Educated Observer Fall 2012

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How the degree measures up stateside

FALL 2012 SPECIAL ADVERTISING SUPPLEMENT TO THE NEW YORK OBSERVER

Stanford, MIT, UPenn battle for top-notch techies

College professionals on the debacle of student debt

Decoding continuing education

Interesting campus

jobs

EDUCATION FALL 2012_COVER_final.indd 1 9/6/12 7:36:25 PM

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Campus Art

The Globalization of the MBA

How the degree measures up stateside

THE EDUCATED OBSERVER FALL 2012

Stanford, MIT, UPenn battle for top-notch techies

College professionals on the debacle of student debt

Decoding continuing education

Interesting campus

jobs

ON THE COVER

A view of Pratt's beautiful Brooklyn campus in the autumn.

PHOTOGRAPHER

Josh Gerritsen

Publisher JARED KUSHNER President CHRISTOPHER BARNES Executive V.P. BARRY LEWIS Senior V.P., JAMIE Associate Publisher FORREST Editorial Manager MICHAEL WOODSMALL Senior Marketing Manager ZARAH BURSTEIN Controller MARK POMERANTZ

EDITORBENJAMIN-ÉMILE

LE HAY

ART DIRECTORLAUREN DRAPER

WRITERSCHLOE ASHBY

JESSICA BENHAMOUYAEL BURLA

KELLY FAIRCLOTHMARINA GERNERNATALIE GLASER

JACK MCILROYSAMANTHA NORMAN

MELISSA WILEY

COPY EDITORLESA ANDREASEN

PHOTOGRAPHYMELISSA WILEY

PUBLISHER BARBARA GINSBURG SHAPIRO

ACCOUNT EXECUTIVE JONATHAN KLEIN

ADVERTISING COORDINATION KATHERINE DESPAGNI

PRODUCTION & CREATIVE DIRECTOR ED JOHNSON

PHOTO EDITORPETER LETTRE

ADVERTISING PRODUCTION LISA MEDCHILL

New York’s population has already begun to swell as students return to school for the fall semester courses. They bring a new vibrancy to the city that is not only intellectual, but also cultural. In this issue we explore some of the current trends and relevant issues that a� ect our community’s students and institutions of higher education. First o� , Yael Burla discusses the value of an MBA and the degree’s popular development here and abroad. Then Jessica Benhamou (with reporting from Natalie Glaser) investigates the world of continuing education; what the options are and how they are expanding with technology. Kelly Faircloth for Observer’s Beta Beat wrote a telling article on which Ivy League schools are attracting top-notch technology and innovation students. The front-runners may or may not surprise you. Melissa Wiley takes us on a tour of some of the most impressive installations of public artwork on New York City campuses. On page 22, you’ll fi nd our seasonal calendar of campus events, festivals and performances that are open to the public. Autumn 2012 is jam-packed with artistic and academic collegiate activities for all. Samantha Norman rounds out our book with an article on a group of students who have taken on non-traditional campus jobs, many of which are directly preparing them for their respective careers. Also in this edition is a fascinating dialogue with two college faculty members on the state of student debt and loans, in Marina Gerner’s “A Whole Lotta Debt.” We hope you enjoy.

Cheers to a phenomenal fall!

Benjamin-Émile Le Hay

FALL 2012

A SPECIAL ADVERTISING SUPPLEMENT TO THE NEW YORK OBSERVER

3 Global MBA | How the MBA market is trending today.

6 Continuing Education | What programs are out there and where they can take you.

11 Beta Beat Report | Which universities are attracting the top technies.

14 Campus Art | Public collections that will blow your mind.

22 Calendar | Where to get your collegiate culture and academic fi x.

25 Student Debt | Our experts dish on the good, the bad and the ugly..

31 Jobs on Campus | Today's students have limitless options when it comes to school jobs.

Note From the Editor

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14

6

Table of Contents

EO_Fall2012_Mast/TOC/EL.indd 3 9/6/12 7:06:58 PM

Biotechnology

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Sustainability Analytics

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By Yael Burlan our rapidly changing world, students are con- sistently trying to distin-guish themselves from

their peers to achieve a com-petitive advantage. A common way of doing so is by continuing one’s education in order to apply certified degrees to more com-petent jobs.

One of the most popular and sought-after graduate degrees in today’s economy is a Master

of Business Administration. Access MBA, a campaign that focuses on helping prospective MBA students identify oppor-tunities and obtain information on business schools globally, recently conducted a four-year long data collection lasting from January 2009 to May 2012. The study allowed Access MBA to analyze, among other infor-mation regarding the process, where their candidates chose to pursue their education. Access

MBA allows business schools to optimize their recruitment process through promotion and marketing of their brand. As an advent group for eight years, Access MBA has hosted over 300 events in 60 countries and is constantly adding busi-ness educational programs to its list of participating schools. The study provides valuable in-formation on developments of the graduate degree. According to the data during this period, 43% of the total 60,243 can-didates wanted to get their MBA in the US and 36% of them opted for a Full-Time program. This demand is directly in-fluenced by the quality and prestige of education systems available in the country. The data also ranks New York as the city with the highest global de-mand for US business schools, leading with 79%, closely fol-lowed by Beijing with 73% and Sao Paulo with 63%. American MBAs continue to attract most students in China and Latin America.

That being said, new edu-cation markets for acquiring MBAs are emerging in the East. Part-time programs spe-cifically are best in the Middle East given their culture where family-based companies are conventional. This area of the world predominantly expects younger family members to re-place existing positions held by their fathers. A part-time MBA program can be more appro-priate and applicable to such candidates.

This option is also more af-fordable. A candidate’s budget highly determines the location choice for pursuing an MBA or any other graduate degree and can in many cases prohibit ob-

taining such degrees altogether. The still increasing salaries that part-time MBA programs offer as incentives allows can-didates with tighter budgets to pursue this form of education. One of Access MBA’s participat-ing schools, Hult International Business School, offers a unique 12-month intensive MBA de-gree program which reduces costs and time away from work while increasing returns on in-vestment more quickly. Hult is ranked one of the No. 1 business schools in international experi-ence due to its global rotation feature; having five locations across the globe (Boston, Dubai, London, San Francisco and

Shanghai) allows candidates to rotate to up to two additional campuses within the year while completing the same academ-ic program. This opportunity gives Hult exceptional global brand awareness. Access MBA produced results confirming that the MBA has been an ever-increasing investment over the past three years and that an in-creasing number of candidates from all over the globe prefer to invest more in a branded MBA.

So what exactly is a “branded” graduate educational program? A recent article in the British national daily newspaper, The

‘The perceptions of the American Dream in terms of success after

graduation strong-ly influences the

young generation around the world.’

Christophe Coutat, Access MBA

THE MBA IN THE GLOBAL

MARKETHow the attractive graduate

degree is trending today

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Kellogg School at Northwestern University.

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Guardian, reported that the U.S. is “the country with the most reputable universities in the world.” This notion applies to both the graduate and un-dergraduate schools in the U.S. 14 out of the top 20 universi-ties in the world are located in the US, according to The Time’s higher education reputation list. The article also noted a drop in ranking of some of the United Kingdom’s leading uni-versities since last year, while China is “expanding its higher education system faster than most other countries in the world.” The reputation owned by universities seems to have a monumental focus for prospec-tive students, even with tuition fees escalating and competition for admissions and future jobs soaring. The brands that top U.S. graduate education seem to be marketed very well, given their educational prestige and consistent rankings, yet it is always something graduate schools can improve on.

Perhaps age of applicants is another factor that determines location choice. A few years of work experience before en-tering graduate school has been proven to be beneficial to applying classroom con-cepts to real world situations. Generally, European graduate schools ask for such experience more than American ones do. Most MBA programs require it regardless of their location, which can certainly influence a candidate’s application pro-cess. In our Western minds, people feel rushed to complete their education as quick as pos-sible with many students not really knowing why they are getting graduate degrees in the first place. Work experience al-lows people to really reflect on their choice to pursue graduate school – and to pursue it for the right reasons.

Another factor in deciding on which graduate school to apply to is the definition of diversity.At an Access MBA press confer-ence in New York this past June,

a panel discussion of the grad-uate school admissions process across nations was opened. Two of the four admissions directors, Sharon Castonguay, Director of Graduate Career Management Center at Baruch College and Nani Attar, Admissions Director and MBA alumna of IESE Business School, differed in views towards what consti-

tutes an attractive and diverse applicant. Ms. Castonguay’s definition of diversity, the most sought-after applicants, is the underrepresented minor-ity groups in the world, such as women, black Americans, and Latin Americans. The definition of diversity in Europe, accord-ing to Ms. Attar, revolves more around a nationality difference

in that generally foreign appli-cants are more attractive. Ms. Attar expressed her will to go back to the U.S. because of the prevalence of gender equal-ity there. “It is very behind in feeling equal in the work place; Europe may have some qualities such as a longer ma-ternity leave, but certainly has less equality professional-ly,” she said. Naturally, where a candidate chooses to pursue their MBA has a high correla-tion with where they want their next job to be located.

Education progresses at dif-ferent rates around the world. One country’s strongest asset is another’s weakest. Some parts of the world today, such as Eastern Europe, are still having a tough time entering the education global market, namely due to the intimidation of the competition and the numerous visa issues upon entering certain coun-tries and studying in them. The U.S. continues to compete the best globally in terms of acquir-ing a graduate degree. Access MBA’s Founder and General Director, Christophe Coutat, be-lieves that “the perceptions of the American Dream in terms of success after graduation strongly influences the young generation around the world,” which allows U.S. schools to se-lect the best talent. According to the Institute of International Education in 2011, the number of international students in the U.S. increased to a record high of 723,277 students, a 32% in-crease from the previous year, while the United Kingdom only had a 6% increase from the pre-vious year.

It is often the case, however, that candidates are misinformed of the opportunities outside of the country. For one, educa-tion is significantly cheaper in Europe. Many prospective stu-dents also believe their foreign degrees will go unrecognized. Further marketing the brand of international graduate pro-grams and their qualities should immediately put them at a com-petitive advantage with those in the U.S. l

Harvard, UPenn and Stanford all have excellent MBA programs.

Continued from Page 3

EO_Fall2012_MBAglobal.indd 4 9/6/12 7:08:43 PM

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6 FALL 2012

By Jessica Benhamoue all know that there has been a surge in the number of people enrolling in

continuing education. Both re-cent graduates and employees working full-time are applying for Masters and professional qualifications, in order to elbow their way up the corporate lad-der, to boost their chances of landing a first job with a lead-ing organization, or simply to change career path.

