All Simmons News{74DE9A72-ED90-47F1-9AA6-DE2AC08CE033} Candy Schwartz: Love What You Do and Have Fun<p>Professor Candy Schwartz is retiring from Simmons SLIS at the end of the fall semester. She has taught since 1980 in the areas of information organization, metadata, digital libraries and subject analysis. She was co-principal director for the first of two IMLS (Institute of Museum and Library Services) "Librarians for the 21st Century" grants, which instituted a doctoral concentration in managerial leadership. Professor Schwartz is the recipient of two ASIS&amp;T awards, the Outstanding Information Science Teacher Award and the Watson Davis Award, given to an ASIS&amp;T member for outstanding and dedicated service to the society. Since 2005, her digital libraries course has <a href="" target="_blank">digitized scrapbooks</a> from the Simmons College Archives, covering all aspects of the production process. An exemplary professor often lauded for her devotion to teaching and her students, Schwartz was the first recipient of the Provost Award for Student Centeredness in Graduate Teaching in 2016.</p> <hr /> <h4>You joined SLIS (then GSLIS, the Graduate School of Library and Information Science) in 1980. How did that happen?</h4> <p>I have an undergraduate degree in linguistics, but didn't want to be a translator or do an advanced degree in the field. After selling souvenirs at pop-up stores in malls for a few years, I realized that I needed to find an actual career. I looked through the entire McGill catalogue and thought that librarianship sounded like fun. I was, after all, a voracious reader. In 1972 I entered the two-year master&rsquo;s program. I loved cataloguing, became a teaching assistant for the course, and discovered that I loved teaching as well. My mentors advised me to work in the field and then pursue my doctorate. I was a cataloguer at Concordia University from 1974-1977, during the time when we converted from 3x5 cards to MARC records. In 1977, I went to Syracuse University to get my PhD.&nbsp;</p> <p>In the spring of 1979, I was finishing my doctoral coursework and thinking about what my next step would be. My husband Simon had been holding down the fort in Montreal very patiently for two years, but we knew that the next move would be for my first faculty position. One of the Syracuse faculty members had been at GSLIS and recommended it to me. I had never heard of Simmons, as it had little presence at what was then called ASIS (now ASIS&amp;T, the Association for Information Science and Technology) which was my principal professional networking community. However, we had visited Boston and liked it; we had friends there, it was close to Montreal, it had a vibrant folk and bluegrass scene, it was home to the Red Sox, and we enjoyed the good flight connections to Europe. I arranged a visit to the campus and was interviewed by the faculty. A few weeks later I was offered a position and initiated the green card application process for us both.&nbsp;</p> <p>I arrived in Boston in January 1980 with no green card or social security number, no place to live and little money. I resided temporarily at the Women&rsquo;s Christian Temperance Union on Newbury Street. Bill Holmes, the president of Simmons, gave me pocket cash to tide me over while I prepped classes. A week or so later our green cards had been approved, so I went back to Montreal. Then Simon and I came through the border, got our green cards together and started a new life in Allston.</p> <h4>Have you always taught in the same subject area?</h4> <p>Most of the courses I teach have to do with organizing and describing information resources. I've taught information organization (LIS 415) since I arrived and I introduced the indexing course (LIS 419) in 1980. Early on, I developed and taught courses in database management, thesaurus construction and information retrieval. The database management course required logging into a mainframe at Babson College using dial-up modems and what were called &ldquo;dumb&rdquo; terminals. I created the first GSLIS website before Simmons had one, and introduced a course in information architecture and web design based on what I had learned. The digital libraries course followed about five years after that. At various times I've filled in for other areas including records management, online searching, literature of science and technology, and evaluation.</p> <h4>What will you remember most fondly about your time at SLIS? What will you miss?</h4> <p>The best memories will be of people. I've made many good and lasting friendships among the faculty, staff and students over the years, and I will continue to be in touch with them.&nbsp;</p> <p>There are lots of &ldquo;remember when&rdquo; events as well:&nbsp;</p> <ul> <li>Playing baseball in the park in the '80s - SLIS actually fielded two teams and I broke my finger making a catch in center field.</li> <li>Touring the construction site of One Palace Road often enough that I got my own hard hat.</li> <li>All the post-blizzard days when it was just me and nurses trudging through the snow along Longwood.</li> <li>The day the city went into lockdown after the Marathon bombing and I was caught at school. The campus was deserted. I used the faculty listserv to find out whether anyone had any food in an unlocked space.&nbsp;</li> </ul> <p>I'll miss the rewards of teaching &ndash; working closely with students, seeing the light dawn when they &ldquo;get&rdquo; some thorny point, the buzz of a particularly good day in the classroom, and the parties at the end of the semester. I'll also miss my office &ndash; I have no room at home for all of the art and crafts that decorate my room.&nbsp;</p> <h4>What will you do when you retire?</h4> <p>I intend to do a lot of &ldquo;reading without guilt&rdquo; &ndash; which is reading without worrying about all the other things you should be doing. Of course this will start with the entire Tolkien canon, more or less in Middle-earth chronological order. I'll probably binge watch some TV shows that I missed (or loved the first time around), and work on craft projects (needlepoint, quilting, beading and many others). I need to reorganize (by genre and main entry) about 21 linear feet of LPs that were shelved hastily after our last move, and we have about 60 volumes of scrapbooks that I'd love to digitize, if only to free up the space. I want to finally finish learning Quenya and Sindarin, and I'd like to tackle some other languages as well.&nbsp;</p> <p>Simon and I plan to travel, without having to be bound by semester breaks. We've been going to Glasgow, Scotland, every January since 1995 for the Celtic Connections music festival. Usually I can only go for a week or so, and then I have to get back to Boston for classes. Now I can stay for the whole thing. There are some folk music festivals in the spring and summer that we've never been able to attend, so we might try some of those. As for where we'll live, for now we will be staying in Brookline, but at some point we might move back to Canada &ndash; we&rsquo;ll see.</p> <h4>Any final words of advice for students?</h4> <p>Make sure that you love what you do, and don't let the naysayers get you down. And have fun.</p> <p><img height="244" alt="schwartzmatarazzo" width="244" src="~/media/9DA8CF004F6D44A68205917905610141.ashx?h=244&amp;w=244" style="height: 244px; width: 244px;" /></p> <p><img height="244" alt="candyschwartzoffice" width="244" src="~/media/1353990E01E94097B78BA6A05D95EA12.ashx?h=244&amp;w=244" style="height: 244px; width: 244px;" /></p> <p><img height="244" alt="schwartzandcloonan" width="244" src="~/media/8729C758412545FAB6F23A8211A45AE4.ashx" /></p> <p><img height="244" alt="schwartzandknowles" width="244" src="~/media/6D7577EAF2E14278B4157EED72D1FB01.ashx" /></p> <p><img height="244" alt="schwartzandabels" width="244" src="~/media/3234311A9CCD4B1D876898B2FC757138.ashx" /></p> <p><img height="244" alt="candywinsaward" width="244" src="~/media/C9A321ECC5E14F2286354DB5E6EB6652.ashx" /></p> <p><em>Photos courtesy of Candy Schwartz. Photo, above: Schwartz in a hard hat during the 2007 construction of the underground parking facility and Business School building. Below, from left: Schwartz and Dean Emeritus Jim Matarazzo in 2015; Schwartz in her Palace Road office in 2014; Schwartz and Dean Emerita Michele Cloonan at the ALA conference in 2016; Schwartz and Em Claire Knowles in 2017; Schwartz and Dean Eileen Abels in 2014; Schwartz and then-Faculty Senate President Professor Liz Scott after Schwartz received the first Provost's Award for Student Centeredness in Graduate Teaching in 2016.</em></p>2017-10-20T00:00:00-04:00{7C462164-47BC-4E4C-B6BB-2B72D928DDD2} Healthy at College: 5 Tips<h5><hr /> 1. DRINK PLENTY OF WATER</h5> <p>"Replace at least one caloric beverage with water. By replacing these beverages with water you're accomplishing 2 goals: getting enough water (or at least more water) and reducing your intake of empty calories." -&nbsp;<a href="">Professor Metallinos-Katsaras</a></p> <p>"Staying hydrated helps to keep your body temperature within a normal range, lubricates your joints, protects sensitive tissues, and also helps you eliminate waste and toxins. Water also keeps your skin looking healthy and hydrated!" - Kaitlyn Lapeyre '18</p> <hr /> <div> <h5>2. MOVE YOUR BODY</h5> <p>"Use your own body. A series of 10 squats, lunges, pushups and sit ups will get your heart pumping without the need for a big space. As you get better at them, you can repeat the series 2-3 times and follow it up with a brief stretching routine. The whole thing can be done in less than 10 minutes!" -&nbsp;<a href="">Professor Pojednic</a></p> <p>"Arm circles, push-ups, standing side bends, planks, wall sits and squats are easy and effective.&nbsp;These easy exercises can be done just about anywhere and will give you a full body workout!" - Kaitlyn Lapeyre '18</p> <hr /> <h5>3. STRETCH YOUR MUSCLES</h5> <p>"Pay attention to the muscles in your hips and chest; these are the muscles that get tight and weak as you shorten them from sitting and slouching. A simple toe touch will open up your hamstrings. A deep lunge with your back leg on the floor will get into your hip flexors, which get VERY tight from sitting. Grab your hands together behind your back and lift slightly until you feel a broadening across your shoulders. Lastly, look up! Staring down at your phone and computer wreaks havoc on your upper body muscles!" - Professor Pojednic</p> <p>"It's important to take little breaks during those long study sessions and stretch those muscles! Each stretch should be held for 30 seconds to 1 minute." - Kaitlyn Lapeyre '18</p> <hr /> <h5>4. EAT HEALTHY</h5> <p>"Use the plate method. Make half of your plate fruits and vegetables!"&nbsp;- Professor Pojednic</p> <p>"If you get a salad, get the dressing on the side. That way you can better control how much you add. Also, be an informed consumer by looking at the caloric content of food items. You might be surprised by how many calories some of the meals and drinks really are." - Professor Metallinos-Katsaras</p> <hr /> <h5>5. TAKE BREAKS</h5> <p>"Get up during periods of the day and give yourself a mental and physical break. Even a brief walk around in the hallway will help clear your head and keep your muscles moving and healthy."