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Sheila Wilensky |
Sydney and Vince Flynn (Photo: Erica von Koerber)
Creating art has always been essential to Sydney and Vince Flynn, who will celebrate their 50th wedding anniversary on June 21.
As octogenarians, the Flynns have joined the online marketplace, launching FlynnArtwork.com in December, presenting their work, including acrylic, watercolor, mixed-media paintings, and pen and ink drawings.
The couple's collaboration began in 1956, when Sydney Flynn was the art editor and Vince Flynn was the fiction editor at the Arizona Kitty Kat, the now-defunct University of Arizona campus humor magazine. Sydney received her bachelor's degree in 1959 and master's in 1961, both in art, becoming the first M.F.A. candidate. Vince earned his bachelor's in 1958 and a master's in education in 1974.
Vince was a self-taught artist, but he was always dabbling. "He was known as the real artist to our friends, who would wait to receive Christmas cards he designed every year, usually portraying the three wise men," Sydney said.
She wanted to become an illustrator. "My two very different interests were cartoons in the style of Hilary Knight and Ronald Searle, and dark scenes from mystery movies and horror stories," she said.
After Sydney completed her graduate degree, she worked as an illustrator at Hallmark Cards, drawing cartoon babies, Victorian children and long Searle-style women. Everything seemed to be leading toward a career as a cartoonist-illustrator.
Instead, in 1966, the Flynns married in San Francisco, where Sydney taught K-12 art and her husband taught English.
After decades of teaching in international schools, including those in Tokyo, Vienna, Madrid and Karachi, the couple settled in Tucson eight years ago.
But retired they are not.
Both quickly got involved in local theater. As playwrights, they are active with the Tucson Alliance of Dramatic Artists, the Community Playhouse and Old Pueblo Playwrights.
One of Vince's plays will be presented at the upcoming OPP New Play Festival.
Whether sharing their writing or offering their artwork online, the Flynns agree that the benefits of an artistic lifestyle range from creating a painting to making someone happy to own it.Categories: Arts and HumanitiesToday
Rebecca Peiffer | NASA Space Grant Intern, University Relations - Communications
LeapFrog, VTech, and learning tablets and laptops for toddlers are just some of the toys designed for young children in an increasingly lucrative market for childhood educational materials and technologies.
In light of the increased accessibility of such technologies during the formative years of children, University of Arizona researchers spoke about a centuries-old resource that has proved beneficial for brain development: nursery rhymes.
Traditional poems and songs such as "Little Red Riding Hood," "Star Light, Star Bright" and "Frère Jacques" are known to serve as important tools for helping children to learn, retain information, detect patterns and learn language, aiding with early childhood development.
Answering our questions about the continued importance of nursery rhymes were:
- LouAnn Gerken, a UA professor of psychology, linguistics and cognitive science, whose research centers on language development and its relation to learning more generally, also with a focus on what music and language learning share.
- Dawn Corso, an instructor of music and ethnomusicology, who is also a conductor and performer. Corso, of the UA's Fred Fox School of Music, teaches courses in ethnomusicology and music in general studies, having previously taught in K-12 schools.
- Kathy Short, a professor in the UA Department of Teaching, Learning & Sociocultural Studies, is the director of World of Words. Housed within the UA College of Education, World of Words is a unique collection of international children's books. Its mission is to integrate global literature into classrooms and libraries while challenging children and adolescents to understand and accept those different from themselves.
Q: Why do we teach children nursery rhymes?
Gerken: Nursery rhymes highlight the rhythmic nature of the child's particular language, as well as language in general. When children first learn to talk, they tend to organize their utterances into rhythmic sequences. So the rhymes we teach children can help them develop their language skills in a way that's natural to them.
Corso: I think it's important to consider whether the rhymes were created by children or adults. When they're created by adults, the goal is to teach some kind of moral to children. The hope is that they learn the lesson without even realizing it, because it becomes more fun. When children make up rhymes, they seem to have less specific purposes, but mostly just describe the world around them and experiences that are relevant to the child.
Short: Nursery rhymes, and children's literature in general, offer empathy. I think you can learn a lot of facts about the world and other people, but that doesn't necessarily help children build empathy the same way that connecting with a character in a story or a rhyme does. Also, they're so easy for young children to memorize, because of their alliteration and musicality.
Q: How do these rhymes impact children's language development?
Gerken: Nursery rhymes might help children identify the typical stress placement in their language. I don't know if anyone has formally shown this, but rhymes often highlight the rules for stress in the child's native language. Also, rhymes tend to mirror the way children naturally speak. When children first learn to talk, they organize their utterances into rhythmic sequences. For example, English-learning children try to make words and phrases correspond to a "stressed-unstressed-stressed-unstressed" sequence. They tend to omit syllables that don't fit into this rhythmic sequence.
Short: Rhymes are an exercise in language play. They build the ability to hear phonemic differences, which is critical to becoming a reader.
Q: Why do we remember these rhymes, even as adults?
Corso: There are several features of good rhymes that help them stay memorable. They can't be too long, or we would remember only the beginning and the end of the rhyme. That's quite typical of memory. It's why you don’t want to interview in the middle — you're less likely to be remembered. Another feature that makes them memorable is that they are what we call "strophic." This means they have the same melody and rhythms throughout, and only the words change. For instance, in "Hickory, Dickory, Dock," you see that the stressed parts kind of rhyme as well. That makes it easy to learn the musical pattern. Then, even if you forget the words, you have a chance of recovering them. Nursery rhymes are definitely tied to memory, because it's important that they be memorable and enjoyable.
Q: What musical value do nursery rhymes have?
Corso: Nursery rhymes are very interesting rhythmically. A lot of kids remember and care more about the musical aspect than the words. You see it everywhere: Kids will continue a rhyme they really like and run out of words to rhyme, so they'll make up their own. The semantics don't matter to them, they just enjoy the rhythmic patterns. The musicality of rhymes also helps pass down cultural information. Music is interesting to study as a conveyor of culture because, unlike language, it's not one-to-one, there's not a distinct connection from song to meaning. The melodies and rhythms can convey important cultural values as well. For instance, rhythm helps convey the specific linguistic patterns of the language, especially related to stress placement.
Short: Nursery rhymes emphasize the rhythms and musicality of language. If you look at the words, they can be fairly nonsensical. But they are embedded in the language and, by extension, in the culture. The musicality, the way the language flows, the way the rhymes play with this strongly differs from culture to culture. Looking at rhymes from other cultures in other languages can demonstrate the unique musicality of languages around the world.
Q: What important cultural information can nursery rhymes convey?
Gerken: Different languages have different patterns of stress. For example, in Hungarian, stress tends to fall on the last syllable, which is quite different from English. The typical placement of stress in languages greatly influences the rhythms of nursery rhymes.
Corso: Many different factors sustain culture, including language, traditions, social codes. But music is ubiquitous. Rhymes are a specific form of that, and you can find them in every part of the world. They are usually passed orally and they contain a lot of social information. For my dissertation, I studied how rhymes in the African-American community help students learn outside of school, and what kinds of lessons they teach. These rhymes help pass down the unique social norms of the African-American community. They also present the children with some of the tougher issues that they'll face as a member of that community, but in a way that's fun and more playful.
Short: I think we need very dynamic notions of culture. Culture isn't this static box, it's continuously changing and transforming. Culture is integral to how we think about ourselves, how we think about the world, and how we create our values and beliefs. It's important for children to have this sense of how you interact with people who have different belief systems. Children's literature, including nursery rhymes, is a great avenue for this. Children are in the process of building their views about everything, so the earlier we engage them with this literature, the more they grow and those perspectives become part of their worldview. To be frank, once you're an adult, you can change your perspective, but it's harder.Categories: Social Sciences and EducationToday
University Relations - Communications |
Dr. Vivek Murthy, the U.S. surgeon general, speaks during the UA's 152nd Commencement ceremony. (Photo: John de Dios/UANews)
In a speech intimately aware of the University of Arizona, its graduating class and large-scale problems in the contemporary world, Dr. Vivek Murthy, the U.S. surgeon general, presented his hopes for the thousands of students in the Class of 2016.
"As I was thinking about you on the way to Arizona, my mind was filled with things that I wish for you in the years ahead: good health, a fulfilling career, a happy family and so much more," Murthy told the audience of more than 4,000 graduates.
"But there is one thing I hope for you more than anything else: My hope is that you live a connected life," he said.
With more than 40,000 guests and hundreds of UA volunteers in attendance, Murthy presented in his keynote Commencement address three essential "ingredients" for such a life.