These programs promise to provide a gateway to dream jobs, but is this really the case? A survey in 2007, conduct-

ed by the Higher Education Careers Service Unit (Hecsu), indicated that there might be a point to forking out the big ones to reap the rewards later. The survey found lower rates of unemployment among postgraduates (4.2%) than un-dergraduates (6.2%) six months after graduating.

While this difference in un-employment may seem trifling, postgraduates can expect to earn much more too. Research by the Association of Graduate Recruiters has suggested that, among employers who paid a premium to attract graduates, a significant proportion of-fered on average around $7,000

extra to graduates with an MA or MSc. The National Center for Educational Statistics similarly illustrates that continuing ed-ucation can guarantee a more generous paycheck, although there is a vast discrepancy be-tween the sexes.

For 25-34 year olds who are working full-time, a woman with a Masters earns no more than a man with only a Bachelors’ Degree. In 2010, men and women with a Masters earned $64, 200 and $49,800 respectively, while men and women with only a Bachelor’s degree could expect to earn $49,800 and $40,000.

However, Bethan McKernan, studying at Columbia’s School

of Journalism, recently discov-ered the importance of having a vocational qualification. Despite having just graduated from Oxford University with a BA in English Literature, she was un-able to find an entry-level job at a leading broadsheet newspaper in England.

“I didn’t want to go to J-School when I left Oxford; I wanted a job,” she told us. “I edited Cherwell, where I had very grown up encounters with the financial and legal aspects of journalism. I’d interned in newsrooms at The Times and the BBC… I resented having to

Continued on Page 8

HOPING FOR A FUTUREContinuing education is firmly on the rise.

What fueling this higher-learning alternative?

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Students are seeking new educational methods to edge out sti� competition in the work place.

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find the money for another year of education to do something I thought I already knew how to do.”

Ms. McKernan quickly realized the benefits of study-ing at this leading school in journalism.

“I realized how vital it is that young journalists are properly prepared to enter the working world… The course is high octane and incredibly thorough—the chance to be taught, supervised and edited by someone like Sheila Coronel is an opportunity I doubt I’ll come across again for a long time. J-School is still a means to an end but I can’t imagine a bet-ter way of becoming the kind of journalist I want to be.”

Columbia offers 13 profes-sional master’s degrees and post-baccalaureate classes in over 50 subjects. Adults wish-ing to expand or update their career skills have always at-tended evening classes at schools in New York City, but now, continuing education is becoming increasingly popular for working professionals.

“About a third [of our stu-dents] are working journalists

and about a third are career-changers,” explained Joanna Hernandez, Director of Career Services at CUNY. “The average age of students is 27. The range in ages is from 21 to 53.” These programs do seem to boost one’s career prospects, but perhaps primarily thanks to the place-ments the students can obtain throughout the course, rather than the course content itself.

“Most of the students do find work in journalism,” added Ms. Hernandez. “For example, for the Class of 2011, more than 87 percent are earning their living through journalism. Some have full-time jobs, others are work-ing a couple of part-time gigs, and some are making their liv-

ing as freelancers.”In response to an increasing

demand for professional quali-fications, New York University created a series of digital certi-fication programs six years ago, which allow students to spe-cialize in programs like Digital Media Marketing, SAS Data Mining for Marketers, Web Design and Digital Photography. Tom Glaser, a student at NYU, took a web analytics course at NYU and enjoyed it so much that he decided to take four more courses to get certified with NYU’s Digital Media Marketing Certificate Program.

“The program gave me an excellent foundation in digi-tal marketing and I was able to

put a lot of what I learned into practice at work,” Mr. Glaser de-clared. Following this program, he decided to change his career, which is common among con-tinuing education students.

To cater to professionals, con-tinuing education has evolved in recent years. Schools recog-nize the need to offer flexible scheduling solutions, including distance learning and evening/weekend classes. Some schools offer three or five-day “inten-sives,” which cram 24 or 40 hours of teaching into less than a week’s time.

Online learning is also a blos-soming business. For instance, 160,000 people registered for an online artificial intelli-gence course at Stanford last year. On July 11, 2012, Sree Sreenivasan was appointed to be the first Chief Digital Officer at Columbia University. “There is so much noise about online learning in higher education, but there is really no need for panic. It’s like 1996 right now—before Google or Wikipedia,” Sreenivasan explained. “The conventions haven’t been set yet. Columbia has been doing its job very well for 250 years. This next step must be thought-ful and strategic.” l

‘The program gave me an excellent foundation in digital marketing

and I was able to put a lot of what I learned into practice at work.’

Tom Glaser, student at NYU getting certifi ed in

Digital Media Marketing


Many continuing education programs now o� er distance learning and evening/weekend classes.

EO_Fall2012_ContEd.indd 8 9/6/12 7:12:00 PM

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By Kelly Fairclothas previously published

online for BetaBeatn a clear November day, the hard-working students of Harvard College took a collec-

tive study break and poured onto the walkway in front of Lamont Library. Undergrads, an inordi-nate number of them sporting hoodies, pressed their bodies against a set of temporary bar-ricades, their smartphones and cameras held aloft, eyes intent on a grinning visitor making his way from one of the Yard’s gates to a mic stand that had been set up smack in the middle of the walkway.

The excitement wasn’t for Jason Segel, who would be se-lected as the Hasty Pudding’s Man of the Year in February, nor for Andy Samberg, who’d be tapped to give the Class Day Speech later that year, but a

former classmate—a “concen-trator” in computer science and psychology—who eight years ago had been just like them, a hard-working kid with amazing grades and questionable social skills, well on his way to a com-fortable future.

As Mark Zuckerberg paused to answer questions, the giddi-ness was almost enough to make everyone forget that, like Bill Gates before him, the Facebook founder had dropped out of Harvard well before receiving his sheepskin.

Six months later, the day be-fore Facebook’s IPO, Stanford law fellow Brian Love published an op-ed in the Boston Globe, pointing out that Harvard had a decent legal claim to a cut of the $16 billion jackpot. After all, Mr. Zuckerberg and his cofounders built the site “while enrolled in Harvard, working in a Harvard dormitory, and using Harvard’s computer network,” he wrote.

It’s impossible to say how much Harvard could have added to its already massive endow-ment had the university pressed the issue. But one point of com-parison might be helpful: When Stanford eventually sold its shares in Google; the transac-tion netted the school a cool $336 million. That would go a long way toward re-energizing develop-ment on that applied sciences campus in Allston.

Still, given the millions being minted by enterprising gradu-ates of Stanford, the University of Pennsylvania, and other insti-tutions of higher learning, and the spotty track record of the nation’s most prestigious uni-versity in the emerging realm of tech-fuelled entrepreneurship, potential students might be for-given for wondering if a Harvard education is still the best path to success in the digital age.

A poster on the Q&A site Quora recently inquired, “How

does a star engineering high school senior choose among MIT, Caltech, Stanford and Harvard?” One reply compared the various colleges to houses at Harry Potter’s alma mater, Hogwarts. Guess which school got tarred with the villainous name of Slytherin? The respon-dent concluded: “Harvard is known for social climbing and an atmosphere where interac-tions are perpetually shaded with professional networking.”

Meanwhile, Harvard’s neighbor in Kendall Square, MIT–where the term “hacking” was born to describe a clever solution to a technical problem–attracts the kind of student who will turn a building facade into a game of Tetris, just for giggles, then go on to found a prom-ising company like Dropbox. Here in the five boroughs, two Empire State bastions are tak-

Continued on Page 12

HARVARD GETS SCHOOLEDAS TECHIES FLOCK TO STANFORD, MIT

AND EVEN PENN, CRIMSON GOES GREEN WITH ENVY

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Harvard students wait to see Mark Zuckerberg, who was recruiting students for jobs and internships.

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ing advantage of Bloomberg’s attempted great leap forward to expand their innovative hold-ings. Cornell is partnering with Israel’s Technion Institute of Technology to build a starchi-tect-designed school of applied sciences on sleepy Roosevelt Island, while NYU is converting the MTA’s old Brooklyn head-quarters into a second tech city campus.

Meanwhile, Stanford, the “Harvard of the West,” recent-ly received a 7,000-plus-word article in The New Yorker for its role in the Silicon Valley talent pipeline.

Stanford gave birth to both Yahoo and Google, provid-ed Instagram founder Kevin Systrom with the connections he’d need to launch his photo sharing application and, more impor-tantly, sell it for a cool billion dollars, and currently provides a home base for alumnus and PayPal Mafioso Peter Thiel to hold forth on entrepreneurialism (even as he offers “fellowships” for students willing to drop out and try building something of their own). Would-be tech moguls can gather at BASES, the Business Association for Stanford Entrepreneurial Students, where they can attend weekly lectures from luminar-ies like LinkedIn founder Reid Hoffman and VC Brad Feld. They wrap up the year with four si-multaneous funding competitions, jockeying for $150,000 in prize money.

The University of Pennsylvania as a strong alumni network in New York’s budding tech scene, including Thrillist CEO Ben Lerer, Local Response CEO Nihal Mehta, and the entire Warby Parker founding team. Brett Topche, who is a princi-pal at MentorTech Ventures, a VC devoted wholly to startups emerging from the university, said Penn’s pitch to prospective students is simple: “We’re not just going to prepare you to go get a vice president title at some giant corporation—we’re going to teach you how to create some-thing from scratch.”

Even the humble University of Washington is getting in the game, recently dubbed “a north-west pipeline to Silicon Valley” in a flattering New York Times write-up.

This is not to say that the Crimson is in any immediate

danger of becoming an also-ran. The university still sits comfortably atop the upper ech-elon of the world’s colleges, and every year it sends 1,600 or so graduates off to top-tier profes-sional schools, prestigious jobs at investment banks and con-sultancies, tenure-track Ph.D. programs and, for those naive enough to have majored in Folklore and Mythology, maybe

even a reporting job at the New York Observer.

Then again, those jobs are not what they once were. Freshly minted lawyers are practically making a federal case about their grim employ-ment prospects these days. With storied firms like Dewey and Leboeuf imploding, even a degree from a well-ranked law school is no guarantee of a make-it-rain corporate law salary. It’s still remotely pos-sible for a gifted academic to find a cushy tenure track—pro-vided they don’t mind living in Doha and they’ve got a certain dramatic flair. Meanwhile, the 2012 presidential election is shaping up to be an alumni circular firing squad of Bain Capital versus the Harvard Law Review. And dare we even mention “Why I Am Leaving Goldman Sachs”?

The characteristics that are viewed as most critical to suc-

cess in the startup world happen to be some of the very ones that Harvard has for centu-ries viewed as the kiss of death for eager applicants. Harvard students are, by and large, a population of people who’ve never been described as “dis-ruptive” .Anyone willing even to entertain the idea of failure—a badge of honor on the startup scene—might want to refrain

from mentioning it in his or her admissions essay.