&nbsp;-Professor Pojednic</p> <p>"Get enough sleep, eat healthy, exercise and meditate."&nbsp;- Kaitlyn Lapeyre '18</p> <hr /> </div>2017-10-18T00:00:00-04:00{9A25E761-0253-471C-95E0-76546225FF5B} Lee '17LS on the Importance of Time Management <h4>Tell us about your favorite course you took in the <a href="">LIS program</a>.</h4> <p>Curriculum and Instructional Strategies for the School Library Teacher taught by <a href="">Lisa Estabrook</a>. It was my favorite and the most challenging. The class offered discussion around theory and strategy balanced with real-life practice. Students were responsible for developing and presenting mini-lessons that incorporated strategies learned in class and then gave meaningful feedback to each other on how to improve. Receiving thoughtful feedback from classmates and the professor inspired me to try new things and go outside of my comfort zone.</p> <p>Another favorite was Principles of Management taught by <a href="">Mary Wilkins Jordan</a>. As someone who is already working and manages a staff, this class is beneficial whether you're in the LIS field or not. Additionally, Professor Wilkins Jordan did an amazing job of structuring the class in a meaningful way and communicating with students effectively.</p> <h4>What is one piece of advice you would give to an incoming student?</h4> <p>Get involved! Simmons offers a lot of opportunities to get involved with <a href="">different groups</a>. Check out the Simmons <a href="">calendar</a> and attend some of the events. Not engaging with my peers through social and educational events is my biggest regret from my time at Simmons.</p> <h4>How did you balance work and classes?</h4> <p>I had a full time job when I began the LIS program and I took two classes each semester. When classes began, I worked an abbreviated schedule of four days per week. Balancing work and class was always a challenge, but the majority of students are in the same boat, so professors are cognizant of the work/school/life balance. I lived by my day planner for the two years I was taking classes. Although it was overwhelming at times, it was manageable because I planned ahead.</p> <h4>How have your studies at Simmons prepared you for your current work?</h4> <p>I currently work for a nonprofit as a database administrator. Although my job is not directly related to LIS, the skills, strategies and concepts I learned at Simmons easily transfer to my current role. Specifically, the management techniques from Principles of Management and the Database Management courses are most relevant in my day-to-day work. My long-term goal is to transition to either a school or public library.</p>2017-10-16T00:00:00-04:00{D88839BF-9DF9-4FC0-919D-E9E2EAB3482E} Belfi '18: Simmons Widened My Worldview<h4>Why did you choose to study <a href="">Political Science</a> at Simmons?</h4> <p>I wanted to strengthen my analytical research skills as well as learn more about diplomacy. Because of my education in this field, I'm able to better understand current events and world trends. I most appreciate this when I&rsquo;m networking or speaking to supervisors! I especially love the <a href="">professors</a> that I&rsquo;ve worked with; they've taught me so much and widened my worldview.&nbsp;</p> <h4>Tell us about your experience as class president.</h4> <p>I took the initiative to run for class president going into my junior year at Simmons, transitioning from my previous role as secretary. Not only did I want to represent my class through events, but I also wanted to make sure that everyone felt heard and reassured that their ideas were being brought to the College administration. I&rsquo;ve had opportunity to speak at the Candlelighting Ceremony, <a href="" target="_blank">Convocation</a>&nbsp;and Senior-Faculty Banquet on behalf of my class. I feel honored that I hold this position and that I can facilitate positive change.&nbsp;</p> <h4>Tell us about your favorite internship experience.</h4> <p>The best internship I&rsquo;ve had was working as a <a href="">Barbara Lee Fellow</a> during Spring 2017. This was an incredible experience that absolutely changed my perspective on politics! It was amazing to gain hands-on experience working for a female representative. This program is specifically aimed at getting women into politics and creating a role model relationship. From this mentorship, I now have the confidence to become involved with politics and feel less like an outsider in the field. I think that the knowledge and professional development I gained while working in that office will never be forgotten. Plus, it was amazing to work directly with a legislative aide that was a recent college graduate. Seeing her work in the office as both a peer and mentor was an amazing experience. I really think that my outlook on careers and who I am developed during this time. From this position, I&rsquo;ve had to confidence to seek other internships and reach out to Simmons alumnae/i in this field for advice.&nbsp;</p> <h4>How is Simmons preparing you for the future?</h4> <p>Simmons' location in Boston and my job opportunities are examples of how Simmons has prepared me for the future. I love that I can apply to work in the Mayor&rsquo;s Office or in the Statehouse upon graduation and not worry that I&rsquo;m unqualified. I've also had the incredible opportunity to express and grow as a leader through Class Council and my work as an Orientation Leader. Simmons has done an wonderful job in yearly trainings for both positions which has caused me to reflect and grow as a person.&nbsp;</p> <h4>What advice do you have for undergrads?</h4> <p>Get to know the faculty and staff at Simmons. They are some of the most fantastic and inspiring mentors I've ever had. From my Political Science professors to my supervisors at work, I never have to look far more support and guidance. Simmons gives you a unique opportunity to build a community that wants to help you, and I think the best thing for any student to do is embrace that!</p> <p><img height="244" alt="Maggie and Stormy" width="244" src="~/media/F5BD836C62CE4595A786B9AF1554C282.ashx?h=244&amp;w=244" style="height: 244px; width: 244px;" /><img height="244" alt="Maggie Belfi" width="244" src="~/media/4BE1F5A2A9C345D1AF30223608D5E3E6.ashx" /><img alt="Maggie and Flag" src="~/media/752575A62CC74718B80FFF9AF6CE3083.ashx?h=244&amp;w=244" style="height: 244px; width: 244px;" /></p>2017-10-16T00:00:00-04:00{E73D16D6-BC51-4C09-8F6A-6DD433D5053E} McDonald '18 on Choosing Simmons<h4></h4> <h4>What made you make the decision to come to Simmons?</h4> <p>As a <a href="">transfer</a>&nbsp;student, I wanted to make sure my transition was going to be seamless. Before I made my final decision to transfer to Simmons, I met with <a href="">Professor John Lowe</a>, who took the time to sit with me and go through my entire transcript. Many other people took the time to talk to me about Simmons and what I could expect if I came here. Even though there was no guarantee I&rsquo;d choose Simmons, everyone cared about getting to know me. This made a huge impact in my final decision to come here.</p> <h4>How did Simmons help you during the transfer process?</h4> <p> Simmons helped me more than I could have ever imagined. Once I was accepted, I received a welcome packet and had the opportunity to attend a <a href="">Transfer Orientation</a>, which was a great way to meet other <a href=";list=PL6FBDB0CF24ECB3CA&amp;index=19" target="_blank">transfer students</a> who would also be new to Simmons.&nbsp;In addition to Orientation, one of my professors, <a href="">Professor Cynthia Ingols</a>, reached out to me during the summer. We proceeded to meet up and I was so thankful that a professor took the time to meet with me before school even started. To this day, Professor Ingols is someone I go to when I need help, especially as graduation approaches and I&rsquo;m looking for career advice.&nbsp;</p> <h4>Are you involved in any student <a href="">organizations</a>?</h4> I&rsquo;m the Student Affairs Officer for <a href="" target="_blank">Student Government Association</a> <p> (SGA), as well as Vice President of the Business Liaison. When I first came to Simmons I wasn&rsquo;t sure if being a transfer student might hinder me from serving in leadership roles because people wouldn&rsquo;t know who I was. However, I learned that it doesn&rsquo;t matter how long you&rsquo;ve been at Simmons, everyone has the opportunity to be involved and voice their opinions. Therefore, to all transfer students and current students at Simmons: I encourage you to get involved! </p> <h4>What advice do you have for students who are considering applying to Simmons?</h4> <p>If you want to be in a <a href="">community</a> that appreciates you for who you are, pushes you to get involved and works with you to pursue your goals, Simmons is the place for you. The classes here are close-knit, so you&rsquo;ll get to know your classmates and <a href="">professors</a>, all of whom are nice, genuine people. To put it simply, the relationships, experiences and opportunities are endless.&nbsp;&nbsp;</p> <h4>What&rsquo;s your Simmons moment?&nbsp;</h4> <p>I have two! My first was last spring when I planned and emceed the Leadership Recognition Ceremony for student leaders and groups on campus. It was truly amazing to be part of an event that celebrates individuals and groups on campus that are accomplishing incredible things. Being surrounded by so many inspiring and hardworking people was a great way to celebrate the end of my first year.&nbsp;&nbsp;</p> <p>My second was volunteering at the <a href="">Simmons Leadership Conference</a>. I was so proud to be part of this event and to represent Simmons. The people here are doing amazing things with a tremendous impact and this event is just one example of that!</p> <p><img height="244" alt="Molly McDonald" width="244" src="~/media/EEC625A5702C44528A0522F0D995DD7C.ashx" /><img height="244" alt="Molly McDonald" width="244" src="~/media/F6B4AB04C6884837974DA5C2F682D809.ashx" /><img height="244" alt="Molly McDonald" width="244" src="~/media/9FEB78D63ABF4762B92A92D2FAD67DD0.ashx" /></p> <div></div> <div></div>2017-10-12T00:00:00-04:00{B98E9447-DB8B-4CAE-8CCE-C3C928756034} Students Accepted Into Executive Women Mentoring Program<p>School of Business Professor <a href="~/link.aspx?_id=601F764C8D5D438F9F838FAF6F7A9045&amp;_z=z">Cynthia Ingols</a> announced that undergraduate management students Madison Darrah '18, Samantha Gilliam '18 and Kayla Humel '18 have been accepted into the Network of Executive Women (NEW) Mentor-Mentee Program. The program introduces students to people and companies in the consumer goods industry. The Mentor-Mentee Program is managed by Laurie Casagrande, a Simmons undergraduate &amp; MBA alumna who actively works to introduce Simmons students to women leaders in the organization.</p> The Network of Executive Women is a learning and leadership community of more than 10,000 members across the USA and is one of the largest event producers in the retail and consumer goods industry. Since its founding in 2001, NEW has been highly successful in putting women&rsquo;s leadership on the industry&rsquo;s agenda.