"Now, you might think to yourself: 'Hold on a minute, it’s 2016 and I feel the world is pretty connected. I’ve got thousands of followers on Instagram and Snapchat, I’m available by text 24/7 and the GPS locator on my cell phone is turned on. How much more connected could I get?' But I'm talking about a different type of connection — the kind that makes you rich in life currency, not in monetary terms," Murthy said.
Murthy presented empathy, optimism and courage as the requisite qualities.
"Empathy feeds our desire for connection. Optimism helps us believe that connection is possible. But courage is what enables us to act and make our connections to people real," he said.
Murthy had other points of emphasis and advice for the graduating class.
About Knowing the Graduates
"I actually feel that I already know you since I’ve been there at formative moments in your life. Like the time you were standing under the bleachers in high school and someone offered you a cigarette. You politely declined because you knew that smoking causes cancer, and I was right there on the side of the cigarette box backing you up. Or remember that time, a few years ago, when you followed your friends into a bar — accidentally, of course? You were offered shots but said, 'No thanks. I'm not yet 21 and I know consumption of alcoholic beverages may cause health problems.' Well, I was there, too, on the side of the bottle, feeling so darn proud of you. So, it seems fitting that since I was there for those moments, I should be here for this one."
About the UA Class of 2016
"Your class includes a young woman who moved from halfway around the world at the age of 17 and became the first in her family to attend college. Your class includes a student who is getting his bachelor's degree at the age of 18. Your class includes a young man who turned a health scare during freshman year into a passion for using medical optics to improve the lives of others. And your class includes many other students who have pushed the boundaries of science and the arts in service of society. Yours is a class that has also mobilized efforts on campus to ensure that diversity and inclusion are not just slogans but values that are reflected in every aspect of university life. And I thank you for that."
About Diversity and Inclusion
"The great challenge that faces America is that the bonds that hold together our diverse nation are being tested. As we grow in diversity in race, religion and viewpoints, the breadth and depth of our connections must also expand and become more inclusive — but that is not always happening."
"When the twin towers fell on 9/11 on that fateful morning 15 years ago, thousands of Manhattan residents fled south looking for an escape from the growing inferno behind them. But instead of relief, they were greeted by the unforgiving waters of the Hudson, which offered no path to safety. The panicked crowd continued to grow until the U.S. Coast Guard made a key decision: They issued a radio call to every civilian ship in the area, asking them to join in an unprecedented citizen rescue mission. The response was overwhelming. Within minutes, the Hudson was covered with scores of boats streaking toward the southern tip of Manhattan. They pierced through the dense cloud of dust and debris and brought soot-covered people on board, offered them water and ferried them to safety. In nine hours, nearly 500,000 people were rescued. The 9/11 boat lift became the largest boat rescue in the history of the world. Now, the 9/11 boat lift was powered by ordinary people. They were never trained in emergency response. They would never have described themselves as heroes. And they had every reason to flee for safety themselves. But their courage is what allowed them to act. Vincent Ardolino, the captain of the Amberjack, said his wife thought that he was a maniac for wanting to take his boat toward Manhattan that morning after the call. But he knew that he had to go. 'Never go through life saying you should have,' he said later, reflecting on that decision. 'If you want to do something, you do it.'"
About Social Isolation
"Too many of us live in big cities but find few people who really know us. We have stronger Internet connections but weaker personal connections. We have more followers on social media, but they just don’t seem to fill the void. Now, I learned early on in medicine that isolation was the most common challenge my patients faced. It has real consequences. Isolation and weakening social connections are associated with increased risk of heart disease, declining brain function and shorter life spans. They can also lead to anxiety and fear. Isolation and silos also weaken our communities. Without strong communities, we cannot pull together during times of hardship. Our diversity turns from a source of strength to a source of conflict. But when we have strong connections to each other, everything is possible."
About Opportunities the U.S. Can Provide
"My parents came to America nearly 40 years ago from humble beginnings in search of a better life for their children. They raised my sister and me to believe that America was a place where your ideas and willingness to work hard mattered more than the color of your skin or the sound of your accent. And despite all our imperfections as a nation, I stand before you fully aware that in no other country in the world could the grandson of a poor farmer from India be asked by the president to look out for the health of the entire nation. That is the power and promise of America. And I am deeply grateful for it, and I am especially thankful to my parents and sister who are, in fact, here today."Categories: Campus NewsTeaching and StudentsToday
University Relations - Communications |
Commencement didn't just happen in real time; it was lived online, too.
Here are some of our favorite social media posts that went out to honor graduates who received their degrees during the University of Arizona's 152nd Commencement ceremony.
4 years ago I took a chance on the University of Arizona, and today I couldn't be happier that I did. Thank you UA for giving me the best friends and college experience a girl from Lufkin, TX could have ever asked for. #gradUAtion #wildcatsforlife
A photo posted by Lauren Hoepfner (@lohoepfner) on May 14, 2016 at 12:16pm PDT
I have an AMAZING support system. I never thought I'd get to this point. 5 years ago I thought I was done with school, done with pushing myself and fine with settling. Luckily, I have been granted a new life, new hope and new opportunities. This means the world to me, and the fact that my baby girl has watched me struggle, study, do homework, juggle life with school and so much more just makes it all the more worth it. This is for you, kid! You deserve the best mom possible and I plan to be that for you. Now let's celebrate! #classof2016 #beardownlife
A photo posted by Jennifer Munoz (@j_bomb6) on May 14, 2016 at 5:47pm PDT
— U.S. Surgeon General (@Surgeon_General) May 14, 2016
My dad is graduating from #Eller today!!!! #CollegeOfBusiness #EllerCollege #EllerSeniors2016 #EllerSenior2016 #UniversityOfArizona #UofA #BachelorsOfScience #BS #Wildcats #WildcatForLife #Alumni #BearDown #BearDownLife #Asian #Vietnamese #Tucson #Arizona #ProudOfMyDaddy
A photo posted by Michelle Nguyễn-Richards (@nguyening_smiles) on May 13, 2016 at 2:07pm PDT
A photo posted by Carly Monson (@carlyykayy) on May 16, 2016 at 1:25pm PDT
A photo posted by anya_3 (@anya_3) on May 13, 2016 at 11:07pm PDT
— Pat Johnson MS RD (@FUTP60Arizona) May 13, 2016
A photo posted by Erich Harman (@eharmony4) on May 13, 2016 at 7:00pm PDT
— Brian A Seastone (@UAPoliceChief) May 13, 2016
— Bear Down Life (@BearDownLife) May 9, 2016
Check out three of our four graduates at the @AZATHLETICS ceremony yesterday.
— Arizona Basketball (@APlayersProgram) May 13, 2016
A photo posted by Sarah Julia Ambrose (@sambrose94) on May 13, 2016 at 7:34pm PDT
A photo posted by Alex Guyton (@th3pr3stig3) on May 13, 2016 at 7:13pm PDT
A photo posted by kayla ichiba (@keepupwithkayla) on May 13, 2016 at 7:06pm PDT
Meg, congratulations on graduating last night from the University of Arizona - College of Science! I am so proud of everything you have accomplished and the obstacles you have overcome during the short two years we have known each other. Don't worry, I will make sure to have a kid before I graduate and will definitely be passing down our family traditions in ΤΒΣ. mlitb, Thomas "حالم" Noth #universityofarizona #classof2016 #beardownlife #taubetasigma #alumnistatus
A photo posted by Thomas Allen (@thomasanoth) on May 13, 2016 at 12:55pm PDT
A photo posted by Daniel Rojas (@drojos) on May 12, 2016 at 6:19pm PDT
A photo posted by dominique cruz ☀ (@domuhfleek) on May 13, 2016 at 7:07pm PDT
A photo posted by Perris Howard - PERR!S (@perrismusic) on May 13, 2016 at 12:21pm PDT
— Kimberly Escarcega (@kim_escarcega) May 14, 2016
A photo posted by Melinda Burke (@melwburke) on May 14, 2016 at 9:51am PDTCategories: Campus NewsTeaching and StudentsToday
University Relations - Communications |
As museums across the nation experiment with new methods for engaging youth, and especially adults, in their spaces, Natasha S. Reid has been training students to reimagine the museum experience.
No longer is that experience about merely connecting with what is physically contained within a museum's or archive's holdings. Increasingly, museums and archives are introducing active, participatory learning activities while also rethinking how they communicate — through marketing materials and even the labeling of artwork — so that in engaging members of the public, they can capture and hold their attention.
In addition to learning the basics of museum education, including the associated theory and practice, students in Reid's "Theory and Practice in Art Museum Education" course produced and facilitated community-based projects. Students also learned about the relationships that exist between schools and museums and how emergent technologies have shifted the museum experience.
During the semester, Reid's students visited the Museum of Contemporary Art in Tucson, studying the varying perspectives of attending as an educator versus a visitor, eventually producing an artistic response detailing what they had learned.