Of course, being out of step with the times is not always a bad thing and Harvard can usu-ally afford to take the long view. Founded in 1636, this august institution predates the dif-ferential calculus that makes computing possible, the piano, and the Enlightenment itself.

The leveling effect of the Internet has only just begun to lap at the steps of Widener Library. Coding is about com-petence, not pedigree. A sufficiently motivated teenager can build the next online jugger-naut with little more than a Code Academy account, a MacBook, and a liter of Mountain Dew. And the recent explosion in on-line learning will only hasten the trend, threatening the rel-evance not only of Harvard, but of formal education itself. (Perhaps that’s why Harvard re-cently partnered with MIT to

launch an online learning initiative dubbed EdX.)

Harvard remains a leader in biotech and other capital-inten-sive fields and it has numerous patents to show for its efforts. A consumer Internet startup doesn’t need the support of a re-search institution; all it needs is some server space. While some universities have tried to assert their claim to startups created on campus (University of Missouri being a prominent example), there’s really no way to shoehorn consumer Internet innovation into a traditional re-search university model.

That’s one likely reason Harvard didn’t angle for a cut of Facebook: the school’s technical contribution was rela-tively minor. “Students, in fact, are perfectly capable of writing code in their dorm rooms,” said Brian Love, a Stanford Law fel-low who’s written on the subject of university patents, and they’re “at the vanguard of what’s going on in the high-tech world.” So a couple of undergraduates can team up and create something valuable “without faculty men-torship and without funding—at least, direct funding—from the university.”

That said, Harvard University is not run by a bunch of dummies. The institution’s leadership is not about to sit back with its col-lective nose in a Loeb Classical Library tome while Stanford, UPenn, and NYU vie for the prestige, the superstars and the future donations that it once took for granted.

Instead, the university is un-leashing a campus-wide push to spruce up entrepreneurial of-ferings and lend more support to would-be innovators. Hence

Harvard is known for social climbing and an atmosphere where interactions are perpetually shaded

with professional networking.


Ben Lerer founder of Thrillist.

Mark Zuckerberg, founder of Facebook.

Kevin Systrom, co-founder of Instagram.


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the creation of the Innovation Lab (known on campus as the I-Lab), a new home for would-be entrepreneurs. Students contem-plating the notion of starting up can attend workshops on topics like user-interface design, while those who’ve reached the idea development stage can schedule office hours with entrepreneurs-in-residence. Once they’ve got a workable idea, they can claim their own corner to work in, like a study carrel but bigger.

With its open floorplan, enor-mous windows, and bright yellow walls, I-Lab—a $25 mil-lion redo of the former WGBH studios—is clearly based on someone’s untested assump-tions of what inspires young people to productivity. Ideas are scrawled across whiteboards; tables are equipped with wheels; power cords drop from the ceil-ing. There’s also a kitchen stuffed with free food and con-soles for after-hours gaming.

In 2011, the school an-nounced something called the Experiment Fund, a ven-ture capital fund based at the School of Engineering and Applied Sciences, which will make seed-stage investments in companies with some con-nection to Cambridge. Eager to avoid any conflicts of interest, Harvard has no financial stake in the fund. Rather, SEAS of-fers access to faculty advisors and, once renovations are com-plete, will provide partner Hugo Van Vuuren with an office. So Harvard isn’t likely to make any money out of this deal, though the somewhat intangible ben-efits to its reputation will likely prove useful.

Mr. Van Vuuren (class of ’07) was quick to point out that the X Fund will serve Boston’s entire Red Line corridor, which also includes MIT and Tufts. But he was effusive in his praise for the university as a partner and he expressed complete faith in the school’s ability to change with the times. “A university does not remain the top university in the world for 375 years without adapting,” he said.

The question is whether a real cultural shift can take root with sufficient speed in such staid soil. Harvard hasn’t been a startup in centuries. Nor is the school particularly famous for its population of engineers and entrepreneurs. Tuan Ho, whom The Observer found working in the I-Lab when we visited a cou-

ple of months ago, graduated in 2009 and is now the cofounder of Tivli, a digital TV startup aim-ing to disrupt the cable business. When he was an undergradu-ate, Mr. Ho explained, Mark Zuckerberg was “like, the one guy who did a startup—in spite of Harvard.”

Yet the student body seems ready to force the issue if they must. Harvard’s introductory computer science course, CS-50, is bursting at the seams. That growth is due partly to the ag-gressive evangelical efforts of instructor David Malan, said teaching fellow Lexi Ross, but she also name-checked both The Social Network and the near billion-dollar Instagram acqui-sition as having had an effect.

“You didn’t have to be a com-puter science person to know what was going on,” she said.

Peter Boyce, a founding mem-ber of Hack Harvard, has also seen a shift. Mr. Boyce started out on the “Goldman quant” track, but found himself seduced after a summer at Skillshare, a New York-based startup that aims to be a kind of Airbnb for those with in-demand skills. “It’s a more popular option,” he said of the startup track. “I still don’t think it’s, you know, the most popular option.”

To some, the problem is best viewed in economic terms. Even with the troubles on Wall Street, there’s still not much real incen-tive for students to venture out onto any entrepreneurial limbs.

“The opportunity cost for them to become entrepreneurs is much higher than the grads of regular schools,” said entre-preneur and academic Vivek Wadhwa. MIT, on the other hand, “has a huge advantage in being an engineering school—so grads leave with excellent technical knowledge and mentors. Their likelihood of success is higher and opportunity cost lower.”

Moreover, the entrepreneur-ial career path takes emotional resilience and openness to the humiliating public faceplant. “It’s a very different world now,” said Mr. Topche, one where stu-dents can choose to create their own job instead of pursuing one at a multi-billion-dollar cor-poration. But that requires a different skill set, he noted, “and the schools that figure out how to prepare students with that very different skill set, I think, will have a very big advantage in the coming decades.” l


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David Henderson's Skylark can be seen on Pratt's campus.

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By Melissa WileyConversations with John Hatfield, Executive Director of Queens’ Socrates Sculpture Park and David Weinrib, Curator of Pratt Institute’s Sculpture Park in Brooklyn.

rt is a fluid con-cept,” admitted John Hatfield, Executive Director of Queens’

Socrates Sculpture Park. From architecture that serves no utilitarian purpose to works de-signed with a specific purpose in mind, what sculptures and public art do is influence the way passersby perceive the built environment

“The most successful and in-teresting public art engages an audience on a slightly different level than you might typically experience … in a museum or in a gallery context,” Mr. Hatfield said. “So it’s always present and it’s there whether you’re pay-ing attention to it or not. It can be the subtext of things that are going on.”

The accessibility of public art, he continued, is critical to how public works are under-stood. “People kind of gravitate here because their expectations are different,” he said of the sculpture park. “They are pro-voked into curiosity—what is

this? What is this about?—in a way that museums and galler-ies can’t because you’re making a very conscious decision when you go to those places. You are a cultural consumer when you actively choose [to view art] or spend money.”

Curator of Pratt Institute’s Sculpture Park David Weinrib acknowledged that the 50 or so pieces he installs in the park each year on loan from various artists serve to bring “the ex-perience of art into the public purview.”

The sculptures currently in Socrates Sculpture Park as part of “Civic Action” work to set up social situations and to in-spire interaction. Students of Brooklyn’s Pratt Institute often find seated respite in a few of the sculptures dotting the universi-ty’s 25-acre campus.

“When we have artworks that are meant to be engaging to the public in an almost phys-ical way, there’s an entry point into what art is about,” Mr. Hatfield said. “It can be an en-tirely visual experience, but it can also be a spacial one and an interactive one.”

Placement almost always contributes to the visual, spa-cial or interactive experience of a sculpture. “A piece can be site-specific, designed around a particular location,” Mr.

Weinrib said. “Other times it can exist independently of its site, but almost every single artist considers where the work is in relationship to (the]landscape.”

Perhaps the most powerful ef-fect of public art is its ability to shape the identity of a place be that New York City or a college campus and, at times, to create a sense of oasis within a space.

“New York City is extremely supportive of public art,” Mr. Hatfield explained. “It contrib-utes to the identity, say, of New York City as being the cultural capital of the world. I know that sounds like hyperbole—but it’s not when you see the wealth of things that can be experienced through art. You have some of the greatest museums in the world, we have an enormous gallery system, the artist com-munity that lives and works here is a powerful engine, so the public art works in concert with that in the most public way – in other words, it’s the most visible way.”

Students at Pratt tend to no-tice if a sculpture is removed and will occasionally be upset at the removal of a piece that, known or unknown them, be-came a part of their daily backdrop—a testament to the subconscious and powerful ef-

OUT IN PUBLIC

New York City campuses’ outdoor art


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fect of the installations. “People are walking by

things all the time, you know hundreds of hundreds of people are seeing public art and it con-tributes to a feeling that this is a very vibrant, creative environ-ment. You go to cities that don’t participate, don’t have public art – it’s a different feeling.

“I find that the controversy and the debate that are gener-ated through public art – good and bad – are still extremely productive because it actual-ly proves the point about how art is powerful. If it elicits such a strong reaction, it means that work is functioning,” Mr. Hatfield said.

Pratt’s Sculpture Park, said Mr. Weinrib, is a reflection of the energy of the school “where people produce things all the time in different departments.”

Seven years ago, when Mr. Weinrib installed the park’s first pieces, a student said to him: “Now [Pratt] looks like an art school.” While the

sculptures installed do not specifically represent Pratt’s identity as an institution, Mr. Weinrib cited the sculptures’ different styles and points of view as reflecting the varied activities across campus.

As public art makes visible the creative energy of NYC, so does campus art make vis-ible the creative energy of a university.

The park thrives and contin-ues to receive funding from the school not only for enriching the students’ daily campus expe-riences, but also for providing

“an oasis for the Brooklyn com-munity and the general public,” Mr. Weinrib said.

The sculptures ask viewers to continuously reconsider,and to make sense of disparate surroundings. “I liken the Sculpture Park to a symphony. Our challenge is to bring all of the parts in harmony,” he said.

Here Educated Observer presents a hand-picked assort-ment of public art on display (temporarily or permanently) at some of our city’s college campuses.

COLUMBIA UNIVERSITY(Sculpture details supplied by Columbia Law School)REVSON PLAZA:BELLEROPHON TAMING PEGASUS: Jazques Lipchitz, 1966-77

This statue, located at the west entrance of Jerome Green Hall on Columbia Law School’s Revson Plaza, is close to five sto-ries high, roughly 23 tons and one of New York City’s largest sculptures. Depicted is Greek hero Bellerophon fighting winged horse Pegasus in a dem-onstration of the dominance of man over nature. The energy of the sculpture comes as a con-trast to Jerome Hall’s vertical beams, while the statue’s myth-ological elements complement the neo-classical architecture of Philosophy Hall across the Plaza.

