just a green-grab of indigenous lands,” says Ranco. “We cannot re-create the worst of colonial policies meant to exclude indigenous people, which would undoubtedly make the situation much worse for the environment and humanity.”

A sustainable future

“Our research demonstrates the connections between people and nature that span thousands of years,” says Torben Rick, study co-author and curator of North American Archaeology at the Smithsonian National Museum of Natural History. “These connections are essential for understanding how we arrived at the present and how to achieve a more sustainable future.”

A man wearing a blue jacket sits on a cliff by the sea with shoveling small mounds of dirt into a white bucket. — Rick excavating a roughly 11,000 year old archaeological site on Santa Rosa Island, California. *Photo courtesy of Rick.*

This research represents a new form of collaboration across archaeology, global change science, conservation, and scholars of Indigenous knowledge. The co-authors hope this work will open the door to increasing the use of global land use history data by natural scientists, policymakers, activists, and others. Leaders in a range of fields can use these data, they note, to better understand and collaborate with Indigenous, traditional, and local peoples to conserve biodiversity and ecosystems over the long term.

“It is clear that the perspectives of Indigenous and local peoples should be at the forefront of global negotiations to reduce biodiversity loss,” says Rebecca Shaw, chief scientist at World Wildlife Fund and another study co-author. “There is a global crisis in the way traditionally-used land has been transformed by the scale and magnitude of intensive human development. We have to change course if we are to sustain humanity over the next 12,000 years.”

Banner image: Hilltop settlement in drylands, Morocco. Photo by Erle Ellis.

UMBC-Montgomery College collaboration expands with digital storytelling humanities internship for transfer students

In September of 2020, UMBC’s Camee Maddox-Wingfield, assistant professor of anthropology, wanted to introduce her Anthropology 211 students to the process of digital storytelling and the tools of the Smithsonian Learning Lab. She reached out to Sarah Jewett who had just launched a new digital storytelling collaboration with the Montgomery College (MC) Digital Storytelling Internship program at the Paul Peck Humanities Institute. The internship places MC students with UMBC faculty who need help with their digital story projects.

Jewett, director of innovations in transfer research and practice at UMBC, knew about MC’s long-standing partnership with the Smithsonian Center for Learning and Digital Access, of which the lab is part. She collaborated with MC’s Digital Storytelling Internship to place Mark Siegrist, who was an intern in the lab, with Maddox-Wingfield.

A woman with long black breaded hair wearing a black sleeveless blouse smiles at the camera. There are some trees and green bushes in the background. — Camee Maddox-Wingfield.

Siegrist was the perfect fit. He produced the digital story Maddox-Wingfield needed and had the opportunity to learn about the resources UMBC offers for transfer students.

“I’ve had a really good experience working with Mark Siegrist,” shares Maddox-Wingfield. “He was so helpful. I am so grateful that this sort of collaboration was made possible between the two institutions by Sarah Jewett.”

Building relationships

This growing, humanities-centered digital stories internship is a collaboration nourished by Jewett and MC’s Jamie Gillan and Mathew Decker. The two English faculty serve as co-coordinators of MC’s Digital Stories Internship, and Gillan is also a Ph.D. student in UMBC’s language, literacy, and culture (LLC) program. Jewett and Gillan initially connected through Gillan’s doctoral research at UMBC, on story work as a way to build empathy. This storytelling project was a natural extension of that work.

Together they built the structures necessary for MC students to work alongside UMBC faculty on digital storytelling projects. MC considers these UMBC collaborations to be Level 2 internships, completed after MC students gain initial experience with digital storytelling.

Participants enroll as non-degree students at UMBC during their internships to complete a service-learning course through UMBC’s Shriver Center. This provides them with additional support and guidance in completing their collaborative projects and reflecting on their internship experiences.

“Level 2 interns are expected to bring their own ideas to the table, to be leaders as well as collaborators,” explains Gillan. These learning and teaching partnerships between students and faculty are at the core of how UMBC fosters a culture of intellectual curiosity and relationship-building.

The faculty team for the digital stories partnership in fall 2020 included: Bill Shewbridge, professor of the practice in media and communications studies; Tania Lizarazo, assistant professor in modern languages, linguistics, and intercultural communication (MLLI) and the global studies program; and Beverly Bickel, M.A. ’94, instructional development systems, Ph.D. ’05, LLC, clinical assistant professor of LLC.