The students also worked in partnership with the University of Arizona Museum of Art, or UAMA, to engage with participatory museum activities for Friday Art Night and produce complementary labels for artwork.
"I wanted students to learn how to create labels that are engaging, innovative, critical and thought-provoking," said Reid, an assistant professor of art and visual culture education in the UA School of Art.
"It was important for the labels to be distinctly nontraditional. In other words, their creations needed to steer away from traditional didactic labels that can be loaded with historical content and jargon," Reid said. "Their works needed to incorporate a variety of intriguing methods for pulling visitors in, such as open-ended questions, embodied approaches, poetry, connections to popular culture and storytelling."
Also in partnering with the UAMA, Reid's students gave museum tours to middle school students and students in associate professor of art Lisa Hochtritt's general education course, "Engaging Visual Culture."
And during one of their later class sessions, the students spent time with archivist Jill McCleary learning about the holdings within the UAMA Archive of Visual Arts.
UA archivist Jill McCleary leads Natasha S. Reid's students in a discussion about the important role of archives, and how they are distinctively different from museums.
"It is highly important for students in this course to have opportunities to test out the theories and case studies examined in the course through hands-on, community-based learning opportunities," Reid said.
Students also learned about the profession from educators and others at UAMA, the Tucson Museum of Art, the Arizona State Museum and the Museum of Contemporary Art.
"It is important for the students to learn about various aspects of museums' workings," Reid said. "Thus, they are offered a glimpse into real-world work situations related to our course."
Ultimately, Reid hopes that her students, if they choose to work in a museum, an archive or a school, can help support the continued evolution of museum education in ways meant not merely to help institutions but to address the social and cultural needs of communities.
This, she said, is why she keeps such an intense focus on community-based immersive experience.
"Without such community-based opportunities, the students' understandings would remain in the theoretical realm," Reid said. "Furthermore, the students become highly committed to such community-based work, as they tend to feel that they are contributing to the larger communities."
UA archivist Jill McCleary speaks with students about the nature of her work maintaining an archive and its holdings.
Students learned how archivists organize and engage with materials housed within archives.
UA archivist Jill McCleary presents the apron worn by Robert McCall, the famed artist and illustrator for NASA, national magazines and a range of Hollywood films.
UA archivist Jill McCleary speaks about the work of Sara Wallach, who was known for her sculptural etchings, which are called "Saragraphs." In addition to Wallach's prints, the archive maintains a collection of her scrapbooks and other artwork.Categories: Arts and HumanitiesSocial Sciences and EducationTeaching and StudentsToday
Matthew C. Buster |
An ocean in the desert?
This sounded like a myth to me.
It all started with my final assignment for my Environmental Journalism class with Carol Schwalbe, a retired National Geographic senior text editor. I found myself with an exciting idea that allowed me to channel my interests in science, scuba diving and photography — and a concern about the current bleaching event plaguing coral reefs around the world.
Over the past few weeks, it seemed every day a new article was being published about the record percentages of coral reef systems showing bleaching — a process that was killing them. Naturally (or not so), the Biosphere 2 ocean and its researchers seemed like a good entry point for me to begin asking questions.
I first visited Biosphere 2 to meet the people behind the ocean and to get a good sense of the "desert sea" itself. I also wanted to test out an old Nikonos IV, an underwater analog film camera I would potentially be using to capture images for an infographic for my feature story assignment. It turned out OK.
Two weeks later, the day to dive arrived.
My scuba gear was packed and a roll of film loaded into the old Nikonos. Planning to photograph the long-dead coral reef on this trip, I was pleasantly surprised and extremely fortunate to learn from Franklin Lane, the Biosphere 2 ocean projects technician, that Julia Cole, the new director of research for the Biosphere 2 ocean, also would be getting into the water that same day. Not only that, but there were also going to be a slew of volunteers working on the ocean. The tide seemed just right for the project.
Suited up in my wetsuit, I stepped onto the deck overlooking the ocean, gripping my weighty gear bag in my hand and my camera in the other. The sound of the wave maker expanding and compressing resembled that of waves crashing. I slowly pulled in a deep breath of moist ocean air and felt the oxygen rejuvenate my blood as I exhaled. It was go time.
I assembled my diving gear, and got help lifting it onto my back.
My body weight went from 70 pounds extra to weightless as I sank into the water and neutralized my weight. Peering through my window into the world below, it took me back to the sensations I felt on my certification dive in the San Diego bay. The sound of pulling breaths from my respirator rang in my ears and calmed my nerves. I was free to roam the depths of this desert ocean to my liking.
I glided effortlessly over the algae-covered rocks that once boasted vibrant coral reefs. It gave me a sobering image of what might become of our ocean's reefs should they continue to bleach and die at alarming rates. But my hope was restored as Cole and Lane discussed their plans to repair this system to a healthy, subtropical ecosystem in order to better understand the global bleaching crisis happening in similar climates.
As I wrapped up my day with a terrific interview with Cole about the dire state of the world's reefs, the nervousness of working on my first big story was giving way to excitement and gratitude. The gravity of the story and the opportunity I had been afforded washed over me like one of the artificial waves of the ocean pushing me forward toward my goal of telling this story.
As we were leaving, I climbed into the car with former Biosphere 2 post doctorate Dragos Zaharescu and journalist John de Dios, a photographer with whom I have been working in Environmental Journalism. I remembered how my late grandfather had gotten me started with photography. Playing with his old Canon and Nikon cameras, I never would have thought I would be spending a warm spring afternoon photographing a dead reef in an ocean inside a bottle in the middle of the Sonoran Desert.
Photography by John de Dios
Matthew C. Buster is a sustainable plant systems major at the University of Arizona. In January, he transferred to the UA from Yuma, Arizona, after having completed his first three years of college. He became a certified diver in November 2015 to help overcome a lifetime of being afraid of the many creatures in the ocean.
Watch a behind-the-scenes video, produced by John de Dios, of Buster as he dives into the Biosphere 2 ocean:Categories: Arts and HumanitiesScience and TechnologyTodayTags: Students
University Relations - Communications |
Thomas Lerew, who will graduate in May, served as the interim music director for the Arizona Repertory Singers.
Following the untimely death of University of Arizona alumnus Jeffry A. Jahn, who served as head of the Arizona Repertory Singers for 25 years, Thomas E. Lerew stepped in to serve as interim director of the organization.
Now, Lerew is preparing for his graduation from the UA.
During the UA's 152nd Commencement, to be held May 13, Lerew will receive his Doctor of Musical Arts with an emphasis in conducting from the Fred Fox School of Music.
As he graduates, Lerew is also completing the 2015-2016 season as conductor of the 43-member choral ensemble. Lerew plans to complete his degree and relocate away from Tucson later this spring.
"It has been my truest honor and pleasure working with the singers and leadership this year," he said. "ARS continues on a bright course and I wish them all my best for continued future successes."Categories: Arts and HumanitiesTodayTags: StudentsAlumniEducation
Lori Harwood, UA College of Social and Behavioral Sciences
Abdul-Salam graduated from the UA in 1994 and took only three years to complete his double major. After graduation, Azhar, who calls himself a "sports junkie," returned to Singapore and worked in sports journalism. He was a producer and studio director of ESPN STAR Sports, a producer and director for World Sports Group and an executive producer for Adinkrae Productions.
The jobs held a certain amount of glamour — travel, all-access passes to high-profile sporting events and interviews with sports stars.
"I had my fanboy moments, but I had to act cool," Abdul-Salam said. "It was really fun."
In 2000, Abdul-Salam earned a master's degree in mass communication from Nanyang Technological University.
Since 2003, Abdul-Salam has been a lecturer and is now the manager, which is like the "chair," of the mass media management program in the School of Business Management at Nanyang Polytechnic. The program teaches students journalism as well as marketing, because in Singapore — which has become a media hub — companies "need students who are not just adept at writing and filming but also at being able to support the business side of things," Abdul-Salam said.
Abdul-Salam uses his industry connections to get hands-on reporting experience for the students in the program. His department signed a memorandum of understanding with Fox Sports for students to write and produce stories for events such as golf championships and the Singapore Grand Prix.
Abdul-Salam credits the UA for influencing his teaching philosophy.
"The classes I took made a deep impression on me," Abdul-Salam said. "So much so that when I went into academia, I copied the way the professors taught and the passion that they had."
In 1992, Abdul-Salam was a student in the advanced reporting class taught by Susan Knight, an associate professor of practice in the School of Journalism.
Azhar Abdul-Salam met with a number of faculty from the UA. He is pictured with former classmate Sarah Tully; Jacqueline Sharkey, former head of the School of Journalism; and Susan Knight, associate professor of journalism. Azhar and Tully were co-editors-in-chief of El Independiente, a publication produced by UA journalism students during the early 1990s.