FLIGHT: Gertrude Schneider, 1979

“Flight” is an 8-foot, stain-less steel triangle, anchored

Columbia's "Life Force" by David Bakalar.

‘The most successful and interesting public art engages an audience on a slightly di� erent level than you might typically experience …in a museum or in a gallery context.’ John Hatfi eld, Executive Director of

Queens’ Socrates Sculpture Park



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18 FALL 2012

at an angle in a patch of grass in Revson Plaza. Its two sides reflect the sky and surround-ing buildings, as the textured surfaces slightly distort the im-ages. Originally titled “Abstract Sculpture,” it has since assumed the name “Flight.” Matte edges remind viewers of the sculp-ture’s boundaries.

THREE-WAY PIECE: Henry Moore, 1964

“The Three-Way Piece” by Henry Moore rests on three feet and, with no clear beginning or end, encourages viewers to cir-cumnavigate the structure and consider their location from dif-ferent vantage points. Located at the North end of the plaza, it in-spires in viewers consciousness

of their elevated position on a bridge connecting two Columbia buildings above Amsterdam Avenue. The round surfaces par-allel the walls of St. Paul’s Chapel while contradicting, in conjunc-tion with “Bellerophon Taming Pegasus,” the vertical beams of Jerome Hall. Due to weathering, a green patina has developed on the sculpture and pedestal. It is the first of Revson’s four bronze sculptures and was a gift of the Miriam and Ira D. Wallach (Class of 1931) Foundation.

LIFE FORCE: David Bakalar, 1988/1992

“Life Force,” similar to “Three Points,” is intended to inspire interaction. It was positioned to have viewers look through a conical portal, the “eye” of the sculpture, towards long views

of Amsterdam Avenue, fac-ing Midtown to the South and Washington Heights to the North. According to the sculptor, the piece represents “the birth force, the death force, the com-petitive force, and the nurturing force.” Donated anonymously, it honors Ruth Goldman Schapiro from the Class of 1950.

TIGHTROPE WALKER: Kees Verkade, 1973-79

This abstract sculpture was created in memoriam to General William J. Donovan, Class of 1907. It depicts one figure on the shoulder of another, walking a tightrope, the length of which is left to the viewer’s imagination. Before creating the sculpture, Verkade watched films about the war hero’s life and inter-viewed people close to him. Mr.

Donovan, known as “Wild Bill” Donovan, is considered the fa-ther of the modern American intelligence service. In World War One, he headed New York’s Fighting 69th Regiment and re-ceived the Congressional Medal of Honor. He received a grand total of four of the nation’s high-est honors by the end of his life. Of Mr. Donovan’s many quali-ties, Verkade chose to portray his courage and “controlled daring.”

CURL: H. Clement Meadmore, 1968

“Curl” stands outside Uris Hall, a gift of Percy Uris to the Business School. In Marina Harrison and Lucy Rosenfeld’s book “Artwalks in New York,”

Clockwise from top left: Lipchitz's Pegasus on Columbia's campus; Harry Leigh's Saratoga Winter, George Sugerman's Bench and Raphael Zollinger's Welcome II, all at Pratt Institute.



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Meadmore, an Australian na-tive, said that he believes public sculpture to be a“bridge between human scale and ar-chitectural scale.” The curved form, made of hollow steel, contrasts with the vertical and modern Business School.

NEW YORK UNIVERSITY THE BUST OF SYLVETTE: Carl Nesjär, 1967

This piece sits in the court-yard surrounded by NYU’s Silver Towers apartments on Bleecker Street. A sandblasted enlarge-ment of a Picasso sculpture, it was executed by Norwegian sculptor Carl Nesjär and comple-ments the surrounding buildings and weighs about 60 tons.

PACE UNIVERSITY (NEW YORK CAMPUS)ACROBAT IN THE RING: Chaim Gross, 1940s

This sculpture by Austrian-born Chaim Gross on Pace’s New York City campus is one of many of Gross’ acrobatically themed works. The acrobats’ freedom of movement allowed him a multi-plicity of design possibilities.

HUNTER COLLEGE TAU: Tony Smith, 1961-62

Adjacent to the main sub-way exit (on the corner of 68th

and Lexington Avenue), in front of the West Building, sits an iconic Hunter sculpture, “Tau,” created by late Hunter professor and respected art-ist Tony Smith. Named for the 19th letter of the Greek alpha-bet, it is made of black, welded steel and is a representation of Smith’s minimalist style. It en-courages consideration of the way the surfaces relate to each other. Before Smith turned to sculpture, he worked as an ar-chitect on such projects as Betty Parson’s house.

PRATT INSTITUTE SCULPTURE PARK(Sculpture descriptions provide by Pratt Institute)(Images COURTESY OF PRATT INSTITUTE) WELCOME II: Raphael Zollinger, 2008

WELCOME II is a commen-tary and protest on recent events. “My work examines both personal and public rep-resentations of critical issues in the realm of contemporary social change.” The prisoners, cast in hard cement with their hands bound, sloped forward to create archetypical images, symbols of the abuse human visit on one another. The origi-nal installation incorporated a neon sign, which spelled out an ironic message.”

SKYLARK: David Henderson, 2005

In a sculpture that transi-tion from coned spiral base to a blossom extended from above, Skylark is a dramatic thrust, which gives the turquoise fiberglass forms a monumen-tally dramatic stance.

UNTITLED: Sung Ha No,2000s

No has adapted his painting vocabulary into three dimen-sions. The paintings often employ a single repeated form in variations, and we find the same theme here, in these un-dulating colored stripes of color. Almost figure like, they create a lively pattern as they incline from side to side, a ten-sion captured in the forged steel.

UNDULATED: Hans Van de Bovenkamp, circa 2006

Large scale is often the sig-nature of Van de Bovenkamp’s work. He has done many sight-ed piece for public spaces in the U.S. and abroad. The brushed stainless steel here catches the light to further dramatize the swerve of the undulating forms. (It is his favored mate-rial). Organic dramatic action, flowing, bridging, swirling, gives the rigid nature of steel a different reality.

SARATOGA WINTER: Harry Leigh, 2004

The original version for this piece was in plywood with cut-out flaps holding ordinary red bricks, with an overlay of drawn line textures. This enlarged ver-sion commissioned by Pratt is in steel with specially fabri-cated ceramic inserts. Leigh also works in manipulated thin strips of plywood, often creat-ing large scale baroque sinuous bas-reliefs.

BENCH: George Sugarman, circa 1982

George Sugarman has been making sculpture for 60 years and has created work in a variety of styles, starting with his large carved wood sculptures. These works, such as bench, evolved into poly-chrome works, using a unique palette-non-decorative and functional.

He dispensed with the use of a base by employing a num-ber of strategies and went on to use shaped aluminum sheets, a convenient material, for a num-ber of outdoor commissions. A number of his pieces are envi-ronmental and he often creates seating areas. This large bench on the South Hall Lawn, which the artist donated to Pratt, is typical of his outdoor public works. Sugarman’s work is ex-hibited internationally. l

Hans Van de Bovenkam’s impressive Undulation at Pratt.


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SEPTEMBER 14

Ivy StyleSpecial Exhibitions Gallery at the Fashion Institute of Technology

The Museum at the Fashion Institute of Technology on 27th Street at 7th Avenue, will present for its fall ex-hibition Ivy Style, which will be on view through January 5. The show will explore the classic, preppy form of dressing and its progression through the 20th century.fitnyc.edu

OCTOBER 17

The Model AllianceKatie Murphy Amphitheatre, Fred P. Pomerantz Art and Design Center at the Fashion Institute of Technology

As part of the school’s Fashion Culture programming, former model Sara Ziff and Fordham Law School professor Susan Scafidi come to-gether to discuss The Model Alliance, a nonprofit advocacy group for American models founded by Ziff in 2011. The Model Alliance works with the Fashion Law Institute, established by Scafidi, to promote fair labor stan-dards for models in the U.S.fitnyc.edu

OCTOBER 2 - 7

Shakespeare’s Globe HamletMichael Schimmel Center for the Arts, Pace University

This October the Schimmel welcomes a production of Hamlet, as London’s renowned theatrical entourage, Shakespeare’s Globe theater, returns to the Lower Manhattan stage for the third time. Following a successful tour and a stint at the Globe in 2011, the political conspiracy, obsession, violence, humor and tragedy, that is Hamlet, is finally coming to the U.S.pace.edu

OCTOBER 19

American Showstoppers: An Evening With Harold ArlenFeaturing the Fred Barton Orchestra with Stars from the Broadway StageMichael Schimmel Center for the Arts, Pace University

The evening of October 19 will be devoted to the music of the legendary Harold Arlen, composer of countless Broadway and Hollywood songs (The Wizard of Oz to mention just one) that will be brought to life on the Schimmel stage by the 12-piece Fred Barton orchestra and the stars of Broadway. pace.edu

OCTOBER 16

The Julliard Jazz Orchestra in Memphis Jazz Juilliard’s Peter Jay Sharp Theater

The Julliard Jazz Orchestra performs original works by Memphis-based jazz masters George Coleman, Harold Mabern, Phineas

Newborn, and James Williams. juilliard.edu

OCTOBER 24

Semyon Bychkov Conducts the Juilliard OrchestraAlice Tully Hall

The Juilliard Orchestra welcomes Russian-born conductor and interna-tional artist Semyon Bychkov to lead a program featuring Rachmaninoff’s Rhapsody on a Theme of Paganini and Brahms’ Symphony No. 4. juilliard.edu

OCTOBER 27

William Christie Conducts Juilliard415Alice Tully Hall

Early music special-ist, conductor William

Christie, leads Juilliard singers and Julliard415,

alongside members of his Parisian ensemble Les Arts Florissants, in Handel’s Il

Trionfo del Tempo e del Disinganno.juilliard.edu

SEPTEMBER 5 - DECEMBER 8

Robert S. Duncanson: An Antebellum African American Artist Miriam and Ira D. Wallach Art Gallery, Columbia University

Wallach Art Gallery presents the first NYC survey of rarely-seen paintings by the nineteenth-centu-ry pioneer landscape artist Robert S. Duncanson. The exhibition is curated by renowned Duncanson scholar, Joseph D. Ketner II, and gathers works created by the artist

By Chloe Ashby and Benjamin-Émile Le HayAutumn is bustling with campus activity in New York this year. In addition to the City’s ever constant cultural life, schools from Juilliard to Fordham and CUNY are presenting a vibrant and varied roster of performances, exhibitions, talks and festivals open to the general public. We investigate just a few of these events on our seasonal calendar. Take advantage of all that you can.