<br /> <br /> Kayla Humel, SGA President, is delighted to return to the NEW Mentor-Mentee Program again in 2017-2018. Kayla was an active participant last year and liked the NEW Program because networking events included senior women leaders from companies such as Proctor &amp; Gamble. Kayla said: &ldquo;The women really wanted to meet and talk with us students, and, we &ndash; of course &ndash; really wanted to meet them!&rdquo;<br /> <br /> By participating in this wonderful opportunity, Madison, Sammy and Kayla will learn more about the consumer industry and build connections with professional businesswomen.&nbsp;<br /> <div><br /> </div>2017-10-11T00:00:00-04:00{6531E09B-C11F-4B1D-8705-237886AFBF4E} Coletti '20: I Felt Welcome Before Stepping On Campus<h4>What made you make the decision to <a href="">transfer</a> to Simmons?</h4> <p>Simmons was the only school that I applied to after my fall semester at my previous school. I originally didn't apply during high school because it's a&nbsp;<a href="">women's college</a>; however, after my first semester of college, I realized that maybe it didn't matter. Simmons provides the perfect small-school atmosphere that I longed for at my last college. It's full of intellectually curious, accepting and involved students that are passionate about their studies. Within my first week here, I met people that I know I'll be friends with for life.&nbsp;</p> <h4>How did Simmons help you during the transfer process?</h4> <p>I really appreciated that Simmons offered an overnight <a href="">Orientation</a> for transfer students early in the summer. I was able to meet my current roommate and get excited about the school that I'd be attending in just a few months.&nbsp;</p> <h4>How is Simmons preparing you for the future?</h4> <p>My professors are all very experienced in the subjects they are teaching, so they're able to share real-life stories that make the material relevant and interesting.&nbsp;</p> <h4>What advice do you have for students who are considering transferring to Simmons?</h4> <p>Boston is the perfect place to pursue your education and Simmons is home to the most welcoming people!</p> <h4>What's your Simmons moment?&nbsp;</h4> <p>Before my first semester at Simmons, I posted in the class of 2020 Facebook page to introduce myself and meet the other students. The feedback I received was incredible. An overwhelming amount of Simmons students reached out to me, welcomed me to Simmons and congratulated me on my decision. I felt so welcomed and accepted before I had even stepped on campus.&nbsp;</p>2017-10-11T00:00:00-04:00{D78FCC11-7464-4562-98FE-FFB0AD584243} to Simmons: 4 Myths<h5>TRANSFERRING IS TOO COMPLICATED</h5> <p>We understand that the transfer process might seem daunting. Here at Simmons, we take a personalized approach to the <a href="">transfer process</a> where <a href="~/link.aspx?_id=02483DFAA105423CBB51EEF68DE9657C&amp;_z=z">admission counselors</a> work directly with students to ensure they have all the information they need to apply. From <a href="">information sessions</a> to individual appointments, we're here as a resource through all stages of the admission process.&nbsp;</p> <h5>MY CREDITS WON'T TRANSFER</h5> <p>We accept transfer credits from regionally accredited institutions &mdash; including community colleges.&nbsp;Students are eligible to bring in up to 80 transfer credits, including 24 test credits. Once you're a Simmons student, our collaborative <a href="">academic advising office</a> will work with you to ensure you have a plan to meet your academic goals.&nbsp;</p> <h5>I WON'T MAKE ANY FRIENDS AS A TRANSFER STUDENT</h5> <p>We're focused on fostering a welcoming and inclusive <a href="">campus community</a> that brings all of our students together. To help transfers become a part of the Simmons community, we provide spring and summer <a href="">Orientations</a> where you'll meet other transfers and first-years. Between our <a href="~/link.aspx?_id=48CA695AC5FD4ACB8AFEBBC570D79548&amp;_z=z">small classes</a>, <a href="">organizations</a> and <a href="">campus events</a>, you're bound to see some familiar faces everywhere you go.&nbsp;</p> <h5>MY BAD GRADES IN HIGH SCHOOL WILL PREVENT ME FROM TRANSFERRING</h5> <p>Simmons reviews applications holistically, including many factors such as your high school and college transcripts. Each year, Simmons admits transfer students who have overcome challenges in high school to demonstrate recent success in college. Your recent academic performance is more important than older grades.<br /> <br /> </p>2017-10-10T00:00:00-04:00{AE6A0C0F-036F-471C-82EF-8F23803E23B3} of color entrepreneurs are striving and thriving in Boston<style> </style> <p class="bodytext" style="margin-top: 12pt; text-indent: 0in;"><em><img alt="" src="~/media/761949B5C8F24D65B5549929C82E7DE2.ashx" height="370" width="370" />The following article was written by three first-year undergraduates enrolled in Lecturer Areen Shahbari&rsquo;s Boston Course, &ldquo;Boston&rsquo;s Women of Color Entrepreneurs&rdquo; (BWCE): Vanessa Burns, Dominque Mendes, and Sakina Musa.<br /> </em></p> <p class="bodytext" style="margin-top: 12pt; text-indent: 0in;"><em>The Boston courses are designed to introduce first-year students to the wide variety of experiences and resources the city of Boston has to offer while preparing the students for the rigorous academic challenges they will face ahead. </em></p> <p class="bodytext" style="margin-top: 12pt; text-indent: 0in;"><em>In the BWCE course, students met and interviewed many of Boston&rsquo;s women entrepreneurs of color and wrote profiles highlighting their experiences, accomplishments, and challenges. The report we feature here looks at the challenges faced by women entrepreneurs of color in Boston and the resources the City of Boston provides to help women be successful.</em></p> <hr /> <em> </em> <p class="bodytext" style="margin-top: 12pt; text-indent: 0in;">In the field of business and entrepreneurship, developing new endeavors can pose challenges for any inexperienced person. For women of color in the United States, it is no surprise that entrepreneurial pursuits are particularly difficult to establish as they can face discrimination based on both gender and race. Despite programs that are being put in place to help women entrepreneurs succeed, they still face barriers to funding, accessibility to resources, and networking. </p> <p class="bodytext" style="margin-top: 12pt; text-indent: 0in;">According to the Center for Global Policy Solutions report, &ldquo;The Color of Entrepreneurship: Why the Racial Gap Among Firms Costs the U.S. Billions&rdquo;: </p> <p class="bodytext" style="margin-top: 12pt; text-indent: 0in;">"Although the number of minority-owned businesses is increasing dramatically, America is currently forgoing an estimated 1.1 million businesses owned by people of color because of past and present discrimination in American society. These missing businesses could produce an estimated 9 million more jobs and boost our national income by $300 billion. Thus, expanding entrepreneurship among people of color is an essential strategy for moving the country toward full employment for all."</p> <p class="bodytext" style="margin-top: 12pt; text-indent: 0in;">Even in Boston, known as one of the more progressive cities in regards to funding, accessibility, and networking for women of color who seek assistance with entrepreneurship, there are challenges. <em>The Boston Globe,</em> identifying disparities, reports in March 2016:</p> <p class="bodytext" style="margin-top: 12pt; text-indent: 0in;">"Many of Boston&rsquo;s 40,000 small businesses, particularly those owned by women and minorities, are struggling to grow because of city red tape and a lack of access to capital and professional expertise and services, according to a city-commissioned study&hellip; </p> <p class="bodytext" style="margin-top: 12pt; text-indent: 0in;">The analysts found that more than 95 percent of businesses in Boston have fewer than 50 employees or less than $5 million in revenue, forming the backbone of the city&rsquo;s economy. Collectively those companies generate around $15 billion in revenue annually and employ 170,000 workers&mdash;or about 44 percent of total employment by private, for-profit businesses in Boston."</p> <p class="bodytext" style="margin-top: 12pt; text-indent: 0in;">To read the rest of Vanessa, Dominque, and Sakina's article, check out the Spring 2017 issue of <a href="~/link.aspx?_id=4CB709FE8FDE41D3818FBDFDC09BA6D4&amp;_z=z">Management Magazine</a>.</p>2017-10-10T00:00:00-04:00{62A21269-1CC3-4FEA-8C2F-655F04B4E4C2} Mullen '20: Simmons Makes My Dream Tangible<h4>How did you choose your area of study?</h4> <p> Helping people every day and interacting with patients are both big factors that attracted me to the field of <a href="">Nursing</a>. After shadowing nurses in high school, I realized that I not only found human anatomy interesting, but I was fascinated that nurses could heal the body with both medical and emotional support. The duality between both methods of healing, combined with the exciting pace of the emergency room, made it clear that my calling is nursing.&nbsp;</p> <h4> What made you decide to join the <a href="">Honors Program</a>?</h4> The wide range of classes available to Honors students made my decision to join an easy one. No matter what you major in, you might find yourself writing a paper on a new building in Boston or giving a speech on a famous author who you&rsquo;ve adored for years. The point is that Honors classes have taken my personal education to a new level and added unexpected learning opportunities along the way.&nbsp; <h4> What&rsquo;s your favorite part about being in the Honors program?</h4> <p> The close community and our focus on education is the best thing about being an honors student. It's not uncommon to find honors students meeting in their free time to discuss a speech they're rehearsing or a new chapter in the book they just read. The program has made me feel that I belong at Simmons and that I'm surrounded with fellow students who share similar values in their own pursuit of knowledge.&nbsp; </p> <h4> What advice would you give to a student considering applying to the Honors Program?</h4> <p> The best advice I can give is that you get out what you put in. Hard work and a dedication to your Honors classes will allow you to reap amazing personal benefits and maximize learning in your college career. Another bit of advice: utilize your resources. I've always felt that my peers and advisors were looking out for me in the Honors Program, so never hesitate to ask questions and seek help from them.&nbsp; </p> <h4> What is your dream job?</h4> My dream job is to work as a nurse in the ICU at a hospital in Boston. This dream goes back to when playing hospital was my favorite game as a little girl. I feel blessed that Simmons helps make that dream more and more tangible with every class I take.&nbsp; <h4>Anything else you&rsquo;d like to tell us about yourself?</h4> <p> I've always loved math, but never really knew how I would use that passion in college. My guidance counselor this year was amazing and helped me find a unique, interesting minor that's beneficial and lets me take lots of math classes during my college career:&nbsp;<a href="">Finance</a>! This adds a totally different mix of classes into my schedule and teaches me valuable lessons for my life after school.&nbsp;</p> <div> <h4>What's your Simmons moment?