"He had a good intellect and developed excellent reporting and writing skills. We’ve been able to stay in touch as faculty colleagues for years now," Knight said.
"Azhar was generous with his time while he was here, and our students had opportunities to engage with him on so many levels, one on one, in small groups and in classes," she said. "Their conversations covered a gamut, from freedom of the press issues to sports coverage in Asia, and from UA traditions to the way Wildcat alumni network around the world."
Abdul-Salam also met John Paul Jones III, dean of the College of Social and Behavioral Sciences, when Jones visited UA alumni in Singapore a few years ago. When Jones learned about Abdul-Salam's background in sports journalism, he invited him to come speak to students in the Sports and Society Program in the School of Sociology.
Abdul-Salam's trip to Tucson, sponsored by Nanyang Polytechnic, gave him the opportunity to learn more about the UA journalism program and to share his expertise with students.
"It was a treat for students in the Sports and Society Program to hear Azhar talk about his experience working in sports journalism internationally," said Al Bergesen, director of the School of Sociology.
Azhar Abdul-Salam met with J.P. Jones, dean of the College of Social and Behavioral Sciences.
Abdul-Salam said he also learned a great deal. "It's always great to see what other people are doing and to pick up the best practices," he said.
The visit also was an opportunity to reconnect with his beloved alma mater.
"I am such a big Wildcat fan," Abdul-Salam said. "It was so hard after graduation when I went back home to get news about the Cats. But now I follow the Cats on Twitter."Categories: Social Sciences and EducationTodayTags: AlumniStudentOutreach
University Relations - Communications |
Each Saturday afternoon, children as young as 5 convene at the UA's Fred Fox School of Music to learn the violin, viola, cello and bass. Often, it is the first time they have had any immersive training in musical instruments.
And it comes at little or no cost to families.
Youths ages 5-12 are being taught how to play the instruments through the music school's String Project, a once-defunct program that saw its reintroduction in January.
At the helm is Theodore Buchholz, an assistant professor of cello and the string area coordinator — an intense advocate of arts and music education.
Funded at $100,000 by an anonymous donor, the project once offered for years at the school re-emerged this year with 56 children enrolled — about 30 more than anticipated.
"Being a person who believes very strongly in outreach and serving underserved families, I talked to Ted about the feasibility of the project, and we decided to launch it," said Edward Reid, director of the Fred Fox School of Music, who volunteers to teach the youth each week in collaboration with Symphony Women's Association.
"All the credit goes to Ted and our anonymous donor, who gave us the financial backing we needed," Reid said. "I am so proud of the faculty, and the likes of Ted, as they understand the importance of reaching out to kids."
Buchholz himself is a product of a youth-focused string project.
Growing up near the University of South Carolina, he became involved in that university's sponsored string project. Admittedly not the strongest student in the beginning while practicing the cello, he said his interest did not sway.
"That organization kept me on task and made a huge difference," Buchholz said, briefly leafing through practicing notes first penned during his days in middle school. Today, those notes sit on bookshelves amid the same literature and composition books that have shaped his career.
Now, as director of the String Project, he leads eight undergraduate and graduate student instructors as they facilitate group lessons and ensemble rehearsals. Informed by the Suzuki Method, youths are split into beginner and more advanced groups and trained in the basics of instrumentation and string performance.
"The bigger picture is that we are starting students earlier in getting quality instruction," Buchholz said. "I want more students playing music. I believe that this is what helps make this world a much better place."
Buchholz said he is commmitted to building future musicians and instructors through music education, especially as it is being cut from public school instruction. Despite those cuts, research consistently shows that exposure to the arts — and the challenge associated with learning and mastering a musical instrument — encourages the kind of creativity that youths need to persevere in other disciplines such as math, science and social studies.
Buchholz said such a project also is essential for university students.
"A large university music school must have some sort of outreach like this. It bolsters what we do," said Buchholz, who also serves as president of the American String Teachers Association of Arizona and director of the Tucson Cello Congress. "We have majors who will work in public schools, so it is important that they have a laboratory that will show them what it is like to manage 26 kids with noisemakers."
Enrollment for the String Project opens in August. For more information, contact Theodore Buchholz at email@example.com or 520-621-7012.
To make a donation to the String Project, contact Lisa Comella at firstname.lastname@example.org or 520-626-1512.Categories: Arts and HumanitiesTeaching and StudentsTodayTags: FacultyStaffOutreachEducation
La Monica Everett-Haynes |Today
Maria Teresa Velez with Las Adelitas Arizona award recipients Alexandra Samarron (left) and Paola Miramontes (right) (Photo courtesy of Las Adelitas Arizona)
An advocate and an adelita, Maria Teresa Velez — known fondly as "MTV" — is estimated to have impacted the lives of thousands of students. She died on April 13.
During her tenure at the University of Arizona, Velez took it as her personal duty to carve out space within graduate programs that should have long existed for underserved students — particularly African-American, American Indian and Hispanic students — with priority placed on expanding three essential elements: financial, academic and social supports.
Read more about Velez and her impact at UANews.org: https://uanews.arizona.edu/node/70376
Members of the UA community — students, employees, alumni and others — shared their memories of Velez, whose legacy will live on in programming but also in the lives of graduates and collaborators.
"As I progressed through the challenges of academia, I learned a few things about Dr. Velez as I stayed in close contact with her and the McNair Achievement Program family. In changing us, she also changed our families, our communities, and the lives of students that we teach and mentor. I've come a long way from the shy girl that interviewed with Dr. Velez, but to Dr. Velez, our academic mother, there was no doubt that's where I would end up. I hope she knew how much we loved her. I will continue to work hard to make her proud, but even this is not enough of a thank you for all that she has done for me."
-UA alumna Rebecca Covarrubias, assistant professor in the Department of Psychology at the University of California, Santa Cruz
"Maria Teresa called us all to the better angels of our best spirits as a public university and an academy, in bringing us closer to realizing our democratic aims of better serving underserved students in the U.S. and internationally. She was so deeply dedicated to supporting students financially and emotionally in ways that enriched their lives and ours, and facilitated the fulfillment of dreams that she encouraged them to pursue and helped them realize. Her spirit lives on in the students she devoted her life to, and to all of us in the academy who were inspired by and admired her as a wonderful and wonderfully successful warrior for social justice."
-Gary Rhoades, head of the UA Department of Educational Leadership and Policy Studies and director of the Center for the Study of Higher Education
UA alumna Deyanira Nevarez Martinez gifting Velez a plaque after Las Adelitas Arizona established a scholarship in honor of Velez (Photo courtesy of Deyanira Nevarez Martinez)
"Dr. Velez was widely known for her passion in supporting students, whether recruiting them and letting them know they would succeed in grad school even when they didn't think they could, finding financial support for their studies, advising them through their graduate school years, insisting that they finish and graduate, and celebrating their placement and career success. She changed literally thousands of lives, and those who she touched became her extended family — a fine legacy and testament to her influence and impact on the UA."
-UA Provost Andrew Comrie
"I met Dr. Velez while working at the Native American Student Affairs Center and when I returned to the Ph.D. program in the College of Education. I remember she let me know that I could always come to her if I needed assistance. I finally took her up on that offer this past academic year. At first she told me that she didn't have any funding available, but she would look. Then, unexpectedly, I was awarded enough funding to cover my tuition and fees. She came through for me, as she always did for countless others. I'll forever be grateful for her presence, example and commitment to serve underrepresented students in graduate studies."
-UA alumna Natalie Youngbull (Cheyenne and Arapaho; Sioux and Assiniboine)
"As a non-traditional returning student to the University of Arizona in 2001, I was encouraged to apply to McNair and first met Dr. Maria Teresa Velez. Immediately, her energy was evident and how she was genuinely concerned and focused on each of her students. I left a promising career in law enforcement and was also in the process of adopting our son. My wife, Darlene, and I had so much going on, but even a phone call from Maria Teresa always put me back on track. She had a very keen sense of knowing where each one of us, both McNair Scholars, was in our academic endeavors and what she needed to say or do to provide encouragement. I was able to graduate magna cum laude in 2003 and was accepted into my master's program because of her."
-UA alumnus José Sprigg, founder of Kahuna Renovations & Home Repair LLC
"'Thank you to Dr. Maria Teresa Velez for your continued support. You knew I had it in me long before I did.' I wrote this for my dissertation acknowledgment page. She always told me, 'Vamos! Let's go after whatever dreams, projects, opportunities that come our way.' She always listened and was insightful — she read your soul and tapped into what your dreams were, and she knew how to get you where you wanted to be. 'Una mujer fuerte.' I strive to do what she did for so many deserving students. I will deeply miss her."