SELECT COLLEGIATE HAPPENINGS THAT YOU’RE INVITED TO

Model Alliance co-founder Sara Zi� .

William Christie conducts the Les Arts Florissants at Alice Tully Hall on October 27.

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from the 1840s to the 1870s that, together, present an overview of his life, milieu and development.columbia.edu

OCTOBER 15

Pratt Institute’s 125th Anniversary GalaWaldorf=Astoria

This celebratory event, marking Pratt’s milestone 125th anniversary year, will honor legendary and renowned individu-als in the creative world, whilst raising vital funds for student scholarships. This year’s honorary degree recipients include director Julie Taymor; artist Kehinde Wiley; and Maximilian Riedel, CEO, Riedel Crystal of America. pratt.edu

SEPTEMBER 28 - NOVEMBER 10

Party Headquarters: Art in the Age of Political AbsurdityPratt Manhattan Gallery

Just in time for the election season, Pratt Manhattan Gallery presents this exhibi-tion of works that pick up on the grand

tradition of political satire and hone in on the American psyche in an era of political polarization. The exhibition is guest curat-ed by Eleanor Heartney and Larry Litt, and will be introduced with an opening recep-tion on September 27 from 6-8 p.m. pratt.edu

OCTOBER 16 AND 30, AND NOVEMBER 6Pratt Falls eventsPratt Manhattan Gallery

Pratt Manhattan gallery presents its fifth annual Pratt Falls series; the events in-volve political cabaret and an election night watch party. pratt.edu

SEPTEMBER 28 - OCTOBER 28

Trade School, part of Art, Environment, Action!The Sheila Johnson Design Center

Art, Environment, Action! is a creative teaching laboratory and environmental art space that brings together an array of people working with art, pedagogy, and ecology; the program invites public par-ticipation and interaction. Trade School, an alternative school that runs on barter – stu-dents pay for classes with barter items such as food, artwork, and services, rather than money – is one of the leading artistic work-shops in residence. newschool.edu

SEPTEMBER 12 - 21

The Critical Moment: Architecture in the Expanded Field, March II Advanced Design Studio – Thesis 2012

The Arthur A. Houghton Jr. GalleryThe Critical Moment invites architectur-al discourse; it prompts us to re-think the object of architecture and to question the very boundaries of architecture itself. The innovative and visionary work produced by the students in the Advanced Design Studio of the Master of Architecture II program addresses critical issues ranging

from urban theory to the present condi-tion of globalization and the continual emergence of new scientific developments and technologies.cooper.edu

OCTOBER 2 - NOVEMBER 21

Massimo Scolari: The Representation of Architecture, 1967 – 2012The Arthur A. Houghton Jr. Gallery

This exhibition, a retrospective of the work of visionary architect and artist Massimo Scolari, marks the first display of Scolari’s work in the U.S since 1986.

The show, which originated at the Yale School of Architecture in Spring 2012, was curated and designed by Scolari himself and features over 160 original drawings, paintings, watercolors, and other works completed between 1967 and 2012. Scolari was a former Visiting Professor at The Irwin S. Chanin School of Architecture at The Cooper Union in 1977 and 1978.cooper.edu

OCTOBER 4 - 6

Yale School of Architecture presents J. Irwin Miller Symposium: The Sound of ArchitectureHastings Hall, in Paul Rudolph Hall

This interdisciplinary symposium will explore the auditory dimension of archi-tecture. Architecture can create silent spaces and spaces of noise, both of which pry on our experiences and means of com-munication. Today, more than ever, the ways we listen in built spaces have been transformed by developments in media, music, and art. The Sound of Architecture, organized by Professor Kurt Forster and Ph.D. candidate Joseph Clarke, will draw on experts from a variety of disciplines in order to better our understanding of ar-chitecture as an auditory environment.architecture.yale.edu

Semyon Bychkov is to perform at Juilliard on October 25.

Explore the world of preppy at FIT's museum.

The New Schools Trade School in action.

EO_Fall2012_Calendar.indd 23 9/6/12 7:32:14 PM

FREE! Upcoming Events at

The Tina Santi Flaherty- Winston Churchill SeriesAndrew Roberts September 19, 2012 | 7:00pm

Roosevelt House

Due to limited seating at Roosevelt House, this series is by inviation only. To request an invitation, please email: [email protected]

Gertrude Vanderbilt Whitney Conner Guest WriterJocye Carol Oates October 9, 2012 | 7:00pm

November 27, 2012 | 7:00pm

The Jack Burstyn Memorial Lecture Dan Rose October 16, 2012 | 7:00pm

The Life and Work of Kurt VonnegutOctober 22, 2012 | 7:00pm

The Elizabeth Strong-Cuevas LectureGay Talese November 5, 2012 | 7:00pm

To RSVP for events e-mail [email protected] or call 212.650.3850; online RSVP is also available.

See our complete list of Fall 2012 courses atwww.hunter.cuny.edu/thewritingcenter-ceLewis Frumkes, director

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A WHOLE LOTTA DEBTMarina Gerner spoke with Thomas Blum, Vice President of Administration at Sarah Lawrence College and Roseanne Ackerley, Director of Financial Aid at Hebrew Union College, about the financial woes of students today and the status of educational loans in America.

How has new student loan legislation impacted the uni-versity financially?

Thomas Blum: We have not seen any financial impact, at least to date, associated with any of the regulatory or legisla-tive actions taken.

As a college we are disap-pointed that Washington has

not been able to sort out a more permanent solution. Less than a year from now on we are going to be in the same situa-tion. There are other changes that are being planned. The Department of Education is negotiating new regula-tions around student loans, in particular addressing the dif-ficulty of students paying back their loans after graduation.

This morning new regulations were issued regarding payback plans for students in difficult situations to provide new mech-anisms to reduce the amount of student loans.

Roseanne Ackerley: Well, we have a needy student fund that we use for our scholarships. And even though the results are not in yet, because students

apply throughout the summer and the committee will meet in the fall, I believe that a lot more students will be applying for scholarship help.

What are you hearing from students?

AR: They are very upset about the situation. We have a

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5-year-seminary program, so if a student takes out 20,500 in federal loans for the full five years, that’s over $100,000 in debts afterwards, having the interest on top. Not having loan subsidies and rebates affects the students’ aggregate loan amounts. It is troublesome.

Our Board of Governors has met and formed a student wel-fare committee trying to assess what the school needs to do to help our students.

The investigation is to reach out to other schools, analyze what they are doing and try-ing to put together something like that or a new strategy. The Board of Governors is working on it, but we don’t have all the answers yet.

TB: Students were very pleased that at least for one year we have got an extension on the interest rate on federal student loans, keeping those rates at the lower level instead of returning them to 6.4 per-cent. If that deal had not been struck, our students would be looking at 1,000 dollar more per-year in loan pay back. That would not be a good situation.

How has it alleviated stu-dent financial concerns, if it has at all?

TB: It will help, but it doesn’t go all the way. It is a good start. It links ability to pay back to actual income in the form of in-come based repayment plans and this is a move in the right direction.

A challenge here will be the cost, because there is an esti-mated addition to the deficit associated with these plans. It is a very small addition to the overall deficit, but these days everything seems open for debate. I hope these chang-es/ improvements will survive and will make it out of nego-tiation state to become real. They will benefit all our stu-dents who have federal loans. It is hard to say that there’s anything wrong resulting from the regulations that we have seen so far.

RA: The other thing I wanted to say is that we are now rolling out a financial literacy program. That way our students can be-come more financially savvy, take out less in loans, and bring down their overall debt.

We have in-house schol-

arships and there are also out-of-house scholarships that I put together for our students in need. The outside scholar-ships have doubled in the last year; twice as many students receive outside scholarships now compared to last year… It’s about 20% now. I know it’s not high, but still twice as many.

Are there any further changes that you anticipate?

TB: Broadly speaking, there are higher education issues

that still need to be addressed. We don’t hear too much about burden on parents, but the loans and home equity borrow-ing that they take out burdens them substantially.

Since 2008 when home eq-uity started to dry up, it has become harder for families to make it all come together. I would anticipate that we are nowhere near the end of the conversation on loan debt as it relates to higher education. The conversation about value

will continue to be front and center for a good number of years, certainly until the econ-omy has recovered.

We have expended an awful lot of effort as we continue to demonstrate the value that comes with a liberal arts educa-tion. It is the best way to prepare for an economy where change is the only constant. The liberal arts students that we graduate are flexible, adaptable, and ready to take on challenges. We have given them that skill set. We are doing our best to help our students to find the best bal-ance between grant aid, student loans, and family resources.

How does the loan and tu-ition structure in the United States compare to your own college days?

RA: Obviously, I had sub-sidized loans when I was in school. The two things that are different now are that we have income-based repayment pro-grams and we also have loan forgiveness programs. We didn’t have these when I was in school, so I will be paying a lot for another 20 years.

The good thing is that the government is offering loan forgiveness programs. The bad thing is that they are taking away funds from grad students. Tuition wasn’t as much when I graduated 10 years ago. Now tuition has doubled meaning students need to take out more in loans.

Graduate programs are more expensive and students need more funding compared to un-dergraduates. It is a shame, because it means that our government is not valuing our students who are in grad school. You would think that we want to promote higher ed-ucation, but by taking away subsidies we are negating this premise and that is a problem.

TB: I love that question! You know, loans were not as avail-able as they are now. I went to college in 1982. There were federal loan programs but ac-cessibility to the programs and the amount of support was much less than it is today. There are a lot of reasons right now to be concerned about exten-sion in student loans. My take is that it reflects changing de-mographics, an increase in the number and percentage in stu-


‘Graduate programs are more expensive and students need more

funding compared to undergraduates. It is a shame, because it means that our government is not valuing our students who are in grad school.’

Roseanne Ackerley, Hebrew Union CollegeC

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28 FALL 2012

dents increasingly going into education – it is a social good.

Loans are a form of public investment into citizens and residents of the U.S. If loans help us to educate as many students as now, I see many benefits. A caveat is that it would have been better from a policy perspective if we found a way to support students with grant aid rather than with loan aid.

Given the political realities there is something to be cel-ebrated in the loan volume. People always talk about the ‘trillion dollar’ student loan debt. This is more than credit card debt, more than automo-bile loan debt and the sky is falling. I believe that these comparisons are not fair by

any means. Credit card and automobile debt are about con-sumption, whereas taking a student loan is about invest-ment that will have a return.