Great chemistry

UMBC and MC’s strong working relationship has deep roots. Ten years ago UMBC partnered with three other community colleges in Maryland to develop and implement the STEM Transfer Student Success Initiative (t-STEM). Jewett, the executive director of this initiative, worked with community college counterparts to develop the systems necessary to better support transfer students in STEM as they transitioned to UMBC.

The seven-year initiative was a great success and inspired Jewett to extend this same model to other fields. She began with a summer environmental science research experience organized in collaboration with Howard Community College and UMBC’s departments of geography and environmental science and biological sciences.

One woman and two men hold binoculars and stand in front of a field of trees. — UMBCs Kevin Omland (center), professor of biological sciences, birdwatching
with students in 2019.

Rather than focus on expanding a single program, or even an array of STEM-focused programs, “We are working to scale horizontally to different disciplines,” Jewett explains. This includes the social sciences and humanities.

Finding a path

Like Mark Siegrist, MC student Ahmad Al-Olabi was also a Level 2 digital stories intern. The experience had a significant impact on his college experience.

In his Level 1 internship, Al-Olabi produced “The Journey: Swim or Die,” about his journey as a Syrian refugee fleeing to Greece. His powerful work was one of eight digital stories MC featured during UMBC’s first Digital Decameron.

“I was hesitant to share my experience,” explains Al-Olabi. But the feedback he received encouraged him to continue forward. “In the second internship,” he says, “I realized everyone empathized with my journey and valued my skills.”

As a Level 2 intern, Al-Olabi worked with Shewbridge’s digital stories class in collaboration with 20 students at Hong Kong University. He provided his fellow students with script feedback and technical support for the “Global Voices in a Time of Pandemic” project. The project fosters intercultural dialog about COVID-19.

Ahmad Al-Olabi in the atrium of UMBC’s Performing Arts and Humanities Building.
*Photo by *Azigza Hussen*, 2019*

Al-Olabi appreciated working with Shewbridge, whose filmmaking career and expertise have opened a new career option for him to explore. This experience has made him feel more prepared for the next step of his academic career. “Before this program, I wasn’t sure I was ready for an American university,” explains Al-Olabi. “Now that I know Professor Shewbridge and Ms. Jewett, and having been on campus, I feel I can be successful.”

Reflection through storytelling

A third Montgomery College student, Stephanie Palencia, produced the personal story “Stand Up.” She addresses the importance of self-care while grappling with the pressures of cultural expectations and responsibilities.

Palencia worked with Lizarazo and Charlotte Keniston, an LLC doctoral student and associate director of UMBC’s Peaceworker Program, on Lizarazo’s Migration Stories project. They organized audio, text, and images to create a story map that reflects the migration stories of some of the members of Maryland’s Latinx community. Palencia also assisted Lizarazo in a digital stories workshop she facilitated at The Universities at Shady Grove.

“I’ve been grateful to have been invited to work on digital stories with Montgomery College students since 2019,” shares Lizarazo. She continued to work with these students on digital story projects through the pandemic. Of the partnership, she says, “This is truly an initiative in community-building beyond institutions.”

Building bridges to the future

Jewett notes that the internship engages students in critical thinking to refine their technical, communication, and storytelling skills. However, she explains, “The heart is about building meaningful relationships between MC students and UMBC faculty and staff as a bridge to university life.” It’s a mentoring process that reveals all that is possible at UMBC and beyond.

A young man with short brown hair wearing dark rimmed glasses and a brown dress shirt and jacket stands in front of a beige wall and looks into the distance. — Mark Siegrist. *Photo courtesy of Siegrist.*

“These relationships are invaluable,” shares Siegrist. He notes that the UMBC internship gave him access to a network of professors. Should he transfer, he will understand and know the community, where to access resources, and whom to ask for help.

“This internship will have a big impact on my academic journey,” Siegrist says. “It showed me how I could leverage my skills to design new opportunities.”

Jewett hopes to bring more support and new opportunities to even more students. The spring internship is already underway with three new MC students.

She and Amy Froide, a professor of history, also just received matching funding from Bringing Theory to Practice. It’s an organization that works to link the engaged learning, well-being, and civic development of students. This grant will help fund a new summer experience in public history with Howard Community College.

“The impact increases for all involved,” Jewett says, “when students have learning opportunities to explore the different disciplines, networks, and resources UMBC offers, and to connect with mentors.”

Banner image: Al-Olabi visiting UMBCs Imaging Resource Center photogrammetry 3D and motion capture scanning rig in December 2019. Photo by Azigza Hussen, a Montgomery College digital student intern visiting UMBC with Al-Olabi. All photos by Marlayna Demond unless otherwise noted.