</h4> My Simmons moment occurred during a final for an Honors speech writing class. Everyone in the class gave a 10-minute speech on any topic that was of interest to them. Multiple students used this time to open up about difficult life struggles they faced and the lessons they learned from them. The mutual trust and respect between my classmates made me so appreciative to be a Simmons student.&nbsp;<br /> </div>2017-10-06T00:00:00-04:00{3707F191-22BE-4BFD-9FDE-6CD49DB01549} Peterson ’15 Advocates For Marginalized Communities<h4>​What program were you in at Simmons? What's your current job title?</h4> <p><a href="~/link.aspx?_id=05229EB401D243DCBBA2BC9DAFBC158B&amp;_z=z">Political Science</a> and <a href="~/link.aspx?_id=CD310DF535F54269B29AD861C6743ECA&amp;_z=z">Sociology</a>, with a minor in <a href="~/link.aspx?_id=F9A6B2CB8F6E4621ABB62E9FA674339E&amp;_z=z">Public Policy</a>. I'm doing tenant organizing for an organization called the <a href="" target="_blank">Community Action Agency of Somerville</a>; they're mainly trying to preserve affordable housing in Somerville. This is a service year program with the <a href="" target="_blank">Quaker Voluntary Service</a>.</p> <h4>What is the FEMS tournament?</h4> <p>Feminine Empowerment Movement Slam Tournament (FEMS) is a community-based grassroots initiative that culminates in the first annual poetry national competition and festival for feminine-identified people in Boston, MA. Currently, we're organizing as a community that centers around marginalized voices. Our team is facilitating intentional dialogues that aim to acknowledge, unlearn and purge the toxic power dynamics that make our artistic homes hostile. We're currently hosting events to develop new poets and artists of all ages. These events also serve as a showcase for the work that they're doing in their art and in their communities. </p> <h4>What inspired you to start the FEMS tournament?</h4> <p>I'm a poet who <a href="" target="_blank">slams</a>. As an adult, after having graduated from Simmons and now trying to participate in the adult poetry scene, I found it a lot harder to make it onto teams as a feminine person. I've been in conversation with other femmes who've felt the same. One evening I posted on Facebook that I wanted the feminine people in the poetry community to have a space. I woke up the next morning and people agreed saying, &ldquo;Yeah, this needs to happen!&rdquo; That birthed the idea. I wanted to create a space for myself and then it became something that other people really needed and wanted. </p> <h4>How did Simmons help prepare you to start organizing this tournament?</h4> <p>I started competing with poetry competitively at Simmons. My coach was the assistant athletics director at the time, Janae Johnson. With her heavy-handed assistance, I helped found the <a href="" target="_blank">Simmons Speaks</a>&nbsp;poetry team and was one of a few students that made it into an&nbsp;organization. I coached the team this past year with Melissa Lozada-Oliva '15, another founder.&nbsp;</p> <p>The community at Simmons is phenomenal because it's nurturing of Femmes and the feminine as a women-centered college. Being there gave me the space to lead in ways I didn't know I could. Simmons gave me a place where I could be myself and fight for what I wanted. It was an easy transition to fight for injustice as an adult.</p> <h4>What has been your favorite part of the process?</h4> <p>My favorite part has been the community. At our first fundraiser there were so many people who came that had never read in front of people before and who had never felt comfortable sharing their work. There were so many people who heard about this event and felt like this was a space that they could feel comfortable existing in. They shared that with the audience. Hearing people say that they were feeling comfortable reading for the first time was really inspiring. Also, getting to meet all the people who want this to happen and believe in this has been so great. It feels really validating and beautiful.</p> <h4>What advice would you give the current Simmons students who want to do poetry, activism or want to make a difference in their community?</h4> <p>Don't let anybody tell you no. Fight for what you want. Nothing like FEMS existed before this, but that didn't mean it shouldn't exist. Just because you don't have a space yet doesn't mean you don't deserve one. Take on everything you want. </p>2017-10-05T00:00:00-04:00{189B6771-6E10-4F50-B181-F9F37ECDAA92} Community News, September 2017<p><strong>Faculty</strong></p> <p>Associate Professor <strong>Melanie Kimball </strong>attended the annual Society for the History of Authorship, Reading, and Publishing (SHARP) conference in June in Victoria, British Columbia, where she presented her paper, "Tales for the Youngest Readers: The Rise and Fall (?) of Board Books.&rdquo;</p> <p>Dean and Professor Emerita&nbsp;<strong>James M. Matarazzo</strong> &rsquo;65LS and Dr. <strong>Toby Pearlstein</strong> &rsquo;77LS, &rsquo;86LDS have a new book, <em>Handbook of Information Management</em> to be published in Fall 2017 by Emerald. Pearlstein and Matarazzo&rsquo;s article, &ldquo;New Management Realities for Special Libraries,&rdquo; which appeared online in Searcher, May 2016, has been translated and published in National Diet Library Current Awareness Bulletin (in Japanese) No. 316, September 2016. </p> <p>Assistant Professor <strong>Colin Rhinesmith</strong> co-edited a <a href="" target="_blank">special issue</a> of <em>The Journal of Community Informatics</em>, with David Nemer (University of Kentucky) and SLIS student Christiana Urbano. The issue features selections from the 2016 Community Informatics Research Network Conference in Prato, Italy. The theme of the conference was &ldquo;Engaging with Participation, Activism, and Technologies.&rdquo; </p> <p>Senior Lecturer <strong>Rebecka Sheffield</strong>&rsquo;s book, <em>Any Other Way: How Toronto Got Queer</em>, has been nominated for a <a href="" target="_blank">Toronto Book Award</a>.</p> <p>Associate Professor <strong>Rong Tang</strong> worked with the ALISE Board of Directors to compile a resource list on the topic of "Diversity and LIS Education." The resource list will be published in the October 2017 issue of Journal of Education for Library and Information Science. Tang's short paper titled "The Scholarly Discourse and Topical Interconnections within the Realm of Information Behavior Research," co-authored with former SLIS faculty member Chaoqun Ni, was accepted for presentation at the ASIS&amp;T Annual Meeting in Washington, D.C. this October. Tang also co-authored a paper titled "Teaching User Experience (UX) in LIS Programs and iSchools in North America: Challenges and Innovations" with R. Jean Thrift &rsquo;17LS, which will be presented at the ALISE 2018 Annual Conference in Denver, Colorado next February. Tang organized and developed a panel proposal titled "Teaching Research Methods in LIS Programs: Approaches, Formats, and Innovative Strategies," which will be presented at the ALISE annual conference in February 2018 in Denver, Colorado. Rong Tang and Assistant Professor <strong>Kyong Eun Oh</strong>'s short paper entitled "University Students&rsquo; Evaluative and Affective Reactions to Inclusion/Exclusion-Related Political News: A Diary Study" was accepted to be presented at ASIS&amp;T SIGUSE 2017 Research Symposium on October 28, 2017.</p> <p><strong>Alumni</strong></p> <p><strong>Erica Eynouf</strong> '10LS was appointed Dean of Library Services at Springfield Technical Community College. </p> <p>The Burlington Public Library trustees recently appointed <strong>Michael Wick</strong> &rsquo;09LS as the town&rsquo;s new <a href="" target="_blank">library director</a>.&nbsp;</p>2017-10-05T00:00:00-04:00{23FFFDEF-82E3-4592-ACBA-655568382F9F} Kristie Thomas Pairs Social Work With Action<h4>What inspired you to pursue your academic discipline?</h4> I've been committed to anti-violence work for as long as I can remember. I chose to pursue an MSW and PhD in social work because of the field&rsquo;s emphasis on social justice, which aligns with my own values and aspirations for the world. Also, because social work is so dynamic and diverse, I'm able to be an educator, researcher and practitioner. In my opinion, all three are necessary to effect lasting change.&nbsp;<br /> <h4>What do you teach at Simmons?&nbsp;</h4> <p>I teach courses across the <a href="">Master of Social Work</a> (MSW) and <a href="">PhD</a> curriculum. I designed the course &ldquo;Evaluation in Social Work Practice&rdquo; for our <a href="">online</a> program, and I teach that course both on-ground and online. Other on-ground MSW courses include a clinical course called &ldquo;Domestic Violence and Family Welfare,&rdquo; and a social action course called &ldquo;Leadership in Anti-Violence Work,&rdquo; developed to honor the life of domestic violence advocate Susan Schechter. In the PhD program, I teach a course called Social and Behavioral Theory, which I love because I'm a theory nerd. Recently, I was awarded the <a href="" target="_blank">Simmons College Provost Award for Student-Centeredness in Graduate Teaching</a> &ndash; a true honor.</p> <h4>Tell us about the "Our History, Our Future: Community Approaches to Domestic Violence Advocacy and Education" event on October 4.</h4> <p>It's going to be a fantastic, action-packed event! The goal is to celebrate the 30th anniversary of Domestic Violence Awareness Month through a series of presentations and a panel discussion. We are honored that the Massachusetts Lieutenant Governor, Karyn Polito, will provide opening remarks. One of the presentations will be about the <a href="">Clothesline Project</a>, which Simmons hosts every October to commemorate Domestic Violence Awareness Month. We will have survivor t-shirts hung throughout the room to help us remember why our work is so critical. Finally, we have a panel of amazing domestic violence experts from a variety of local and national organizations. They'll share details about their work and their unique perspectives on the domestic violence field. I'm thrilled that we're hosting this event and I'm grateful to Simmons and the <a href="">School of Social Work</a> for their sustained commitment to supporting domestic violence education, practice and research.</p> <h4>Tell us about Simmons' <a href="">free online domestic violence training</a>.</h4> <p>This training was developed in 2002 by Dr. Ann Fleck Henderson, Professor Emeritus, and was the very first training of its kind in the country. For the past two years, I've worked with a team of fabulous community stakeholders to update and reimagine the training. During the event on October 4, Ann and I will provide the history and content of the training and we will formally acknowledge the many people who have contributed to it over the years.</p> <h4>Why should Simmons students attend this event?</h4> <p>This event will be an incredible learning opportunity, about not only domestic violence but also social work and social action! Students will hear directly from an array of political and thought leaders who have been engaged in anti-violence work for many years. In my opinion, it's impossible to look toward the future without also looking at the past and present. To that end, students interested in anti-violence work can learn about the successes, missteps and initiatives that will shape their own work going forward. My hope is that all attendees exit the event feeling connected to domestic violence community and brimming with new ideas and a renewed passion for anti-violence work!