One trillion dollars is an easy number to focus on. Underneath it [is] the fact that since mid-1990s, there has been a 50 percent growth of students in higher education and that is only for the good.

Circling back to 1982 when I was at college, we had programs but they were not as heavily uti-lized. A college education did cost less. I can say from my personal experience, I was for-tunate enough to have parents who could afford to pay the tu-ition of my college. But the way many of my closest friends paid was not through student loans but by going into ROTC – in ex-change for commitment to serve

in the military, the pentagon would finance their education. I have thought back on that a lot, it was a very good program that educated very bright people and brought them into the mili-tary, which was not a bad thing. But while the individual has a lot of choice in how to finance

education now, there was such little choice then. While there is nothing wrong with mili-tary, I am not certain that all my friends would have gone to ROTC. Now there is much more choice for the individual than 25 years ago and it is important to keep that in mind. l

‘People always talk about the “trillion dollar” student loan debt. This is more than credit card debt, more

than automobile loan debt and the sky is falling. I believe that these comparisons are not fair by any

means. Credit card and automobile debt are about consumption, whereas

taking a student loan is about investment that will have a return.’

Thomas Blum, Sarah Lawrence College

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Founded in 1872, Dwight is dedicated to igniting the “spark of genius” in every child. Personalized learning is the hallmark of a Dwight education, and we have been committed to this noble purpose for 140 years.

We have also been committed to providing students with rigorous academic preparation through the International Baccalaureate curriculum. The IB is the most challenging pre-university course of study in the world.

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By Samantha Normantories of students dropping out of school to chase un-conventional job

opportunities in New York are commonplace, despite the often grim likelihood of success. It is easy to be lured away from a traditional school setting de-void of the exotic opportunities that New York offers.

Students attending universi-ties in the New York area have

an advantage. They are able to explore the unique employment options that New York schools have to offer while also getting their degrees. Schools such as Juilliard, Columbia, Pace, and NYU offer students universi-ty-paid positions that allow for great learning opportunities, a steady cash flow, and the ability to stay in school.

KATHARINE ROBINSON, a fourth year student studying

drama and acting, works in the admissions department at Juilliard.

Juilliard offers a multitude of student employment oppor-tunities that allow students to gain experience with different aspects of the performing arts.

In the admissions depart-ment, Ms. Robinson holds an array of different jobs such as a tour guide, audition moni-tor, and office assistant. She worked all summer, Monday

through Thursday, and made about $60 a day.

“I give general tours every morning for prospective stu-dents and their families. I show them around the main perfor-mance spaces, practice rooms, explain the admission process, and give them an idea of a day in the life of a Juilliard student,” she said.

“I’ve also been an audition

NOT YOUR AVERAGE GIGFour students with cool campus jobs that are giving them valuable

and out-of-the-ordinary experiences

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FALL 2012 33

monitor for drama auditions where I’ve done a number of things from answering appli-cants’ questions to monitoring the auditions rooms and ush-ering applicants into their auditions.”

The job seems fitting, as Ms. Robinson hopes to further her career in drama and acting after college. It allows her to see the auditioning and appli-cation process—a commonality for aspiring actors—from the other side.

“I get to meet all kinds of in-teresting people coming from all over the world who are pas-sionate about their art. I also feel like I get to use my personal experience auditioning and try-ing to find the right school to help people in this big life step. Choosing a school and putting yourself on the line to audition is a really pivotal moment in people’s lives, and I enjoy get-ting to be a little part of that. You don’t get that experience working in just any office job,” she told Educated Observer.

DAVID VAN WINKLE, a rising junior studying comparative re-ligions at Columbia University, holds a job in the Alumni Center. He calls alumni and friends of the university to solicit dona-tions and update information such as deaths, changes of ad-dress, or new phone numbers.

He said that the hefty $12 an hour pay was the main at-traction of the job, but that the skills he has picked up while working will be worthwhile in future positions.

“I think being able to convince strangers to give you money is a useful skill in any profession,” he said. “I am shooting for a ca-

reer as an attorney, so I suppose being convincing is a transfer-able skill.”

While working in a calling center is not necessarily ex-hilarating, it is study-friendly, allowing for plenty of time to study and get involved with other activities on campus. Mr. van Winkle said that the three-hour shifts are great and that the calling center is really flex-ible with time off.

The job has also allowed Mr. van Winkle to connect with other Columbia students—past and present. He works with current undergraduate and graduate Columbia stu-dents and gets to converse with Columbia alumni for hours.

All of these connections could lead to great network-ing opportunities, but Mr. van Winkle doesn’t feel like he’s part of a rat race.

“It’s definitely not a stuffy work environment where ev-eryone is climbing some ladder to millionairehood. I enjoy de-scending the stairs into the basement of the Alumni Center,

putting on my headset, and just talking to people for three hours,” he added.

JAMES GISONDI, a rising first year graduate student at Pace University and a Human Resources Management major, doesn’t just work for a campus organization - he helps run one. In April of 2010, Pace University started the Pace Perk Café as an opportunity for market-

ing students and Lubin School of Business students to prac-tice managing a business, and Mr. Gisondi will be the student in charge this semester, head-ing the café as the General Manager.

Mr. Gisondi began working at the café during its initial start up three years ago and has been moving his way up in the ranks ever since. He first started as a shift employee and then gradu-ated to a purchasing manager, and now will serve his first se-mester as general manager.

As the General Manager, Mr. Gisondi will handle all human resources and operations tasks,

including approval of payroll, shift scheduling, interview-ing and hiring, discipline and termination, presenting agen-das at staff meetings and board meetings, and delegation of re-sponsibilities and tasks to other employees.

“This is one of the most unique jobs on campus. There is no other student-run business at Pace and I am now working as the General Manager, so I will

have a say in every aspect of the business,” he commented. “I will be gaining experience in many different fields and facets of the business. I do not feel that any other job on campus can give me the same experience.”

The café is a true test of the students’ ability to succeed in the business world. It simulates the operations of any other business, requiring students to apply through an eRecruiting website or by handing their re-sume in to the human resources department, and upon hiring, paying them an hourly salary

‘I think being able to convince strangers to give you money is a useful skill in any profession.

I am shooting for a career as an attorney, so I suppose being

convincing is a transferable skill’ David van Winkle, Columbia University

camparative religions student

‘I get to meet all kinds of interesting people coming from all over the world who are passionate about their art. I also feel like I get to use my personal

experience auditioning and trying to fi nd the right school to help people in this big life step.’

Katharine Robinson, Juilliard drama and acting major




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FALL 2012 35

just as any regular employee would receive.

Although the students were given assistance in the begin-ning, using the first semester as a “pilot” period where they received a budget to get the business off the ground, the fate of the café has been in their hands ever since.

“At first, we were allotted a certain amount of money, mostly for our payroll ex-pense, almost like a grant,” Mr. Gisondi said. “Our financial projections for the next se-

mester, as well as our financial success that semester, allowed us a lot of wiggle room finan-cially and we were able to go the semester after without that so-called grant for payroll. We were able to pay our own pay-roll and needed little financial assistance at that point. Now, we do not receive any financial assistance or 'grants.'”

The students have proved to be equipped at running the business, but they still take the opportunity to learn from the great experience being offered to them.

“The café has indeed been successful and students have done a lot on their own but have also received much help from our board of directors, specifi-cally Dr. Winsted, our faculty advisor. As we move forward, we all hope to gain valuable learning experiences from han-dling as much of the facets of the business as possible,” Mr. Gisondi said.

The success of the café, and Mr. Gisondi’s positive experi-ence while working there, have only helped to assure him of his decision to work in Human resources.

“It has solidified my choice of major because it has better pre-pared me so far for what I want to do, and it is almost like a test to see whether or not I can han-dle this kind of job, and I believe I can handle it,” he said.

Beginning in June 2012, ANTHONY GIAMBRA, a rising junior at NYU majoring in an Individualized Study in Film as Idealized Experience, started working as an undergraduate intern for summer initiatives, focusing on social media, com-munication and welcome week.

At this job, Mr. Giambra uses Social Media to promote NYU’s Welcome Week—a week at the beginning of the school year designated to familiarize stu-dents with NYU, and of course, New York City. His tasks include updating the NYU Welcome Week Facebook, Twitter, Instagram and Tumblr with new, themed postings every day of the week, as well as con-tacting local vendors around the downtown area to ask for promotions to use as incentives for social media participation.

“Every week or so, the Student Resource Center will auction off a prize to a se-lect Facebook user for 'liking' a certain post,” he explained. “As for bigger projects, I have made a 'Call Me Maybe' spoof video highlighting the Student Resource Center called “Find Me, SRC” and created an en-tire social media-inspired Scavenger Hunt.”

NYU takes their Welcome Week festivities seriously, rally-ing big names like Alec Baldwin and Jesse Eigenberg to speak to the new students, proving to them that they made the right choice in this school. First im-pressions are important. Mr. Giambra’s job—although fun—is crucial in making sure the week goes out with a bang.

“I get to work on NYU Welcome Week, the best and biggest orientation week I know. The events that I’m work-ing on will inspire future NYU students to get out of their com-fort zone, make new friends, and ‘take the reins’ of their fu-ture in New York. Looking at that alone, I feel as though my job is both unique and fantas-tic,” Mr. Giambra said.

While Mr. Giambra is not paid in cash for the job, he receives free housing for the sum-

mer as compensation for his work at the Student Resources Center. About 15 other stu-dents work with him at the Student Resources Center for the summer, and while no other students hold his position, he said that he and his cowork-ers all get along and help each other with certain projects.

“I enjoy working with happy, driven people who love NYU Welcome Week and help re-mind me why I love NYU as well. It’s definitely a lot of work, but I’m learning day-by-day how to work through it,” Mr. Giambra admitted.

This opportunity not only helped Mr. Giambra to adjust to the workload and workweek of a fast paced job, but it allowed him to explore his interest in social networking.

“Hopefully, I can pursue a career in film, whether it be editing, producing, writing, directing, and/or acting (or all of the above,) but I think that in the world of tomorrow, knowing how to market one-self through social networking proves most important when wanting to get a name out there--especially through all of the clutter,” Mr. Giambra told Educated Observer.

“Every job wants to know how to improve their prod-uct/business through SEO (search engine optimization), hashtags, and the like. When learning about the business and its characteristics, I can ul-timately decide how to promote an event, such as NYU Welcome Week, in the best way.”