-UA alumna Tanisha N. Price-Johnson, executive director of admissions, and a research assistant professor in the Department of Family and Community Medicine
Anita Bhappu (left) with Velez (Photo courtesy of Anita Bhappu)
"Dr. Velez (MTV) was a much-loved and respected mentor to scores of minority graduate students at the UA, myself included. She knew each and every one of us personally; she was our guardian angel on campus. Her commitment to us was unconditional, but firmly anchored in pragmatic honesty. She nurtured our budding scholarship and helped us to navigate the UA bureaucracy that so often felt alien and impersonal to us."
-UA alumnus Anita D. Bhappu, associate professor in the Retailing & Consumer Sciences Program and a professor in the Honors College
Las Adelitas Arizona established the Dr. Maria Teresa Velez scholarship in honor of Velez, providing financial support to students pursuing degrees. (Photo courtesy of Las Adelitas Arizona)
"When I met Dr. Velez and shared my struggle to get into graduate school with her, she asked, 'How did I miss you the first time around?,' referring to my time at the UA as an undergraduate between 2004 and 2008. I struggled to complete my degree because I was the first person in my family to go to college, and while I graduated and paved the way for my sister, I barely made it through, so graduate school seemed impossible. She immediately made it her mission to make it happen. She connected me to professors in the planning department and made sure I was on a path to success. She provided moral and financial support for me. It never crossed my mind that I would be pursuing a Ph.D., but after I completed my master’s degree at the UA in 2014, I began looking into Ph.D. program in large part because of her encouragement.”
-UA alumna Deyanira Nevarez Martinez, who is completing her first year as a doctoral student in the planning, policy and design program at the University of California, Irvine
"Maria Teresa Velez was my colleague and my friend for more than 30 years. She was a warrior whose passion and dedication to student access and success continued daily for the rest of her career at the UA. The one thing that superseded this was her love for her family, and especially her children, Mariel and Damien. I learned a lot from her about balancing work and family life, and the importance of always making family a priority."
-Sylvia Mioduski, program manager of Colleges of Letters, Arts and Science internships
"Maria Teresa believed in us from day one, both as a couple and as individuals. She was instrumental in helping us achieve the impossible dream of two tenure-track positions at the UA. We would not be where we are in our careers without her. It's difficult to pinpoint individual impacts because she was always there supporting us: showing up for dinner with a bottle of wine, playing with our son, providing a listening ear and 'consejos.' She mentored us in how to negotiate the politics of the academic empire. She had this innate sixth sense in identifying everyone's potential and unique talents — pushing us to undreamed-of heights. All of us — faculty, students, alumni and staff — felt like one of her chosen ones. We craved to get the gentle, and sometimes not so gentle, pushes to succeed, because that is how we knew she cared! We deeply miss 'nuestra grande,' and we honor her legacy by continually striving for the ultimate goal of social, environmental, and health justice. '¡Claro que si se puede!'"
-Paloma Beamer, associate professor of environmental health sciences in the Mel and Enid Zuckerman College of Public Health, and Nolan Cabrera, an assistant professor in the Department of Educational Policy Studies and Practice
Maria Teresa Velez was seen as an advocate and an adelita. (Photo courtesy of Karletta Chief)
"Dr. Maria Teresa Velez helped us transition into the UA community in many ways. She definitely had a motherly sense to her approach, where there was never any judgment or hesitation about whether we would accomplish what we came here to do. Both being first-generation college students and navigating the graduate school landscape was a large leap for us. So, for someone of her stature and background to confirm our existence on campus gave us power and belief that graduate school was a place for us. 'Ahehee,' Dr. Velez. You gave us power and we want you to rest in peace knowing that we've got your back."
-UA alumni Chris (Diné and Laguna Pueblo) and Johnny (Diné) Nelson
2015 Ph.D. graduate of higher education Chris Nelson (Diné and Laguna Pueblo) with Olin, a future Wildcat; husband Johnny Nelson, who earned his Master of Fine Arts degree in 2012; and Velez (Photo courtesy of Chris Nelson)
"I want to take this opportunity to speak on behalf of two of my best friends in life, Ricardo Palos and Omar Félix. Life gave me these two friends through a research program that María Teresa created. Along with her many fights for social justice and wonderful work, Velez created connections between the U.S. and Latin America that now are hard to break. Ricardo and Omar — my best friends — and I are a nice 'product' of Velez's work. Maybe she did not mean to change our lives, but here I am, writing on behalf of one successful environmental engineering Ph.D. (Félix), and a Ph.D. candidate in chemistry (Palos). I hope I can honor her legacy through my actions and work. It is amazing how the actions of a successful social justice warrior can impact the lives of young people in many ways, from personal to professional."
-Adrián Arroyo, doctoral candiate and research assistant in the UA Office of Latin American Partnership Initiatives
"I came to the UA in 2005 as many international students — looking for an opportunity to get into graduate school. Doctora Vélez was her title for me, and we always spoke in Spanish mixing our Cuban and Mexican language. In the last years, we spent more time together and one year ago she told me 'estás lista' (you are ready). Since then, she was around but I was doing things by my own. However, I always asked Doctora Vélez for advice and invited her to activities. One of those days, she asked me: '¿para qué me ocupas?' (Why do you need me?) and I replied, 'Because you are my mentor.' She just smiled and I told her that although she was partially retired, I will be there learning from her until the last day of her journey at the UA. Now I see that this learning journey will be continued until the last day of my life."
-UA alumna Nadia Alvarez Mexia, director of the UA's Office of Latin American Partnership Initiatives
Born and raised in Pennsylvania during the Great Depression, Margaret Richardson has transformed obstacles and adversity into opportunities.
In April, Richardson was honored by University of Arizona President Ann Weaver Hart with a Humane Letters Honorary Degree from the College of Medicine.
While her parents could not afford to send her to college, Richardson started her working life at Westinghouse Electric Corporation and soon found a professional home in the automobile retail industry.
In 1947, with $200 in savings, Richardson moved to Los Angeles to seek a new life — a highly unusual move for single women at that time. She secured a position with an automobile dealership and, in 1965, married Howard Richardson at the age of 44. Soon after the marriage, she began taking college courses and attended for three years before she and Howard became entrepreneurs and started their own business.
Realizing the family's new company needed her expertise, she stopped out of college to manage all aspects of the dealership's business. She was not able to return to college, working instead in partnership with Howard to built a successful business, while also later investing time and resources in the community and institutions that contributed to their success. Richardson also served the UA as a member of the Sarver Heart Center's and the UA Health Sciences' advisory boards.
Her husband, who graduated from the UA in 1940, was one of the volunteer organizers of the University's Century II Campaign and served as a member of the Office of the Chair, later receiving the Alumni Achievement Award in 1988. After he passed in 1989, Margaret Richardson made an investment to the UA in support of cardiovascular research.
Later in 2008, after a family member's health scare with cancer, she turned to the UA Cancer Center for support, ultimately providing a donation that would establish an endowment.
In his nominating letter for Richardson, Dr. Joe G. N. "Skip" Garcia, the UA's senior vice president for health sciences, wrote about Richardson: "She is an inspiration whose legacy will transform healthcare."
Photography by Bob Demers/UANews
Margaret Richardson was honored by UA President Ann Weaver Hart with a Humane Letters Honorary Degree in April 2016.University Relations - Communications |Categories: Campus NewsTodayTags: Commencement
A panel discussion at the UA's Centennial Hall brought together the former NSA subcontractor, journalist Glenn Greenwald and intellectual Noam Chomsky.
Edward Snowden says he takes exception to those who say privacy isn't important because they have nothing to hide.
"Privacy is the fountainhead of all rights," Snowden said Friday as part of a panel discussion, "A Conversation on Privacy," at a packed Centennial Hall on the University of Arizona campus. The event was sponsored by the UA's College of Social and Behavioral Sciences.
"Privacy is the right to a free mind," Snowden said. "Without privacy, you can't have anything for yourself. Saying you don't care about privacy because you have nothing to hide is like saying you don't care about free speech because you have nothing to say."
Snowden, the controversial former National Security Administration subcontractor, appeared via live streaming from an undisclosed location in Russia, which granted him asylum in 2013 after he revealed classified NSA documents to journalists and was charged with violating the Espionage Act by the U.S. Department of Justice.
Journalist Glenn Greenwald, who published Snowden's revelations in The Guardian, and renowned linguist and intellectual Noam Chomsky also were on the panel and appeared in person at Centennial Hall. Nuala O'Connor, president and CEO of the Center for Democracy and Technology, served as moderator of the discussion, which lasted nearly two hours.
Chomsky launched the wide-ranging conversation with some perspective on privacy and how technology has taken the issue to unforeseen places. The Internet, he noted, was developed largely in the state sector.