</p> <h4>Fill in the blank: When I'm not teaching I'm:</h4> <p>Conducting research and writing peer-reviewed journal articles. My research agenda keeps my very busy! I wouldn&rsquo;t have it any other way, though. I'm also a proud co-founder of the <a href="" target="_blank">Domestic Violence Program Evaluation and Research Collaborative</a> here in New England, which works to bridge research and practice. In addition, I love to include MSW and PhD students in my projects; it makes the work more worthwhile and, quite frankly, more fun. If you&rsquo;re interested in learning more about my research, please visit me on <a href="" target="_blank">LinkedIn</a>.&nbsp;</p> <div></div>2017-10-03T00:00:00-04:00{06F92FD1-F398-4624-905E-C3517D39416F} from President Drinan on Recent Tragedies<p>It seems that almost daily, a tragedy or situation occurs in our world that deserves a message to our community.&nbsp; As I was finalizing a message about Hurricane Maria and relief efforts in Puerto Rico, I heard the news about the horrendous events in Las Vegas last night.</p> <p>Trying to make sense of events that truly challenge us to our moral cores, watching our fellow citizens suffer, and determining an appropriate response can leave us feeling hopeless and alone. My deepest hope for all of us is that during these challenging and upsetting times we find compassion and support in one another. I hope we try to speak a bit more kindly, make an effort to reach out and support one another now, more than ever.</p> <p>Specifically, if you would like to support a devastated Puerto Rico, Honorary Trustee Carmen Baez '79 has set up a relief organization called <a href="" target="_blank">PRxPR</a> where all proceeds go directly to those most impacted by the hurricane.</p> <p>If you find yourself needing an extra hand in handling all that you have seen and heard over the past many weeks, I encourage students to utilize our <a href="~/link.aspx?_id=988D35D32F6B452AA93C7896A0BA9908&amp;_z=z">counseling center</a> by calling extension 2455. Faculty and staff can find resources with our Employee Assistance Program at 1-800-451-1834 or you can <a href="" target="_blank">visit the website</a>.</p> <p>My thoughts and prayers are with each of you, our country and our national leaders as we struggle together through these trying times.</p>2017-10-02T00:00:00-04:00{07A5763A-7803-41C1-A834-0E983D7BB207} Recognizes Third Health Care MBA Graduating Class<p>On Monday, September 25th the <a href="~/link.aspx?_id=28AEE5F51F0741D3A9BF09DEC8C1A71F&amp;_z=z">Simmons College</a> <a href="~/link.aspx?_id=74F4DA8787D44258AEFAC314C61AFA0C&amp;_z=z">School of Business</a> recognized the third Health Care MBA graduating class. Program Director, <a href="~/link.aspx?_id=627491BC00EE4F6BB1D48713E99D6C50&amp;_z=z">Cathy Robbins</a>, along with Professors <a href="~/link.aspx?_id=588B58050E604AAE853EC581CEB61F1B&amp;_z=z">Angela Chang</a>, <a href="~/link.aspx?_id=2B5ADFFC5D7E401A8E322DE044EDE984&amp;_z=z">Gary Gaumer</a> and <a href="~/link.aspx?_id=6C41614A94C44AB3A16FEFBC2433E8C3&amp;_z=z">Bob Coulam</a> congratulated 25 dedicated students and celebrated their remarkable accomplishments.&nbsp; </p> <p>&ldquo;This day has been a long time coming for all of you. You have worked hard, you have brought your intellects, your spirits of inquiry and your hearts to your work here as students. It has been five years since we first envisioned the potential for a Health Care MBA Program here at the School of Management. You have been part of the building of that program. You have demonstrated the value of a program that prepares working professionals in health care providers, payers, and support functions,&rdquo; said Robbins.</p> <p>The 2017 Health Care MBA graduates are Gabriel Arato, Christopher Ascencio, Latoya Brewster, Katherine Brock, Traynor Canny, Laura Carroll, Megan Cicchese, Lucas Copperman, Westley Evans, Elizabeth Friary, Cherie Goodrick, Brendan Jackson, Jennifer Kent, Margaret McCleary, Maura Millette, Brenna Murphy, Sarah O&rsquo;Shaughnessy, Blerina Rista, Elisabeth Roughan, Louise Secordel, Aisha Twells, Lillian Vautour, Jennie Vital, Kelly Webb and Lisa Wu.</p> <p>&nbsp;&ldquo;Most importantly, it has been almost three years for all of you who we acknowledge today as graduates of the third Health Care MBA class. Three years from when you first heard about a new program, decided to take a chance to come here to Simmons to take part in that program, and have now completed the course work as graduates. You came with a passion about health management, experience working in many different places, and you brought not only those experiences, but your selves.&rdquo;&nbsp; Robbins added.</p> <p>During the graduation ceremony, a record 13 of the Health Care MBA graduates were inducted into the Upsilon Phi Delta Honor Society, an honor extended to graduates with a GPA of 3.8 or higher. Gabriel Arato, Traynor Canny, Laura Carroll, Kelly Clifford, Lucas Copperman, Westley Evans, Cherie Goodrick, Brendan Jackson, Margaret McCleary, Brenna Murphy, Elisabeth Roughan, Louise Secordel and Aisha Twells.</p> <p>Gabriel Arato, Traynor Canny, Margaret McCleary, Louise Secordel, Aisha Twells, Kelly Webb were also inducted into the Beta Gamma Sigma Honor Society earlier, along with the MBA students.</p> <p>Secordel was also awarded the Health Care Leadership Award, which is given to a student who demonstrates superior competence and professional promise in the field of healthcare management.</p> <p>McCleary was also awarded the Academic Achievement Award, which is given in is in recognition of the one student who graduates with the highest Grade Point Average in the class.</p> <p>Brendan Jackson spoke on behalf of the third graduating class. He was selected by his peers to be the class speaker. Jackson identified common themes from the shared experience of his class as hard, work, exhausting, sacrifice, and relived.&nbsp; He concluded &ldquo;I am so incredibly proud of the work we have done, and can&rsquo;t wait to see where we end up. Mission accomplished.&rdquo; Robbins commented &ldquo;I always thought those reflective journals from our finance classes would come in handy somehow and it&rsquo;s great to see that they can help with composing a terrific reflection on behalf of your experience and that of your fellow graduates.&rdquo;</p> <p>Congratulations to our 25 graduates on your accomplishment!</p> <p><img height="300" alt="Student Receiving Award" width="350" src="~/media/D6CFDD7C968649079FBF5A9C0B80BE0A.ashx" /></p> <p><img height="300" alt="Student Receiving Award" width="350" src="~/media/9CAA09FC9E11431C9188B9CC4BD5B9EC.ashx" /></p>2017-09-28T00:00:00-04:00{8A232E18-7AE3-4567-9399-C9E9E4F69D6F} Awarded $1.8M Grant To Prepare Social Workers<p>Our renowned <a href="~/link.aspx?_id=F17CDFDCB46042828ECC1DF76EF071A0&amp;_z=z">School of Social Work</a> (SSW) was awarded a $1.8 million federal grant that will help clinical social work students prepare for careers with vulnerable populations in urban and rural medically underserved areas.</p> <p>The grant was awarded by the Health Resources &amp; Services Administration (HRSA), which is part of the U.S. Department of Health and Human Services. The funds will enable Simmons to elevate its work in the field of behavioral health and primary care by by providing project support and stipends to 116 advanced <a href="~/link.aspx?_id=3C0876F6D60E40949FE9CD99317472BA&amp;_z=z">Master of Social Work</a>&nbsp;students over four years</p> <p>&ldquo;This generous funding allows the School of Social Work to train highly qualified clinicians to work with other health professionals in integrated care settings,&rdquo; said <a href="~/link.aspx?_id=719E82DAB22A48EE8364DB24BB0648FF&amp;_z=z">Associate Dean Suzanne Sankar</a>. &ldquo;Our students will be helping some of the most vulnerable and medically under-served populations. This is essentially a workforce development grant that will benefit primary care patients with the greatest need and with limited access to behavioral health care.&rdquo;</p> <p>Each year&rsquo;s cohort will include students representing racial and ethnic diversity and/or bilingual skills. The grant will fund an expansion of MSW field placements with two rural partners in North Central Massachusetts and Outer Cape Cod. Simmons&rsquo; Metro-Boston partners include the Codman Square Community Health Center in Dorchester, the South End Community Health Center, the Chelsea Health Center, and Stanley Street Treatment and Resources in Fall River.&nbsp;&nbsp;</p> <p>&ldquo;We&rsquo;re honored that the work of the Simmons School of Social Work has been recognized and validated with this new HRSA funding,&rdquo; said <a href="~/link.aspx?_id=C0E3D72DEE664508BA57253A7B9C546C&amp;_z=z">Associate Professor Kim Harriman</a>, who serves as the SSW&rsquo;s Director of Field Education and Student Affairs. &ldquo;I believe that Simmons was chosen for this highly competitive grant because of the success of our first training program. In fact, many of those students are now working in the field of integrated care.&rdquo; </p> <p>Learn more about the <a href="~/media/3F7F9BD6CD934416819264AF6D63FCC4.ashx" target="_blank">HRSA grant</a>.&nbsp;</p>2017-09-28T00:00:00-04:00{A657551F-0EE4-4810-8375-B7140F2B3E20} Racial Inequity Through Critical Consciousness<h4>What made you make the move to teach at Simmons?</h4> <p>I love to teach, and I knew Simmons to be an institution that valued teaching as an essential function of their faculty. As a teacher educator, I also knew that Simmons had a reputation for producing quality teachers that could hit the ground running.</p> <h4></h4> <h4>Did a particular experience or person inspire you to pursue your career?</h4> <p>I come from a family of Black educators. The importance of education, especially as it related to our sense of racial identity and community responsibility, was instilled in me from a young age in many different ways. As I grew older, I recognized the privileges my education afforded me, while simultaneously recognizing the ways that too many other Black youth were being denied the opportunities that I was afforded. All of this inspired me to go into the field of education to work closely with students and teachers in order to learn about and implement practices/approaches that would help afford students (especially students of color) the opportunities that I had. In other words, my success comes from when subsequent generations succeed.</p> <h4>Tell us about your research of critical consciousness.