Whether Welcome Week is successful or not, Mr. Giambra had a good summer. “I got free housing out of the whole deal,” he said. “And for my birthday, they gave me a red velvet cup-cake. It was amazing.” l

‘I enjoy working with happy, driven people who love NYU Welcome Week and help remind me why I

love NYU as well. It’s defi nitely a lot of work, but I'm learning day-

by-day how to work through it.’Anthony Giambra,

NYU fi lm major

‘I will be gaining experience in many di� erent fi elds and facets of the business. I do not feel that any other job on campus

can give me the same experience.’ James Gisondi,

Pace University student



Directory

36 FALL 2012

Directory

BANK STREET COLLEGE GRADUATE SCHOOL OF EDUCATION

Master’s degree programs in learner-centered education

Founded in 1916, Bank Street College of Education in New York City has a rich history of innovation and of learner-centered education. Bank Street’s pioneering ideas about developmentally appropriate practices, the value of observation and reflection, and the importance of discovery and experiential learning have influenced successful teaching and learning approaches in schools, museums, and other learning environments across the

nation and abroad. The College includes both the Graduate School and a lab school called the School for Children.

Bank Street Graduate School graduates facilitate learning, create community, and encourage students to engage fully in the process of inquiry and discovery, and of creating understanding. Master’s degree students actively participate in small classes, discussion groups, and extensive supervised fieldwork, and receive rich faculty mentorship and advisement. Course work focuses on human development, curriculum and inquiry, and ways of engaging children as active learners.

Theory and practice are integrated in all components of a Bank Street education.

Our master’s degree programs include child life, teacher preparation, special education, literacy, museum education, bilingual education, and school and community-based leadership. Most programs lead to initial and professional certification. Students with initial certification from

undergraduate programs will find graduate programs that lead to professional certification, including curriculum and instruction and teacher leader in mathematics education.

To learn more about our programs, join us for our September 11th Open House. For more information, visit bankstreet.edu/explore, email [email protected], or call 212-875-4404.

CHRISTIE’S EDUCATION

Christie’s is the only major auction house in the world that directly runs educational programs at the graduate level. Courses are taught by an international team of dedicated art-world experts, academics and practitioners who are committed to educating and inspiring the next generation of art-world professionals.

Christie’s Education gives students unique insight into the art market, with unparalleled

access to Christie’s auction house and the works of art that pass through it every week. The history of art is explored through continuing firsthand observation of works in many media, and students address issues of meaning, originality and authenticity.

Christie’s Education, New York has been designated as a degree-granting institution by the New York State Board of Regents. Our Master’s program in the History of Art and the Art Market: Modern

and Contemporary Art is registered with the New York State Education Department. Part-time Certificate options in Art Business and Modern and Contemporary Art in New York are also available.

Christie’s Education, New York also offers several short courses

on topics as diverse as fine art, wine and jewelry. Each course provides participants with a unique, behind-the-scenes view of the art world.

Contact: +1 212 355 1501 or [email protected]

Find us on Facebook: facebook.com/christieseducation

THE SCHOOL OF CONTINUING EDUCATION AT COLUMBIA UNIVERSITY

The School of Continuing Education at Columbia University is a resource for those who wish to take their lives in new directions, with a mission to transform knowledge and understanding in service of the greater good.

The School offers thirteen applied master’s degrees in the established and emerging fields of Actuarial Science, Bioethics, Communications Practice, Construction Administration, Fundraising Management, Information and Digital Resource Management, Landscape Design, Sports Management, Strategic Communications, Sustainability Management and Technology

Management. Each program provides practical, professional education for students seeking demanding, focused training. Courses are taught by faculty and industry leaders who bring current perspectives into the classroom. Full- and part-time options vary by program.

The Postbaccalaureate

Studies program at the School of Continuing Education offers university courses and certificate programs in over 50 subject areas for graduate school preparation, academic enrichment or career advancement. Working with advisers, each student develops a plan of study tailored to his or

her background and academic goals. Business courses and certificate programs are offered both on campus and online.

The School also offers certificate programs, summer courses, high school programs in New York, Barcelona and Jordan, and a program for learning English as a second language.

Though the offerings are diverse, they are unified by a mission to mount innovative, instructional programs that meet Columbia’s standard of excellence, take good advantage of its resources, and produce positive educational outcomes for the members of the student body.

For information, go to www.ce.columbia.edu, email [email protected] or call (212) 854-9666.

EDUC_0912_Writeups.indd 36 9/6/12 7:09:52 PM

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FALL 2012 37

Q&A WITH DWIGHT SCHOOL CHANCELLOR STEPHEN SPAHN, THE LONGEST-SERVING HEAD OF SCHOOL IN NEW YORK CITY

Q: What is your philosophy and what makes a Dwight education unique?

A: After 45 years in education, I’ve learned—and am reminded time and again—that no two children are alike. That’s why Dwight School customizes the educational experience for each student based on individual strengths and interests. We believe that there is a “spark of genius” in every child, and our job as educators is to find and ignite that spark through personalized learning so that every student can realize his or her greatest potential.

Q: Dwight offers the International Baccalaureate curriculum. What makes the IB desirable?

A: The IB is recognized as the gold standard and the most challenging

academic pre-university course of study in the world. We believe it offers the best preparation and rigorous personalized education needed to develop critical, open-minded thinkers and leaders who can thrive anywhere in the world. Dwight was the first US school to offer the comprehensive IB curriculum from preschool through the twelfth grade.

Q: Why is this an especially exciting time for Dwight?

A: We’re celebrating our 140th anniversary as well as the opening of our fifth global campus in South Korea. The Dwight Schools is a global network with campuses in New York, London, Canada, Beijing, and Seoul dedicated to educating children who can make a real difference.

To learn more/apply, call (212) 724-7524, e-mail [email protected], or visit www.dwight.edu.

‘GAME CHANGER’ FOR CUNY OVER 37% MORE GRADUATES MANY TO TOP GRAD SCHOOLS

Achievement, grit, perseverance and creativity: These are the hallmarks of The City University of New York Class of 2012, which earned a record 14,800 associate degrees, 21,500 bachelor’s degrees and 11,000 graduate degrees. That total is 37.6 percent higher than in 2001, when the University took steps to increase academic quality, including raising senior college admission standards.

“Those who were naysayers of this reform movement now have something to reflect upon, because we’ve never seen growth of this magnitude — and we’re all delighted,” Chancellor Matthew Goldstein said.

He noted some of the prestigious

graduate schools where students were heading — Berkeley, Cambridge, Columbia, CUNY, Harvard and MIT doctoral programs; Duke, Georgetown and Harvard law schools; and Einstein, Harvard and Mt. Sinai medical schools among them — calling this year “a game-changer for this University.”

Jordan Stockdale (Hunter College M.A., special education) grew up in Kansas City, but wanted to live and teach in New York. He joined the city Teaching Fellows Program and taught in East Harlem’s PS 57, “a high-needs school and a really good school. Being a minority male, I want to inspire younger students who look like me to succeed.” He won a Fulbright Fellowship to teach English in Spain for 2012-2013, but intends to return to teaching in the city and earn a doctorate.

THE CUNY SCHOOL OF PROFESSIONAL STUDIES

The Education You Need for the Life You Lead

The CUNY School of Professional Studies (SPS) has become one of the City University of New York’s fastest growing schools. CUNY SPS currently serves over 2,000 students through its online baccalaureate

degrees, master’s degrees, and certificates, in addition to enrolling over 3,500 students in its non-credit professional development programs.

Home of CUNY’s first fully online degree programs, SPS has found novel ways to fulfill CUNY’s mission of access with excellence, reaching students with new modes of teaching, multi-faceted courses, and educational

experiences tailored for diverse constituencies. Its programs are genuinely groundbreaking, providing timely, innovative and high-quality instruction designed to address topical or unmet

needs.For more information about the

programs offered at CUNY SPS, visit www.sps.cuny.edu or call (212) 652-CUNY (2869).

EDUC_0912_Writeups.indd 37 9/13/12 9:32:58 AM

Directory

38 FALL 2012

FIND YOUR PRIDE AND PURPOSE AT HOFSTRA UNIVERSITY

A University of DistinctionSince its founding in

1935, Hofstra University has evolved into a nationally and internationally renowned university that continues to achieve further recognition as an institution of academic excellence.

The Hofstra North Shore-LIJ School of Medicine at Hofstra University welcomed its second class of students in August 2012, and is on the path to become a leader in medical

education. The University recently established a School of Engineering and Applied Science with an innovative co-op and cross-disciplinary education program and a School of Health Sciences and Human Services. The addition of a

school of engineering makes Hofstra only the third school in the New York metropolitan area to have schools of law, medicine, and engineering.

The Best and BrightestEvery day on Hofstra’s vibrant

campus, our dynamic students enrich, enlighten and challenge one another, both inside and outside the classroom. With an average undergraduate class size of 21 and a student-to-faculty ratio of 14-to-1, students are encouraged to debate, question, research, discuss and think critically in an open and broad-minded learning environment.

Our hardworking, ambitious students are taught by Guggenheim Fellows and Fulbright scholars; Emmy Award recipients; prize-winning scientists; leaders in business, education and the health sciences; and knowledgeable and insightful thinkers.

See for YourselfWe invite you to come see

the campus for yourself. See the energy, focus and drive of our students. Meet our award-winning and prestigious faculty. Explore Hofstra’s beautiful campus. Your journey begins at hofstra.edu

CONTINUING EDUCATION AT HUNTER COLLEGE

Exciting things are happening with Continuing Education at Hunter College this fall! Have you ever wanted to learn to play an instrument, speak a foreign language or design your own webpage? Perhaps you are looking to improve your computer literacy or develop your financial skills. Continuing Education at Hunter College offers courses designed to meet your specific educational needs. Our portfolio of courses includes language and communication skills, computer and technology,

accounting and general business, as well as arts and personal enrichment.

Continuing Education at Hunter College allows you to pursue quality education in a short amount of time. Whether you are new to the workforce or looking for a career change, our Certificate Programs are designed to prepare you for exciting new careers in a variety of fields. We offer a variety of Certificate Programs- from Interpretation/Translation to Legal Studies to Medical Coding and Billing.

Need a course to help you with your professional development? Courses such as Creative

Problem Solving and Decision Making, Customer Service Training for Managers, and How to Build a Growing Profitable Business will help you achieve your goal. Our newly added coaching courses are designed to equip leaders and managers with the tools and skills to be effective in their positions.

We offer courses that meet the needs of working professionals, people new to the job market, or individuals who just want to learn a new skill or explore a new hobby at an affordable price.

This fall, find your success with Continuing Education at Hunter College!

LÉMAN MANHATTAN PREPARATORY SCHOOL

Parents seeking a private school education for their child have many excellent choices in New York City. But there is no school quite like ours.

Located in historic downtown Manhattan, Léman Manhattan is the school that offers the rigorous academics and an International Baccalaureate Diploma delivered by a highly engaged faculty.