"The Internet was intended by early design to be a free and open means of communication," Chomsky said, "in the hope that it would widen horizons and contribute to a healthy society.
"Technology is basically neutral. You can use it to oppress or to liberate. It's up to us."
Greenwald said his responsibility as a journalist involves "making things a lot more difficult for those who wield the greatest power," and Snowden added that this role is central to a healthy democracy.
"We must know what the government is doing in our name and against us," Snowden said, "or else we are no longer directed by the public, we are ruled from above."
Evidence of the impact of the NSA story can be found everywhere we turn, Greenwald said, and the current battle between Apple and the FBI provides but one example.
"The best evidence is the behavioral change of Silicon Valley companies," he said. "What changed is their fear that if they were perceived as collaborators of the NSA, they would lose the next generation (of consumers). They know their own self-interest. They're not suddenly privacy activists."
Greenwald said there is no disagreement over the need for targeted surveillance, but added that mass surveillance is a different animal.
"The tradeoff between security and privacy is a false dichotomy," he said.
Snowden said that when the government's goal is to "collect everything," it loses the sharp focus required in matters of legitimate national security. He said the price has been steep for citizens.
"We know less and less about our government than we have before," he said.
Asked by O'Connor if he would do it all over again and expose classified material, Snowden's reply was firm.
"Absolutely," he said, "and I wouldn't wait as long as I did."Category(s): Campus NewsMarch 28, 2016University Relations – Communications
More information about Fulbright programs at the UA can be found at http://fulbright.arizona.edu.Fulbright program alumni say that it's more than an academic opportunity — it's a cultural exchange.
The horizon-broadening benefits of the Fulbright U.S. Student Program, which began 70 years ago with funding from the sale of surplus World War II materials, were discussed this week on the University of Arizona campus at a panel discussion.
UA alumna Hannah Rosenberg Jones, who was an English teaching assistant in Amman, Jordan, during 2014-2015, described Fulbrighters as "curious internationalists" and said the experience helped her step outside her comfort zone.
"Challenges are part of the experience of being abroad," said Jones, who majored in linguistics at the UA and now works for a scholarship program.
Others on the panel, which also talked about the Fulbright Scholar Program for faculty, were Richard Ziolkowski, a UA professor in engineering and optical sciences, who spent six months in Australia in 2015; Jermaine Jones of the Institute of International Education, which administers the student program; and Caitlin McNamara of the Council for the International Exchange of Scholars. The discussion was part of Fulbright Week activities on campus, designed to explain the application process and recruit UA candidates.
Most terms last from eight to 12 months for the Fulbright student program, which is sponsored by the Bureau of Educational and Cultural Affairs in the U.S. State Department. The deadline for UA students to apply is Sept. 7.
More than half of 2,000 Fulbright student grants in 75 countries will be for English teaching assistants, or ETAs.
"That has been the real engine of growth," Jermaine Jones said.
Applications have no minimum GPA, but they do require that a student be a U.S. citizen at the time of application and to have his or her bachelor's degree in hand by the start of the grant term.
"The strongest applications come from those who apply through U.S. colleges and universities," Jermaine Jones said.
The UA student program is sponsored by the Honors and Graduate colleges and the Office of Global Initiatives. Hannah Rosenberg Jones emphasized that graduate students do not necessarily trump undergraduates in the application process.
Undergraduates "may have a bit more (academic and personal) freedom, and that can be an advantage," she said.
Ziolkowski, who specializes in the use of metamaterials to make small antennas, said the scholar program represents much more than a coveted academic opportunity.
"It isn't just the research experience," he said. "It's a cultural exchange experience. It can change the way you think about things. I had a great time and would recommend it to anyone."
A project statement is the focal point of an application for a faculty member, McNamara said, noting that applications will close Aug. 1. Most of the awards are for one semester, but that can be split into two segments if desired.
The scholar program provides nearly 800 teaching and research grants to 1,200 U.S. faculty and experienced professionals in various academic and professional fields in more than 125 countries. Among U.S. research institutions, the UA ranked sixth with six Fulbright scholars for 2015-2016.
"The person-to-person exchange is at the core of the program," McNamara said.Category(s): Teaching and StudentsMarch 25, 2016University Relations – Communications
Orbiting Mars anywhere from 125 to 186 miles above the surface, the UA's HiRISE camera has revealed a Red Planet that is anything but dead — at least in geological and climatic terms. For HiRISE's 10-year anniversary, we show a few highlights of the changing Mars. For more information about where these images were taken and what they reveal, visit the HiRISE website. (Images: NASA/JPL/University of Arizona)
Continuing Avalanches: Since HiRISE first started finding avalanches on Mars, we have continued searching for them in the most likely places: steep cliffs at the edges of the layered deposits at the north pole. These layers are exposed in the scarp face that cuts through them diagonally across this subimage. The bright, smoother material at the lower left is at the top of the cliff, and here we have caught another avalanche as it falls down the steep slope toward the upper right of the image. A large (approximately 600 feet across) cloud of reddish dust has been kicked up at the base of the scarp.
Where Science Fact Meets Fiction: This is where the ordeal began for Mark Watney, the hero of Andy Weir's best-selling novel "The Martian." Brought here by the "Ares 3" spacecraft, his team had to abort the ill-fated mission, and Watney started his amazing story of exploration and survival. The Ares 3 landing site is located in Acidalia Planitia, within driving distance from the Pathfinder lander and Sojourner rover.
Curiosity Trek: The Mars Science Laboratory, Curiosity, continues its exciting traverse of Mars. In an image acquired in September, it was exploring the boundary between two rock units: the light-toned Murray Formation and the overlying and darker-toned Stimson unit. We can clearly see the rover in a complex terrain marked by tonally varied rocks, which, on the surface, can correspond to the contact between rock units and dark sand.
Shifting Snow: The south polar residual cap (the part that lasts through the summer) is composed of carbon dioxide ice. Although the cap survives each warm summer season, it is constantly changing its shape because of sublimation of carbon dioxide from steep slopes and deposition onto flat areas. Repeated imaging with HiRISE revealed that over just four Mars years, the high-standing mesas shrunk to about half of their size, but the low areas between mesas filled in with new carbon dioxide material.
A Fresh Crater: This impact crater appears relatively recent, as it has a sharp rim and well-preserved ejecta. The steep inner slopes are carved by gullies and include possible recurring slope lineae on the equator-facing slopes. Fresh craters often have steep, active slopes, so this crater is being monitored for changes over time. The bedrock lithology is also diverse. The crater is a little more than 1 kilometer wide. Note: When we say “fresh,” we mean on a geological scale. The crater is quite old on a human scale.
Layers and Dark Dunes: The target of this observation is a circular depression in a dark-toned unit associated with a field of cones to the northeast. At the image scale of a Context Camera image, the depression appears to expose layers especially on the sides or walls of the depression, which are overlain by dark sands presumably associated with the dark-toned unit.
Seasonal Flows in Valles Marineris: These brine flows are called recurring slope lineae because they fade and disappear during cold seasons and reappear in warm seasons, repeating this pattern every Martian year. The flows in this image emanate from the relatively bright bedrock and flow onto sandy fans, where they are remarkably straight, following linear channels. Valles Marineris contains more of these flows than everywhere else on Mars combined, and they are always active, although on changing slope aspects depending on the season. Future human explorers (and settlers?) will need water to drink, food to grow, oxygen to breathe and rocket fuel. Bringing all of that water from Earth would be extremely expensive, so using water on Mars is essential.
Wind at Work: Wind is one of the most active forces shaping Mars’ surface in today’s climate. The wind has carved the features called “yardangs,” one of many in this scene, and deposited sand on the floor of shallow channels between them. On the sand, the wind forms ripples and small dunes. In Mars’ thin atmosphere, light is not scattered much, so the shadows cast by the yardangs are sharp and dark.
Martian Twister: A towering dust devil casts a serpentine shadow over the Martian surface in this image. The scene is a late-spring afternoon in the Amazonis Planitia region of northern Mars. The view covers an area about four-tenths of a mile (644 meters) across. North is toward the top. The length of the dusty whirlwind's shadow indicates that the dust plume reaches more than half a mile (800 meters) in height. The plume is about 30 yards or meters in diameter.
For more about the Green Engagement Guide, go to www.greenguides.arizona.edu.Story Contacts:
UA Institute of the Environment
UA Office of Sustainability
UA Institute of the Environment
Being green is easier than ever with the University of Arizona’s new Green Engagement Guide, which links students to internships, externships, volunteer work, and campus student organizations related to the environment and sustainability.
Launched this week, the guide was written by students, for students, with up-to-date searchable listings for on- and off-campus jobs, tips for living more sustainably and creating a successful green project, and other information designed to highlight the extraordinary opportunities for environmental learning and career building in and around the UA.