</h4> <p>There have been so many events and issues that have captured the attention and passion of our nation that speak to issues of power, privilege and justice. My colleague and co-Principal Investigator, Dr. Scott Seider of Boston University, and I are both <a href="" target="_blank">deeply interested</a> in the ways that schools can explicitly give students the intellectual and practical skills to make sense of and do something about these issues. We&rsquo;re defining critical consciousness as both an awareness of oppressive forces as well as a sense of efficacy in navigating and challenging these forces. So we recruited 6 schools in the Northeast, each of whom purport to raise the critical consciousness or civic engagement of their students as part of their mission. We followed students from the Class of 2017 in each of these schools from their first to their senior year of high school. We conducted extensive observations of students in their classroom environments, as well as having conducted yearly interviews and surveys of students. Our research asked 3 things:</p> <ul> <li>What are the different approaches that schools take in terms of developing critical consciousness?&nbsp;&nbsp;</li> <li>To what extent are these approaches producing empirically-verifiable results?&nbsp;</li> <li>What does the process of developing critical consciousness look like over time?</li> </ul> <strong> <h4>What is one of the most interesting topics in your field right now?</h4> </strong> <p>One of the biggest topics in education right now is culturally responsive teaching. In other words, educators, families and policy-makers are looking for teaching approaches that connect the functional and critical academic skills that educators need to build in students while also honoring and building on the knowledge, expertise and values of the communities that our students of color and working-class students come from. Too often for students of color and working-class students, there is either a disconnect between the knowledge and values present in schools and their communities, or a blindness to the real forms of expertise and values that these students and their communities bring to the classroom.</p> <h4>Do you have any advice for students who are considering studying race and education?</h4> <p>Make sure your work is embedded in schools, working directly with young folks. There are so many problems and challenges to overcome as it pertains to race and education. It can become very depressing to do research on these topics from afar. Working with young folks builds my sense of hope because I&rsquo;m always inspired by the ways they are resilient in the face of many challenges.</p>2017-09-26T00:00:00-04:00{E93641A2-309B-4ECA-AF05-2FA6AF7E3AB5} Uretsky '18: One Hit to the Head Changed My Life<h4>Why did you decide to major in <a href="">Neuroscience and Behavior</a>?</h4> <p>I always wanted to be an eye doctor and never thought about neuroscience as a field to pursue. However, since sustaining a traumatic brain injury while playing soccer in high school, my interest shifted to studying the brain. After seeing countless professionals throughout my recovery, I learned so much about my own brain &mdash; its strengths and weaknesses, and the various issues that can arise just from one hit to the head. These experiences ultimately influenced my decision to study Neuroscience and Behavior.&nbsp;</p> <p> </p> <h4>Tell us about your advocacy work with the <a href="" target="_blank">Brain Injury Association of Massachusetts</a>.&nbsp;</h4> <p>Since 2012 I've been an Ambassador and Survivor Speaker, traveling across the state sharing my story on behalf of the Brain Injury Association of Massachusetts (BIA-MA). As a brain injury, concussion, and sports safety advocate, my goal is to teach various populations about the effects of brain injuries through my personal experience, what they can do to protect themselves, and how the BIA-MA can be used as a resource for survivors and their families. I've given speeches and lectures to parents, coaches, doctors, high school students, medical students, and veterans, and have used my knowledge to educate through television interviews, radio shows, conferences, panel discussions, chapters of Rotary International, a documentary, and social media. I truly enjoy speaking on behalf of the brain injury community, and this organization, and I will continue to fight for the health, safety, and proper treatment of athletes and individuals with brain injuries.&nbsp;</p> <h4></h4> <h4> Why was Simmons the right fit for you?&nbsp;</h4> <p>Besides being one of the only small schools in New England with a Neuroscience major and a <a href="">Nutrition</a> minor, Simmons is what I like to call &ldquo;brain injury friendly.&rdquo; When deciding on schools, I had to consider where I would be spending most of my time on campus and how these areas would affect my symptoms, which I continue to have six years later. On my tour I asked myself questions like: How many windows are in the dorm rooms? Are there enough quiet places for me to sit around campus? And so on. I feel lucky to have found such a friendly campus in the middle of Boston!</p> <h4></h4> <h4></h4> <h4> How is Simmons preparing you for the future?</h4> <p> Simmons has given me the opportunity to pursue a rigorous course of study with incredibly supportive and knowledgable professors. My classes have incorporated a mixture of presentations, group work, practical laboratory experience, and the ability to conduct and understand research, all of which are important for my future. Specifically, I plan to pursue a career in clinical neuropsychology and hopefully study the long-term effects of repetitive head trauma so I can become a clinician, a researcher, and an educator.&nbsp;</p> <h4></h4> <h4></h4> <h4> What advice do you have for students who are considering a career in <a href="">STEM</a>?</h4> <p> There are endless opportunities in the Boston area and so many different career paths for STEM students. My advice is to get involved in research and/or clinical experience early on so you can figure out if it&rsquo;s something you truly enjoy. For first and second year students, I would suggest getting to know the upperclassmen in STEM majors. Use us as mentors for navigating Simmons and ask us about our interests and career paths.&nbsp;</p> <p> </p> <p> </p> <h4>What is your Simmons moment?&nbsp;</h4> <p> Simmons has so many different types of opportunities for developing leadership. I always enjoy hearing about what my classmates are involved in because everyone is always doing something different. Many students have jobs on-campus or off-campus, they volunteer, they tutor, they <a href="">study abroad</a>, they plan events, they do research, they join <a href="">clubs</a>, they teach exercise classes, they give tours, they play <a href="">sports</a>, they do everything! Simmons is full of hard-working students and I love being a part of this unique community.</p> <p><img height="244" alt="Madeline Uretsky" width="244" src="~/media/A62CF451E20647F69D06AE079A8018C3.ashx" /><img height="244" alt="Madeline Uretsky" width="244" src="~/media/A0DA6AE357A449E8B78AC4B43DA3A6CA.ashx" /><img height="244" alt="Madeline Uretsky" width="244" src="~/media/942B243623494AD288D31838856B6A6C.ashx" /></p>2017-09-19T00:00:00-04:00{EDD6EDF1-7180-4E6D-9C89-2CFD351F55F1} Hosts Strong Women, Strong Girls Fall Training<p>On Saturday, September 16, Simmons <a href="" target="_blank">welcomed</a> nearly 200 college women to train as mentors for&nbsp;<a href="" target="_blank">Strong Women, Strong Girls</a>&nbsp;(SWSG). Attendees were trained to deliver weekly, skills-based mentoring to over 700 girls in the Greater Boston area.&nbsp;</p> <p>"Strong Women, Strong Girls is an important partner for Simmons," says Director of <a href="~/link.aspx?_id=2A9BD3E4E6B7483F901E38CFB962DE7C&amp;_z=z">Community Engagement</a>, Diane Hammer, "we're so proud to work with an organization that seeks to empower women and girls." </p> <p>SWSG brings college women together with girls from under-served communities throughout the Boston area. This mentoring program focuses on empowering girls by building a sense of agency over their lives and promoting high levels of self-esteem.&nbsp;</p> <p>30 Simmons students attended as part of the <a href="" target="_blank">SWSG Simmons Chapter</a>&nbsp;&mdash; as well as 3&nbsp;alumna: SWSG's Program Assistant, Renata Bule '15, who led the coordination of training, and&nbsp;<a href="~/link.aspx?_id=840BF4796F1D4F7B9C3CD187EE2892FA&amp;_z=z">Alyssa Wadlin</a> '17 and Melanie Hedlund '15 '16GS.&nbsp;</p>2017-09-18T00:00:00-04:00{B4F2FAA8-AB50-41F9-9588-1E3CD759C7A2}'s Literature Alum Brings History into Print<p><em>Rea Berg graduated with a Master&rsquo;s in Children&rsquo;s Literature from Simmons in 2006. She is the founder and co-owner of Beautiful Feet Books, providing books to home education and private school markets since 1984. Using literature to foster a love of learning and literacy in young people, Berg has pursued re-publishing historical children&rsquo;s books that have fallen out of print. Earlier this year she spoke with us about the first U.S. release of </em>Anno&rsquo;s China<em> by Mitsumasa Anno, originally published in Japan in 2009.&nbsp;</em></p> <h4>Could you tell us a little more about the American publication of <em>Anno&rsquo;s China</em>?&nbsp; </h4> <p>In 1983, I founded Beautiful Feet Books, which publishes curriculum for teachers to use literature rather than textbooks for studying history, geography, science, and the humanities. Over 20 years ago I read Mitsumasa Anno's books with my children and remembered our fondness for them, as well as their effectiveness in teaching about literature, architecture, and art. I wanted to use <em>Anno's Spain</em> in a guide for teaching young children about other cultures through picture books, but discovered it was out of print. I contacted Penguin to see about the possibility of bringing that title back into print, but was referred by them to Fukuinkan Publishers in Tokyo, who handle Anno's Journey books. We negotiated a contract to reprint <em>Anno&rsquo;s Spain</em> in America, during which time they sent me copies of <em>Anno's China</em> and <em>Anno's Denmark</em>. </p> <h4>What drew you to <em>Anno's China</em> and made you want to share the story with an American audience? </h4> <p>I was surprised that no American publisher picked up <em>Anno's China</em> when it was originally published in Japan in 2009. Japan suffered a severe economic recession during that time, and may not have had the resources to get the word out about this remarkable book. Also, the pre-press issues were daunting. Because <em>Anno's China</em> was originally published in Japan, it read from right to left rather than left to right. The entire book had to be reversed for an American audience. That in itself wasn't too problematic, but we also had to reverse Chinese characters in signs and so forth in order for them to read properly in the English edition. Also, a reversed clock no longer reads 4 pm in the afternoon, but reads 8 am and doesn't fit with the scene. Reversing the book was an interesting challenge. </p> <h4>What can you share about the translation process? </h4> <p>I was connected with my translator through a fellow alum while attending the Summer Institute at Simmons in July 2015. Miki Kobayashi had also graduated from the children's literature program, and it seemed another serendipitous connection. Working with Miki has been wonderful. Few people are aware that Anno did fairly comprehensive back matter for each of his books that was never included in the English language editions. Anno's unique voice, his colloquialisms, and his warmth, all come through his writing as effectively as through his art. It has been a joy to include a translation of the original back matter for this edition. Making it read smoothly for an American audience has been challenging, but rewarding. Miki and I generally go through about four or five revisions to get everything right. She is great to work with, and the process has been gratifying for both of us. </p> <h4>How have your studies at Simmons impacted your work?