It’s the school that teaches the critical thinking skills that are keys to preparing today’s graduates to succeed at top choice colleges and throughout their lives.

It’s the school believes learning courage, resilience, empathy and open-mindedness is just as important as learning calculus, chemistry and history.

It’s the school with state-of-the-art facilities including: a light-filled library, performing arts auditoriums, rock climbing wall, roof-top playground, regulation-size gymnasiums, personal training room and two competition-size pools.

It’s the school that offer small classes and Personal Learning Plans designed to challenge and excite each student to reach his or her potential.

It’s the only preparatory school in Manhattan with

established sister schools in Europe, Asia, Latin America and throughout the US offering our students exciting opportunities to participate in international academic, athletic, music and art exchange programs.

Léman Manhattan offers a one-of-a-kind international boarding program where students from around the world can share culture and diverse perspectives to create a truly global community.

All of this contributes to a learning experience that is second to none.

Where does your child go to school?


Directory

FALL 2012 39

MEDILL NORTHWESTERN UNIVERSITY

Founded at Northwestern University in 1921, Medill offers a Master’s of Science in Journalism program that combines the enduring skills and values of journalism with new techniques and knowledge that are essential to thrive in today’s digital world.

As the media industry experiences unprecedented change, Medill leads the way in training a new generation of multimedia journalists who are not only thriving in this new media landscape, but are also helping to shape it.

Perhaps your goal is to expose wrongdoing through investigative reporting or to give voice to the voiceless. You might aspire to create finely crafted prose or tell stories with

interactive tools. Maybe you want to be a beat reporter or a magazine editor. Or maybe you see yourself as a broadcaster, web producer or media entrepreneur. Perhaps your path is still unclear, but – like your Medill classmates – you have a passion for journalistic storytelling, a creative instinct and a commitment to good in the world.

Whatever your motivations and ambitions, you can find your niche at Medill.

“Many people say that instead of going to grad school, you should go straight into the field to get work experience,” said Garin Flowers (MSJ11), who is now a reporter for WCTV in Tallahassee, Fla. “I feel as though I am getting work experience and a master’s at the same time. Professors believe

that we are current working professionals and treat us that way, pushing us to the limit. When we go out into the field, which is almost right away, we build sources, meet with public officials, work on in-depth enterprise stories and so much more.”

The full-time faculty members at Medill are seasoned professionals with extensive industry experience and contacts. The school also draws on Chicago’s vibrant journalism community for accomplished adjunct professors who specialize in reporting, photography, videography,

interactive publishing, non-fiction narrative, magazine editing, web design and more.

A Medill degree is one of the strongest credentials a journalist can possess. You will be able to go further and faster in a rapidly changing profession where there is a growing range of opportunities in new and traditional media.

For more information about the Medill MSJ program, please visit www.medill.northwestern.edu, or contact Anne Penway, Director of Admissions and Financial Aid, at 847-467-1238 or [email protected].

THE NEW SCHOOL

Ranked by U.S. News and World Report as one of the best graduate schools for public affairs, the Milano School of International Affairs, Management, and Urban Policy trains leaders for the nonprofit, public, and private sectors. Milano’s graduate programs blend theory, research, and client-based project work and practice to prepare a new generation of professionals to become agents of change in an increasingly complex and interconnected world.

Milano offers master’s degrees in environmental policy and sustainability management, international affairs, nonprofit management, and organizational change management; and

master’s and doctoral degrees in urban policy. Milano also offers post-graduate certificates in leadership and change, organizational development, and sustainability strategies.

In addition to its degree programs, Milano houses institutes and projects on the cutting edge of civic engagement. The Community Development Finance Project seeks to connect the private, public, and philanthropic capital markets with the dynamic fields of community development, social innovation and entrepreneurship, sustainability management, and

design. The Center for New York City Affairs seeks to improve the effectiveness of government and other organizations in their work with low-income urban communities. The Center is widely recognized for its role as a non-partisan broker of information and analysis. Projects include Child Welfare Watch, Feet in Two Worlds, Insideschools, and the politics and advocacy specialization at Milano.

Milano is a part of The New School for Public Engagement, which is a division of The New School, a leading university in New York City.

THIS FALL, EXPERIMENT, EXPLORE, AND EXCEL WITH NONCREDIT COURSES AND CERTIFICATES AT THE NYU SCHOOL OF CONTINUING AND PROFESSIONAL STUDIES (NYU-SCPS)

Fall is traditionally the time when people turn their attention back to business, to their studies, and to pursing personal and professional growth. This fall, the NYU School of Continuing and Professional Studies (NYU-SCPS) will offer more than 2,300 noncredit courses from

which to choose, as well as a broad array of professional certificates. In challenging job markets, these programs provide a cost-effective way to gain knowledge, to broaden or to acquire new skill sets, and to earn respected credentials.

NEW FALL COURSESNew courses help to keep

you on top of the changing job market, in tune with emerging technologies, and informed about our increasingly globalized world. Make sense of today’s tumultuous financial environment by better understanding “Market Crashes,” maximize your organization’s use of new

communications techniques by enrolling in “Social Media Management,” understand the mindset of one of our time’s greatest innovators by exploring “The Genius of Steve Jobs,” and much more.

NYU-SCPS ONLINE: LEARN WHERE AND WHEN YOU WANT

NYU-SCPS offers online content in finance, real estate, design, marketing, creative writing, foreign languages, and

more. From courses like “iPad and iPhone App Development” and “Introduction to Real Estate Finance,” to a host of certificate programs ranging from “Financial Planning” to “Digital Media Marketing”—online programs are designed to hone your skills and to broaden your horizons.

Enroll for fall now!Visit: www.scps.nyu.edu/

x566Call: 212-998-7150


Directory

40 FALL 2012

INDIANA UNIVERSITY SCHOOL OF PUBLIC AND ENVIRONMENTAL AFFAIRS

SPEA Connect Online Graduate Programs in Public Affairs

Indiana University’s School of Public and Environmental Affairs (SPEA) is now offering an online Master of Public Affairs degree through SPEA Connect, and is the highest-ranked MPA program to make its degree completely available in an online format.

The online MPA gives students and working professionals access to one of the world’s leading public

affairs programs, allowing them to continue their careers while learning new skills and furthering their education. SPEA is a world leader in public and environmental affairs and is the largest school of public administration and public policy in the United States. SPEA’s public affairs graduate programs are ranked No. 2 in the nation by U.S. News and

World Report. The online MPA addresses

the fact that, in today’s challenging economic environment, many professionals are unable or unwilling to commit to a full-time graduate program that could force them to uproot families and put their careers on hold. SPEA Connect, a joint initiative between IU

Bloomington and Indiana University-Purdue University Indianapolis, allows learners around the world to earn a prestigious degree without having to relocate.

In addition to the online MPA degree program, SPEA Connect allows students the opportunity to pursue online graduate certificates in public and nonprofit management. SPEA Connect also plans to offer an online graduate certificate in public budgeting and financial management in the near future.

To take the next step in your career please visit speaconnect.indiana.edu/observer, email [email protected], or call 812-855-4547.

WRITING CENTER AT HUNTER COLLEGE

Fall 2012 at the Hunter Writing Center CE promises to be extraordinary. The new Tina Santi Flaherty Winston Churchill series, which launched on June 8th at the Morgan Library, will continue at Hunter’s renowned Roosevelt House on September 19th with author, Andrew Roberts. In October, you won’t want to miss author/teacher Sidney Offit presenting an evening discussing his best friend, the late Kurt Vonnegut. Joyce

Carol Oates, our Gerta Whitney Vanderbilt Conner Guest Writer this year, will also be speaking this fall, and Daniel Rose will give the annual Jack Burstyn Memorial Lecture. Finally, Gay Talese will deliver the first Elizabeth Strong-Cuevas lecture in November. As for courses, the inimitable Daphne Merkin

and The New Yorker’s Patricia Marx will give master classes in Memoir and Comedy-Writing, respectively. In addition to our standard courses such as “Fiction Writing” and “Murder You’ll Write”, we will introduce “Writing and Selling Personal Essays” with Nancy Kelton, and “Editing for Self-Editors” with

Beena Kamlani. As a spring preview, we will once again be offering the Best-Selling Author Series. Scheduled guests include A.M. Holmes, Lee Child, and Steve Berry. In addition, the Great Thinkers series will host guest speakers such as Lewis Lapham, Alan Guth and Edward Whitten. Finally, next June the Writing Center CE will hold its third annual Writers Conference. We hope you will join us at all of our exciting upcoming events. The Hunter Writing Center CE is sui generis. Enjoy!

PARLIAMO ITALIANO AT HUNTER COLLEGE

Benvenuti! Want to experience a taste of Italy, but can’t afford to travel? Learn Italian at the largest and most innovative Italian language school in New York City. Our professional Italian teachers, all native speakers, hold degrees from Italian universities. All are trained in our successful method, which has made us the foremost school of Italian language in the U.S. Fall classes begin October 1st and run through December 15th. We will also have intensives

and workshops during the September Intersession. All classes are targeted to anyone over 18 years old that has a yearning to learn the Italian language.

We know you can learn to speak Italian, to speak it fluently and with an excellent accent - and we prove it to you at your very first lesson!

We keep our classes small, with about 14 people in each, and use original materials which make it easy to learn. Classes range from Elementary through Advanced and are offered in the daytime, evening and Saturdays to fit your schedule.

While classes are conducted only in Italian, you will understand and respond because we teach using the method developed by the Founding Director Franca

Pironti Lally. This method has been tested and refined since our school was established more than 30 years ago.

Join us at Parliamo Italiano at Hunter College!


M.A. in History of Art and the Art Market: Modern and Contemporary Art

Certifi cate in Modern and Contemporary Art in New York

The Christie’s Art Business Certifi cate

Short Course Programs

Design-Your-Own Courses

View full schedule at christies.edu

[email protected] +1 212 355 1501

Christie’s Education New York11 West 42nd Street, 8th FloorNew York, NY 10036

Keep in touch with Christie’s Education

TAKE YOUR NEXT STEP IN THE ART WORLD WITH CHRISTIE’S EDUCATION

MASTER’S AND CONTINUING EDUCATION PROGRAMS

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“CUNY students continue to win the nation’s most prestigious awards coached by our worldclass faculty. This year they include Clarendon and Beinecke Scholarships to Oxford,Fulbright, Math for America, and National Institutes of Health Fellowships, and a record 16National Science Foundation awards of $126,000 each for graduate study in the sciences.No other University system in the Northeast won more NSF graduate awards.”

— Matthew Goldstein, Chancellor

1-800-CUNY-YES cuny.edu/allstars

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Documents

Educated Observer Fall 2012