"The Green Engagement Guide synthesizes the extensive amount of involvement opportunities in the sustainability field all in one place," said Christina Petsas, a senior majoring in communication and Spanish who helped compile the guide. "It makes it easy for us to find opportunities to do hands-on work and gain experience in green initiatives."
The engagement guide supports the University’s 100% Engagement initiative — a major component of the campuswide Never Settle strategic plan — and the recently launched Office of Student Engagement. While students can find a diverse array of engagement opportunities through the Office of Student Engagement, the Green Engagement Guide focuses on opportunities specifically related to environment and sustainability-related experiences beyond the classroom. The guide can help students find ways to enhance their personal and professional development and foster curiosity about solutions to environmental, social and economic challenges.
Focused on undergraduates, the guide includes timely listings of internships, jobs, volunteer positions and research opportunities submitted by off-campus employers, agencies, organizations, nonprofits, and UA staff, faculty, researchers and clubs. For students interested in initiating a project that promotes sustainability and the environment, the guide also includes a list of previous green projects on campus and downloadable resource guides on subjects such as writing a grant, managing a budget and navigating the University administration. Additionally, students can find a list of green clubs and organizations across campus and tips for ways students can make their lives more sustainable.
The guide joins a suite of other green guides to help students home in on UA courses, degrees, and careers related to the environment and sustainability.
"The Green Guides are designed to help students explore and incorporate their environmental interests into their UA experience, whether we're talking about a freshman picking classes, a near-graduate looking for career options, or someone looking for an interesting club activity or internship," said Betsy Woodhouse, deputy director of the UA’s Institute of the Environment.
The Green Course Guide, updated each semester, enables students to easily find current or upcoming green courses, regardless of their degree choice. The Green Degree Guide makes it easy for students to find undergraduate degrees and minors at the UA related to the environment and sustainability, and it includes tips for greening one's education. The Green Career Guide helps students determine job sectors or careers that might hold the most interest for them.
"The UA is committed to fostering a culture of experiential learning, where every moment of a student’s day is a learning experience," said Ben Champion, director of the UA’s Office of Sustainability. "Our students have some of the best opportunities in the country to learn about real-world grand challenges in environmental and social justice. With the Green Guides, they can find the courses, research and community partners to create solutions throughout campus and Tucson."
The Institute of the Environment, Office of Sustainability, and Career Services developed the guides with support from the Green Fund, a student-funded and student-run program focused on sustainability projects across campus.
"Environmental opportunities exist in every college on campus, but they can be hidden in unexpected places," Woodhouse said. "Our efforts have been aimed at identifying both the obvious and the not-so-obvious opportunities, whether the student is majoring in English or environmental studies, education or engineering."Category(s): Teaching and StudentsAngie BrownMarch 23, 2016UA Institute of the Environment
The UA Alumni Career and Professional Development Lab is hosting its Virtual Meetup Connect, a meeting involving Wildcats from around the world. The free April 8 online networking event will be held from noon to 1 p.m. (MST). Alumni can meet other Wildcats interested in business, government, technology, health sciences, and the public and arts sectors. Registration information is available online.
The Career Lab also is hosting an April 20 webinar, "Top Morning Rituals for a Successful Business Day," from 5:30 to 6:30 p.m. (MST) with UA alumna Lisa Song Sutton, a real-estate investor, entrepreneur, business writer and television personality. Registration is available online.The University offers a range of academic degree and certificate programs for the professional.
For the career-changing professional, the University of Arizona maintains programs to help move graduates into work as wildlife conservation managers, clinical nutritionists and K-12 teachers, among other lines of work.
Academic programs include UA Online offerings, graduate certificates and master's and doctoral degree programs campuswide, which are then complemented by services provided by the UA Alumni Association and Career Services.
UA alumna Susan Bernstein, an executive and career coach who has worked for more than 15 years with mid- to senior-level professionals, says people seek a career shift for reasons that include the need for a greater challenge, the desire to have deeper personal impact and the maxing out of one's career potential at a job.
"The longer you stay in a role that's not delighting you, without making some kind of career shift, the harder it becomes to dig out of a deep hole of the doldrums," Bernstein noted in a blog produced for the UA Alumni Career and Professional Development Lab, an initiative of the association and Career Services that provides alumni with professsional development and networking resourses.
Bernstein says: "Ask yourself: What will you do to ditch your boredom at work?"
UA degree programs and graduate certificate programs designed for those who want to either change or augment their career trajectories include:
- The Eller Evening MBA, a 23-month program in Tucson or Phoenix, which offers team-based assignments in an interactive atmosphere.
- The Professional Science Master's Degree in Medical Physics, a joint program of the UA Departments of Physics and Radiation Oncology.
- The online Graduate Certificate in Applied Nutrition, which offers training in advanced nutritional sciences, preparing graduates to work in the nutrition field.
- The Master of Science in Speech-Language Pathology and the Doctor of Audiology, which draw individuals who previously worked in the business sector and as government employees, educators and software developers, among others.
- Graduate certificate programs, such as the Career & Technical Education Administrator, Graduate Certificate in Adult Teaching and Graduate Certificate in Agricultural Leadership offered by the UA Department of Agricultural Education.
- Graduate degree options in the School of Natural Resources, which offer the opportunity to focus on watershed management, wildlife and fisheries conservation and management, natural resources studies or ecology, annagement and restoration of rangelands. The school also provides a graduate certificate in geographic information science.
- The Master of Science in Water, Society and Policy, which is a non-thesis interdisciplinary program. Undergraduates nearing graduation and midcareer professionals are encouraged to apply.
- The doctorate program in Arid Lands Resource Sciences, a Graduate Interdisciplinary Program housed in the UA Graduate College.
One new academic program launching this summer is the Mild-Moderate Certification Program out of the College of Education, which will address a regional need for public education teachers of special education.
"We really do need to bring in great, new people from other fields to meet the need," said Carl Liaupsin, an associate professor and director of the new program.
Whereas many special education degree programs at higher education institutions are non-certificate, the college's new 14-month offering is unique in that graduates will earn a master's degree and a special education teaching certificate.
"This really is an exciting program that we intend to help us reduce costs for students, allow people with a variety of bachelor's degrees to enter the field of special education and also address the local and state shortage of special education teachers," Liaupsin said.
The program allows teacher education undergraduates to take courses during their senior year so they may apply to the program and shorten their time studying to one year, he said. "We have more flexibility than some other programs, and we are led by faculty who have national and international credentials. Our graduates will leave well-prepared."
Bachelor's degree carriers are encouraged to apply by April 1 for the program, which will take on 20 graduate students, who will begin with summer coursework.
Also housed in the College of Education is Teach Arizona, designed to address the need for math and science educators in Arizona.
"Our students love the cohort model, where they develop close, professional relationships with their peers," said Barry Roth, the program's co-director. "There's a mix of recent college graduates and career changers, offering a blend of perspectives that adds to the richness of the learning experience."
The master's degree program prepares individuals who already have undergraduate degrees to become new middle and high school teachers for work in public schools. In addition to academic work, students spend a year in a teaching internship.
"Our applicants are talented and caring people," said Teach Arizona co-director Patty Stowers, previously named an Arizona Teacher of the Year.
"They are drawn to teaching because they want to work with young people and make a difference in society," Stowers said.
Teach Arizona graduate Raul Gonzalez was working as a political scientist when he opted to pursue the degree program.
"Unlike my previous career, where making money was the end-all-be-all, teaching offered the opportunity to give beyond myself," said Gonzalez, now a teacher at Pueblo High School. "However, the problem was getting to a point where I could actually do that for a living. Teach Arizona was the solution."Category(s): Social Sciences and EducationTeaching and StudentsMarch 3, 2016University Relations - Communications
Billions of years ago, intense volcanic activity on its Earth-facing side caused the moon’s axis to tilt, a team of researchers has discovered. Two UA planetary scientists helped unlock this secret by tracing ancient water ice deposits at the bottom of shadowed craters where sunlight never reaches.
A new study published Wednesday in Nature reports that the moon may not have always had the same face pointed toward the Earth. Instead, the "Man in the Moon" nodded up and down, because of heating and volcanic eruptions on the Earth-facing side of the moon.
An international team including University of Arizona planetary scientists James Keane and Isamu Matsuyama made this discovery while trying to explain maps of lunar polar hydrogen. This hydrogen, which was discovered by NASA’s Lunar Prospector mission in the 1990s, is believed to represent water ice, protected from the sun’s rays in cold, permanently shadowed craters near the moon’s north and south poles. If ice were exposed to direct sunlight on the moon, it would boil off into space, so it is a very sensitive tracer of the moon’s orientation with time.