</h4> <p>They gave me such a broad exposure to children's literature that it refined my taste and appreciation. While the children's book publishing industry is just as subject to cultural trends as any other industry that deals with art, I am confident that books that bring truth, beauty, and goodness to children will stand the test of time. Anno's Journey books are based on his belief that, as he states in <em>Anno&rsquo;s China</em>, "There are differences in people, different styles of housing, social differences, different cultures all over the world. But perhaps what lies at the bottom of the heart of each human being is the same, an inherent value." I believe that when we present beauty to children, they have a very visceral response to it and that response carries through into their adult lives, helping to form who they become. These books contain such a wealth of intellectual stimulation with his subtle representations of figures from literature, scenes from fairy tales and folk tales, scenes from French Impressionists and classic masters, magnificent architecture, and so much more, that they respect the intelligence of the child. That respect is inherent in Anno's work, as he encourages children to explore the wonder of the marvelous world in which we live.</p> <h4>What advice would you give to current students in the Children&rsquo;s Literature program?&nbsp; </h4> <p>I would love to see more attention given to the beautiful books of the past. There is a wealth of beautifully written and magnificently illustrated children's books from the past that have sadly fallen out of print. As a researcher constantly looking for the best literature to use to teach children, I am often faced with the frustration that true works of art that are no longer available. I'd love to see many small publishing houses like Beautiful Feet Books spring up to keep these treasures in print. It can be done, and I'd love to see some mentorship programs offered at Simmons to encourage graduates in this direction. </p> <h4>What&rsquo;s your next project?</h4> <p>In addition to <em>Anno's China</em>, we are under contract with Fukuinkan to bring <em>Anno's Spain</em>, <em>Anno&rsquo;s Denmark</em> and <em>Anno's Italy</em> into print in America for the first time. These books provide a delightful look into the culture, history, architecture, and art of these countries. In a world where some voices would want to cultivate fear of other countries, customs, and cultures, these Journey books open the minds of children to the beauty and richness of diverse people around the world.&nbsp; This is an important message to continually cultivate in our children from an early age. Anno does it through the power of beautiful art. To me, that is the best way.&nbsp; </p> <p>"All beautiful things encourage a child's sense of wonder&mdash;and everything that encourages a child's sense of wonder is beautiful." - Mitsumasa Anno</p> <p><img height="244" alt="annoschinacover" width="244" src="~/media/50B7572D2F9A4025948C8CBC9724BD37.ashx?h=244&amp;w=244" style="height: 244px; width: 244px;" /></p> <p><img height="244" alt="bfbcataloguecover" width="244" src="~/media/4DB4BD37C58D4B64870B328FB9069AFD.ashx" /></p> <p><img height="244" alt="annoschinaguilan" width="244" src="~/media/7D1E95DEC0EA442FBE65DB13D9624335.ashx" /></p>2017-09-14T00:00:00-04:00{57ED6C6E-6D40-47DF-A335-6F7D3113A39A} Sanya '11GS Researches Citizenship, Immigration, and Education<h4>What is the focus of your work?</h4> <p>As a scholar of citizenship, immigration, and education, my research is situated at the intersection of critical race, queer, and transnational feminist studies. I seek to understand the cultural production of citizenship laws, the legal cultures and social boundaries that impact legal (citizenship and immigration) rights, and the role of education in discretionary applications of citizenship laws.&nbsp;</p> <p>My current project examines how education has been operationalized within U.S. immigration law and policy since 1965. To explore how legal categories of citizenship and immigration shape, expand, restrict, and define salient forms of personhood, I study the impacts of cultural enactments of law upon highly educated and documented African immigrants in the United States. This research unveils the disjuncture between documentation and legal rights to demonstrate the dynamic ways in which race and education are imbricated in the law.&nbsp;</p> <h4>How did your <a href="~/link.aspx?_id=900098C0532A416B93B59FC1F0654B22&amp;_z=z">MA in Gender/Cultural Studies</a>(GCS)&nbsp;from Simmons prepare you for your PhD program?</h4> Simmons was instrumental in my understanding of interdisciplinary scholarship. At Simmons, my thesis developed from a study focused on access to health and social amenities to targeted questions about the role of education in rural Kenyan women&rsquo;s civic engagement and understanding of constitutional rights. The intersectional and interdisciplinary courses at Simmons were foundational in shaping my academic interests.<br /> <h4>What was your favorite class at Simmons?&nbsp;</h4> <p>That&rsquo;s a tough one. I had fantastic experiences in my coursework, and each course posed different challenges that stretched my thinking and allowed me to engage in projects that I was interested in. However, if I had to pick one, it would be <a href="~/link.aspx?_id=8185AC12C4F947CC9F1A0875BBB816C8&amp;_z=z">Laura Prieto&rsquo;s</a> <em>Gender, Race, and Imperialism</em>. The course readings were from history and cultural studies, which created robust conversations about methods and content; we studied imperialism with a focus on gender and race, and our discussions were always lively. It was also in that course that I decided to conduct a field study for my thesis, and that study transformed how I understood what I wanted to do with my academic plans. I still go back to that syllabus for reading suggestions and the reading summaries I wrote.&nbsp;</p> <h4>Are there any faculty members that especially impacted you in your time at Simmons?&nbsp;</h4> <p>Absolutely. <a href="~/link.aspx?_id=8185AC12C4F947CC9F1A0875BBB816C8&amp;_z=z">Laura Prieto</a>, whose course I mentioned. And, I learned so much about teaching as <a href="~/link.aspx?_id=31E54736DCD242E39A984E3448E463BC&amp;_z=z">Carole Biewener&rsquo;s</a> teaching assistant; her commitments to teaching and learning still help me in the classroom. And finally, <a href="~/link.aspx?_id=7F1994D291504F8FAE2E899425E607B2&amp;_z=z">Theresa Perry&rsquo;s</a> advice and support continues to be central in my life: I have been fortunate to have her as a generous mentor, interlocutor, and friend. She helped me in the process of applying for graduate schools and making decisions when letters came in, meets with me to &lsquo;check-in&rsquo; at national conferences, and was the external reviewer on my dissertation.&nbsp;</p> <h4>What is your advice to a prospective student considering Simmons?</h4> <p>Contact Simmons. Since faculty and students are such a central part of this process, I would encourage them to speak to faculty at Simmons and graduate students, and if possible sit in on a class. All these perspectives will give you a better understanding of the best choice for you based on your interests, strengths, and what Simmons has to offer.&nbsp;Actually my first year in my doctoral program, I recommended Simmons to an undergraduate student who has since attended and graduated from the GCS program.&nbsp;</p> <h4>What were the benefits of an interdisciplinary/intersectional program like Gender/Cultural Studies?</h4> <p>I recently completed a PhD in an interdisciplinary program, and one of the most exciting parts of inter/multi/transdisciplinary scholarship is the ability to find strength in bridging fields and using various methodologies and theories to explore a particular question. Attending an interdisciplinary program at Simmons, with an interest in feminist, gender, and queer theories, I was concerned that race, nationalism, and citizenship would become secondary to the scholarship I engaged in, but of course that wasn&rsquo;t the case. I learned how to engage how power and norms are related to state power and these multi/interdisciplinary approaches continue to be central in my research and teaching.</p> <h4>Describe the personal and professional relationships you cultivated within your GCS cohort.</h4> <p>Over the years, I have enjoyed friendships with people from the GCS cohort before mine, who also did doctoral work in the Midwest and those in the one after mine. I also spent the summer sharing a home with <a href="~/link.aspx?_id=DC5E39A5215043B7B933C9B0631B65B0&amp;_z=z">Rama Srinivasan</a>, who I met in <a href="~/link.aspx?_id=8185AC12C4F947CC9F1A0875BBB816C8&amp;_z=z">Laura Prieto&rsquo;s</a> course, as we worked through questions in our research at Cornell&rsquo;s School of Criticism and Theory. As my scholarship has grown and transformed, and I have completed various milestones, my friends from Simmons have read my work, asked me questions, taught me about their own work, and showed up at presentations.&nbsp;</p> <h4>What was the best part of being a GCS student?</h4> <p>My experience of academic community at Simmons remains unmatched for various reasons, most importantly, since most of us were, and continue to be, committed to studying power and social inequality with an understanding that race, gender, class, disability, and sexuality are mutually constitutive.&nbsp;</p> <div></div>2017-09-13T00:00:00-04:00{1C217C6D-AECF-4E58-B091-174C658BFDC1} True Value of the Kotzen Scholarship<h4>Why did you decide to major in <a href="">Political Science</a> and <a href="">Africana Studies</a>?</h4> I switched my major numerous times before I found the right fit for me! During my spring semester of freshman year I decided to try out Political Science, which I really enjoyed. It wasn&rsquo;t until the spring semester of sophomore year that I took two Africana Studies courses with <a href="">Dr. Theresa Perry</a>. I very quickly realized that I was always excited to attend those courses and I was passionate about the course material. I decided to major in both programs and focus on the intersections of race and politics in America. My classes are exciting and I'm incredibly passionate about both disciplines. <h4> What&rsquo;s it like being a <a href="">Kotzen Scholar</a>?</h4> <p> The Kotzen Scholarship has given me the freedom to explore my academic passions and the opportunity to really come into my own during my college years. I've taken courses across multiple disciplines and traveled to a few conferences in order to make connections for graduate school. With this scholarship, I'm able to focus completely on learning and growing as a person &mdash; the true purpose of a liberal arts education. I'm so grateful for every new experience that I'm able to have because of the Kotzen scholarship, and I hope to make the Simmons community proud. I also hope that I can pay forward the kindness of the Kotzen family to future Simmons students.