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UES features << back to UES 1. Sample Classroom Placements 2. What Students Have to Say 3. Interviews with Participants 4. Frequently Asked Questions 5. Profiles of Past Participants > profiles of 2006-2007 UES participants
Graham Browne
Brown University ‘08 Major: Urban Studies “Growing up, I had inspiring teachers, especially in middle school, and I would like to pay homage to them by being the Mr. Williamses, Mrs. Lospalutoes, and Ms. Fallers for another generation of young students.” A lifelong musician and music lover, Graham has always had an interest in making young people see that a love for all genres of music isn’t necessarily nerdy or “uncool”. His patience and ability to connect with young people as well as his knowing that he is making an impact on the minds of a sliver of American youth continues to fuel his drive for teaching. (back to top) Victoria Eells Vassar College ‘08 Major: Cognitive Science “The kids I worked with at the magnet school had been raised in a school that was diverse but also very accepting; they acknowledged racial differences without making them a big deal. The result was a school in which intercultural communication took place casually and, usually, sensitively.” A Cognitive Studies major, Victoria believes that the integrated approach offered by cognitive science can be applied to education because it incorporates learning, psychology, and social interaction – all issues embedded in the shortcomings of the education system of Hartford, Connecticut, where she has lived and worked in a magnet school. Her experiences in the troubled urban setting have persuaded her that intercultural communication can take place “in comfortable ways if everyone treats race and culture as differences that don’t’ affect the basic condition of being human.” (back to top) Tiffany Huang Vassar College ‘08 Major: Latin American, Latino/a, & Hispanic Studies “I…believe in the power of language as a facilitator of intercultural communication. Through the learning of languages, intercultural communication can occur as an antidote to cross-cultural conflict and differences.” Tiffany is already convinced that she is destined for the field of teaching. As a Latin American/Latino/a Studies and Hispanic Studies concentrator at Vassar College, Tiffany has developed an interest in the ways in which race, ethnicity, culture and language affect the educational experiences of youth in urban schools. Various experiences translating for and tutoring ESL students have deepened her devotion to breaking down the linguistic boundaries and challenges that immigrant students face in public schools. The daughter of Chinese immigrants herself, Tiffany empathizes with her ESL students and their struggle to integrate into American culture, society, and the public schools. (back to top) Aparna Iyer Wesleyan University ‘08 Major: Anthropology “I am passionate about teaching as a form of story-telling, schools as mechanisms of community building not incarceration, and education as liberation. . . . How can schools be positive centers for community action and change instead of reinforcing mass incarceration, urban violence, institutionalized racism and poverty?” A woman of color and the daughter of Indian immigrants, Aparna has grown up with a “particular double consciousness” that has informed her approach to the world, lending her an understanding of the mechanisms of culture and difference. Her deep interest in urban communities and urban schools is manifested in her commitment to tutoring and social service work. (back to top) Meghan Kelleher Wesleyan University ‘09 Major: Psychology “Living and learning with so many cultural differences allowed me to see the obvious differences between people and cultures, but also highlighted the many similarities.” Attending public school in Lowell, Massachusetts has helped to shape Meghan’s interest in urban education and education theory. In a high school numbering 4,000 students speaking 17 languages from 30 different countries, Meghan has grown to appreciate both the similarities and the differences between people of different backgrounds, often learning from her peers’ family stories. Currently a psychology major, Meghan understands the need to appreciate our differences in order to resolve our conflicts, She observes that “. . . children have a way of saying and doing things that make you open your eyes and ears to the world better than any textbook ever can.” (back to top) May Mark Brown University ‘08 Major: Education “My personal experiences have led me to believe that education is the greatest equalizer and with adequate opportunities, one can accomplish whatever she or he may wish.” Growing up in the New York City public school system, May became involved with a fellowship program that prepared her to begin middle school at an elite private school. As the only female of Asian-American descent in her class, May was confronted with the everyday reality of her teachers and peers ignoring her cultural background. Coming from a Chinese background of immigrant parents with limited English speaking ability, May has developed a devotion to education policy, with an interest in using her language skills and cultural sensitivity to develop ways to engage parents in their children’s education. (back to top) Polina Novozhenets Vassar College ‘08 Major: Urban Studies “The process of education is often most constructive through a collaborative effort where educators and students blur their dividing lines.” Polina comes to the Urban Education Semester with an interest in putting into practice much of what she has studied as an Urban Studies concentrator at Vassar. The Urban Education Semester allows her to supplement her academic studies with meaningful field work. Polina first developed an interest in education while working on youth programs at her local synagogue. Whether teaching Jewish songs or facilitating group discussions, Polina was always excited by the learning process, and the Urban Education Semester offers her the opportunity to reflect on the process of learning and acquiring knowledge. (back to top) Viki Rasmussen Brown University ‘06 Major: Africana Studies “I am convinced that nothing does more to help young people thrive than a supportive community along with strong and committed mentors.” Viki’s passion and devotion towards educational equity has been shaped the most by her experience of attending the large urban public school of Berkeley High. Early on in her time there she recognized the division created by unequal access to support that further ingrained and perpetuated the achievement gap and institutional racism. The recognition of the disservice the public school system does to students has continued to fuel her passion to work towards educational equity and attainment for all students. (back to top) Peter Wenstrup Brown University ‘08 Major: Mathematics “My passion for teaching is not resume-building, nor cliché: it is the essence of who I am.” Peter, a mathematics concentrator at Brown University, has long wanted to be a math teacher in an urban school district. He is well on his way to a career in teaching, whether it is by tutoring students from public schools in Providence or helping his friends at Brown to work through math or economics problems. However, his upbringing in a Jesuit Catholic boy’s school continues to remind him that the most important goal is the development of the whole person; therefore, he has learned how to use positive reinforcement to encourage others, both in and out of the classroom. (back to top) Jheanell West Holy Cross ‘08 Major: Political Science “I believe that at the depths of the human heart is the desire for wisdom and those who are without knowledge will remain unhappy.” Born into an impoverished community in Kingston, Jamaica, and later moving to inner-city Boston, Jheanell found liberation and spiritual fulfillment through learning. At Holy Cross, striving to be a “man or woman for others,” she has forged genuine relationships with people of other backgrounds. A service trip to South Africa had a profound effect upon Jheanell, who witnessed first-hand the racism and economic classism plaguing a country recovering from apartheid. Drawing on her integrity and commitment, Jheanell wants to dedicate her life to encouraging “young minds to aspire to knowledge” and to learn even more through teaching. (back to top) Satyawidya Wulansari Wesleyan University ‘07 Major: Sociology “Conflicts can be solved as long as the groups involved have patience, tolerance, and a desire to understand and learn from each other. No matter where you are from, or how different your culture is from another’s, you can always find a shared common ground, no matter how small.” Satyawidya is determined to devote her life to the education of others. As a Sociology concentrator at Wesleyan University, she is interested in the Urban Education Semester for the opportunity to study the social issues that can be observed in an educational environment, such as the racial and socioeconomic gap in school achievement that prevents many from acquiring a good education. Education has always been important to Satyawida, coming to Wesleyan from Indonesia and developing a fluency in four languages, she has worked with others as a tutor, teaching assistant, and ESL teacher to help her peers and members of the community achieve a quality education. (back to top) |
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