</p> <h4>As a Kotzen Scholar, where have you traveled so far?</h4> <p> So far I've traveled to Princeton University for a graduate conference in African-American studies and Baltimore for the Free Minds, Free People conference. This spring I will be traveling to Senegal and Italy through the&nbsp;<a href="" target="_blank">SIT: New African Diasporas</a> program. I&rsquo;m really looking forward to studying abroad because this will be my first time leaving the country, and that&rsquo;s an experience that I wouldn&rsquo;t have had without the Kotzen.</p> <h4>Tell us about your experience at the Free Minds, Free People conference.</h4> <p> Education and activism are two of my passions, and Free Minds, Free People was a conference centered around both topics, so I had a great time. One highlight of my experience was when we marched and protested recent immigration raids. I thought it was really amazing that the conference actually incorporated a community-based political action into the schedule of events. Educators and activists came to the conference not just to learn, but to organize and demonstrate and I was excited to be a part of it.</p> <h4>How is Simmons and your experience as a Kotzen Scholar preparing you for the future?</h4> <p> One of my professors during my first year told me that my future employers wouldn&rsquo;t care as much about my specific major, and they&rsquo;d be more interested in whether or not I could speak well, write well, work with others, problem-solve, and think critically. I believe that Simmons has prepared me to do all of those things. My experience as a Kotzen has granted me access to greater networking opportunities, from conferences, to study abroad opportunities. There is no doubt in my mind that I've received the best preparation for post-grad life from Simmons and my Kotzen experience.</p> <strong> <h4>What is your Simmons moment?</h4> </strong> <p> At <a href="" target="_blank">Convocation</a> this year, Senior Class President, Maggie Belfi '18 said that she wouldn&rsquo;t know what her Simmons moment had been until she was able to look back and assess it. I have a similar outlook on this question. I've had so many moments throughout Simmons that have shaped my experience and made me realize how important Simmons is to me, but I&rsquo;m not sure which one is my definitive moment. I'm excited to let you know when I find out!</p> <p><img height="244" alt="Kaitlin Maloney &amp; Stormy" width="244" src="~/media/BBE14965CED34A32930066045D06DD42.ashx" /><img height="244" alt="Kaitlin Maloney Boston" width="244" src="~/media/41DF4CC417434AE1A2D4317371655C36.ashx" /><img height="244" alt="Kaitlin Maloney Balloons" width="244" src="~/media/0B9AEF64F54248ACA394C2D300F84829.ashx?h=244&amp;w=244" style="height: 244px; width: 244px;" /></p>2017-09-12T00:00:00-04:00{79AA4540-B41A-4963-ACF9-83E85296DD7E} Faculty Research Presented at Capitol Hill Briefing<p>The 45th Research Conference on Communications, Information, and Internet Policy (TPRC) annually invites four conference presenters to discuss how their research affects policies prior to the main conference.&nbsp;</p> <p><a href="~/link.aspx?_id=F41C378C983942DDB9E195EAD4613EEC&amp;_z=z">Dr. Colin Rhinesmith</a>, Assistant Professor at Simmons SLIS and a Faculty Associate at the Berkman Klein Center for Internet &amp; Society at Harvard University, was invited to share his research. His co-author, Dr. Bianca (Bibi) Reisdorf, Quello Assistant Director and Assistant Professor in Media and Information, will present their research findings on race and digital inequalities at the TPRC Capitol Hill Briefing on Thursday, September 7, 2017.&nbsp;</p> <p>In their paper, titled Race and Digital Inequality: Policy Implications, they combined quantitative and qualitative data analyses to bring forward deeper insights into what is keeping some of the economically hardest-hit communities offline and how policy can help increase digital equity.&nbsp;</p> <p>&ldquo;While previous studies have confirmed that race and income significantly impact digital inequalities, our research highlights the need for intersectional analyses, focusing on people&rsquo;s experiences with technology based on their multiple identities, to inform how broadband policy can more effectively address various forms of discrimination and oppression in society,&rdquo; Rhinesmith added.</p> <p>While federal policies can help to provide more broadband infrastructure and internet service to hard-hit neighborhoods through programs such as <a href="" target="_blank">Lifeline</a>, local organizations and policymakers can provide context-specific on-the-ground support that builds on the resources and assets already available in the communities to allow meaningful broadband adoption.</p> <p>The TPRC Capitol Hill Briefing takes place at the 2075 Rayburn House Office Building on Thursday, September 7, 2017, from 3:30-5:00 P.M. and is open to the public. Please <a href="" target="_blank">register</a>&nbsp;if you would like to attend.</p>2017-09-04T00:00:00-04:00{2078E911-2A00-4C0D-B75D-9E919595B702} Club for Girls Introduces Young Women to STEM<p>"To work with all women is empowering,&rdquo; said seventeen-year-old Juliana Vazquez of the Young Leaders in STEM Program held at Simmons this summer. &ldquo;They are doing amazing things in the science field. When you are actually here you can see them in action. To come here and get the support you need from women is a great experience."</p> <p>Vazquez, a rising senior at East Boston High School, was one of 11 participants in the 2017 program which is run by <a href="" target="_blank">Science Club for Girls</a>, a Cambridge-based non-profit co-founded by Mary McGowan &lsquo;75LS that fosters young women&rsquo;s interest in science, technology, engineering and math, particularly those from under-represented communities. The six-week program includes hands-on experiments and group discussion in the areas of chemistry, neuroscience, computer science and synthetic biology. &nbsp;</p> <p>Simmons professors <a href="~/link.aspx?_id=1679831EC2844BE4AD5CAC794B662376&amp;_z=z">Nanette Veilleux</a> and <a href="~/link.aspx?_id=8CDE33BE78904584832B5BED7040ACF3&amp;_z=z">Jennifer Roecklein-Canfield</a> and assistant professors <a href="~/link.aspx?_id=2078E9112A004C0DB75D9E919595B702&amp;_z=z">Mariam Ismail</a> and <a href="~/link.aspx?_id=8D46C2F33CA044B8A0BA75A94A4C6BC9&amp;_z=z">Amber Stubbs</a> served as mentors along with Harvard Medical School Professor Maria de la paz Fernandez. This year the program included a combination of lab work and leadership training as well as curriculum development for elementary school children. Each Friday, participants shared what they learned with rising first graders at a day camp at the Amos Lawrence School in Brookline. Students also received a modest stipend through the support of the City of Boston&rsquo;s summer jobs program and the town of Brookline&rsquo;s Steps to Success Program. &nbsp;</p> <p>On Thursday, August 17, participants showcased their work to an audience of professors, program organizers and family. Tables in the Linda K. Paresky Center featured projects in the four areas of study.</p> <p>Rakiesha Gay, a recent graduate of Boston Latin School (BLS) and soon-to-be Northeastern University freshman, hosted the synthetic biology table with BLS rising sophomore Christy Nguyen. Their job was to explain the &ldquo;Burnt Pancake Problem,&rdquo; a method of manipulating and tracking the survival of E. Coli bacteria using a combination of engineering, math and biology. Gay and Nguyen agreed that the program gave them the opportunity to use their creativity to solve scientific problems. Gay, who plans to become a pediatrician, added, &ldquo;It was a good way to get experience in all of the different fields of STEM.&rdquo; &nbsp;&nbsp;</p> <p>Roecklein-Canfield, who serves on the <a href="~/link.aspx?_id=64BFB9A979FB48578E7A526293AE4B1E&amp;_z=z">Massachusetts Governor&rsquo;s STEM Advisory Council</a>, said having the girls work with the elementary school children strengthens participants&rsquo; connection to the scientific concepts they&rsquo;ve learned. &ldquo;Developing that scientist identity early is so important for retention in STEM fields.&rdquo; She said.</p> <p>Rising Simmons junior Rosa Moya is majoring in <a href="~/link.aspx?_id=0F32E41D18234C9E9B36FE320719A278&amp;_z=z">biology</a>, and served as a student mentor for the program. She said participants learned to turn difficult concepts into lessons that young children could understand. &ldquo;The experience affirms their leadership skills and helps them to organize an idea."</p>2017-08-31T00:00:00-04:00{351289E2-0A87-40A5-BBD5-66215347F143} Community News, August 2017<p><strong>Faculty</strong></p> <p>Adjunct <strong>Abigail Baines</strong> &rsquo;10LS launched the <a href="" target="_blank">Five Colleges Compass Digital Library</a> over the summer. The project includes libraries of Mount Holyoke, Smith, and Hampshire College, where Baines is the Systems &amp; Discovery Librarian at the Harold F. Johnson Library.&nbsp;</p> <p>Associate Professor <strong>Laura Saunders</strong> is collaborating with Rachel Gans-Boriskin in Communications at Simmons and Lisa Hinchliffe at University of Illinois Library on a project funded through a <a href="" target="_blank">National Forum grant</a>. A symposium will be organized at Simmons, focused on the theme of libraries and allied institutions as community anchors for information access and literacy. The participants of the symposium will produce a white paper, along with recommendations for LIS programs and curricula to develop information literacy.&nbsp;</p> <p><strong>Alumni</strong></p> <p><strong>Ashleigh Coren</strong> &rsquo;14LS was named &nbsp;ACRL's member of the week in July 2017. Currently a resident librarian at West Virginia University in Morgantown, West Virginia, earlier this year Coren co-authored a chapter in <em><a href="" target="_blank">Leading in the New Academic Library</a></em>, Libraries Unlimited, May 2017.&nbsp;</p> <p><strong>Linnea Johnson</strong> &rsquo;01, &rsquo;04LS, &rsquo;15SM is now Advisor of Commodity Management for Dell EMC.&nbsp;</p> <p><strong>Rachel Karasick</strong> &rsquo;17LS was a summer fellow at the <a href="" target="_blank">Harvard Library Innovation Lab</a> to explore the borderlands of libraries, technology, and law. Along with her cohort, she presented the results of her work in August at the Harvard Law School.</p> <p><strong>Amanda Merk</strong> &rsquo;01LS is now the Executive Director of the Norman Williams Public Library in Chester, VT.&nbsp;</p> <p><strong>Lee Pasackow</strong> &rsquo;86LS has <a href=" " target="_blank">retired</a>&nbsp;after 13 years as Business Librarian in the Goizueta Business Library at Emory University.&nbsp;</p> <p><strong>Stacey Potito</strong> &rsquo;97LS is Senior Business Intelligence Specialist at Charles River Associates.</p> <p><strong>David Read</strong> &rsquo;01LS is Senior Analyst, Content Management at EBSCO Information Services.&nbsp;</p> <p><strong>Dr. Jane Zhang</strong> &rsquo;11LDS was awarded tenure and promoted to Associate Professor in the Department of Library and Information Science, at The Catholic University of America.&nbsp;</p>2017-08-31T00:00:00-04:00