"Weirdly, the moon’s ice isn’t exactly at the coldest spots on the north or south poles of the moon," said Matt Siegler, a scientist with the Planetary Science Institute in Tucson and the paper’s first author.
Instead, the polar ice is shifted off the poles by about six degrees, and in exact opposite directions at either pole. (On the Earth, six degrees is about equal to the distance from Tucson to Los Angeles.) This precisely opposite ("antipodal") relationship indicates that the moon’s spin axis — the imaginary line that runs from the north pole, through the center of the moon, to the south pole, and around which the moon rotates — shifted over the last few billion years. As the moon reoriented, it left behind a trail of water ice, effectively "painting out" the path that the poles took with time.
When the research team realized that the moon’s ice might be telling a story of reorientation, it turned to UA experts in planetary dynamics, Keane and Matsuyama.
"Usually we think of planets as 'spinning on' in the same unchanging way with time, but that’s not true," said Keane, a graduate student at the UA’s Lunar and Planetary Laboratory. "We know that the Earth and a handful of other planetary bodies have changed their spin axes with time."
On the Earth, this reorientation can be measured with GPS and techniques that we don’t have on other planets. This forces scientists to look for clues in other, more unusual datasets. For example, Matsuyama, a professor of planetary science at LPL and Keane’s doctoral advisor, recently used gravity measurements and observations of ancient valley networks on Mars to infer reorientation on that planet. This study is the first to use lunar ice to infer the change in the spin of the moon.
The spins of planetary bodies are set by how mass is distributed within the planet: A planet’s denser spots try to drag the planet toward its equator, less dense spots toward the pole. On the moon, tidal forces from the Earth also can drag dense spots toward — or away from — the Earth-facing side of the moon. Scientists refer to this reorientation phenomenon as "true polar wander."
Using this idea that the moon’s ice traces an earlier spin pole, Keane used a combination of theoretical models and measurements of the moon’s mass distribution from NASA missions to identify what could physically cause this polar wander.
"I was shocked when the models outlined Oceanus Procellarum as the only possible geologic feature that could have done this," Keane said.
Oceanus Procellarum is a vast, volcanic province on the Earth-facing side of the moon. It contains all of the dark splotches we see forming the "face" of the moon, which is actually a giant field of ancient lava flows. When the moon formed, many of the body’s radioactive elements ended up in the Procellarum.
"This radioactive crust acted liked an oven broiler heating and melting the mantle below," Siegler said.
The giant Procellarum hot spot was less dense than the rest of the moon and caused the whole moon to move. As the moon slowly moved over billions of years, it etched a path into the polar ice.
The paper shows that the moon may have once had much more ice near its poles and the ice we see today is the tiny portion, which has survived this polar migration. Large amounts of ice could have been brought to the moon by comets and icy asteroids early in the moon’s history or potentially outgassed from the lunar mare themselves. Figuring out the origin of this ancient lunar water might also help scientists understand how water was delivered to the early Earth.
"This gives us a way to model exactly where the ice should be, which tells us about its origin and where astronauts might find a drink on future missions to the moon," Siegler said.
"Up until this work, most researchers thought that the moon’s water was just recently deposited, as a late veneer," Keane said. "Since we’ve shown that the moon’s water is linked to volcanic activity on the moon several billion years ago, this means it might be a time capsule of primordial water. Directly sampling this ancient ice will allow us to investigate many still unanswered questions around the origin of the Earth’s water."
This project was supported in part by NASA’s SSERVI VORTICES node, the Lunar Reconnaissance Orbiter and the NASA Lunar Advanced Science and Exploration Research, or LASER, program.
The paper, "Lunar True Polar Wander Inferred from Polar Hydrogen," was co-authored by Richard S. Miller (University of Alabama), Matthieu Laneuville (Tokyo Institute of Technology), David A. Paige (University of California), David J. Lawrence (Johns Hopkins University Applied Physics Laboratory), Arlin Crotts (Columbia University) and Michael J. Poston (California Institute of Technology).Category(s): Science and TechnologyDaniel StolteMarch 22, 2016University Relations - Communications
UA College of Social and Behavioral Sciences
A $2 million commitment from Roshan Cultural Heritage Institute will be used to bolster the College of Social and Behavioral Sciences' scholarly depth in Iranian and Persian studies, the University of Arizona announced.
The Persian and Iranian Studies program, offered by the School of Middle Eastern and North African Studies in the College of Social and Behavioral Sciences, is already among the largest in the United States. The grant will facilitate the creation of the Roshan Graduate Interdisciplinary Program in Persian and Iranian Studies and support the program's components, including a new endowed faculty chair and an endowed professorship, the Master of Arts and doctoral programs that are currently under development, and programmatic activities. The first $1 million of the grant has been received.
Kamran Talattof, a professor in Middle Eastern and North African Studies whose work focuses on issues of gender, culture and Persian language instruction, will hold the Roshan Institute Chair in Persian and Iranian Studies. Talattof, who initiated the grant process, also will serve as chair of the Roshan Graduate Interdisciplinary Program's executive committee, which includes faculty experts from the College of Social and Behavioral Sciences as well as other colleges across campus.
The holder of the endowed professorship, the Roshan Institute Professor of Persian and Iranian Studies, has not been named.
In addition, the grant from Roshan Cultural Heritage Institute will be used to:
- Support academic programming on topics such as ancient Iranian languages and religion, Iranian Sufism, and Iranian arts and literature.
- Expand UA connections with academics in Iran.
- Increase academic and extracurricular activities by bringing in visiting scholars.
- Support community outreach activities such as conferences, symposiums, film series, lectures and cultural celebrations.
- Provide access to an electronic database on Persian texts, translation and criticism.
The grant puts the UA closer to its goal of raising $1.5 billion during Arizona NOW, the comprehensive fundraising campaign distinguished by its unprecedented scope and focus on improving the prospects and enriching the lives of the people of Arizona and the world. Thanks to the generosity of nearly 85,000 distinct donors, the campaign is well ahead of pace, with more than 90 percent of the goal already raised.
Endowed chairs advance the UA in perpetuity by supporting faculty year after year using the payout from the gift's principal amount. With government funding for higher education at a historic low, endowments are increasingly important to recruit and retain exceptional faculty.
"I am very grateful to Roshan Cultural Heritage Institute for this transformative grant," said John Paul Jones III, dean of the College of Social and Behavioral Sciences. "It will enable us to build upon the School of Middle Eastern and North African Studies' already strong program in Persian and Iranian Studies while advancing interdisciplinary scholarship and teaching in the historic and contemporary dimensions of this important world region."
"As a global university with strong partnerships in and around the Persian Gulf region, the UA is well positioned to make further important contributions to the interdisciplinary study of Persian language, culture and heritage," said UA President Ann Weaver Hart. "International partnerships of the kind that this gift is designed to encourage are absolutely critical for the future of the UA, and I am very grateful for Roshan Cultural Heritage Institute’s continuing generosity. I look forward to the impact that this gift will have here at the UA and around the world."
Roshan Cultural Heritage Institute supports cultural and educational activities that help the transmission and instruction of Persian language and culture. Founded in 2000, the institute has awarded millions in grants for the strengthening or establishment of academic Persian programs throughout the world.
"We are pleased to establish the first Roshan Institute graduate program at the University of Arizona, home of one of the oldest and strongest Persian programs nationwide," said Elahé Omidyar Mir-Djalali, chair and president of Roshan Cultural Heritage Institute. "The vision for the Roshan Graduate Interdisciplinary Program in Persian and Iranian Studies is to support research, teaching and programmatic activities that are necessary for the training of Persian and Iranian studies scholars and Persian language teachers. We are delighted to partner again with the University of Arizona, knowing that our first graduate program is uniquely poised to make a real impact for generations to come."
This is the institute's second grant to the UA. In 2003, Talattof worked with Roshan Cultural Heritage Institute to establish a $300,000 endowment in the UA School of Middle Eastern and North African Studies to provide fellowships to outstanding graduate students in Persian and Iranian studies.
With the support provided by this new endowment — which comes from the Roshan Cultural Heritage Fund, an advised fund of Silicon Valley Community Foundation — Talattof says the UA is on its way to having one of the best Persian and Iranian studies programs in the country.
"There are perhaps 20 universities in the United States where Persian language instruction has been offered substantially and for any significant length of time," Talattof said. "Of these, a few have offered specializations or higher degrees. However, these numbers constantly fluctuate, indicating the volatility of the field in the face of sociopolitical changes and economic conditions. The Roshan Program will be a secure, nationally recognized home for the continuous pursuit of excellence in Persian and Iranian studies."Category(s): Social Sciences and EducationLori HarwoodMarch 22, 2016UA College of Social and Behavioral Sciences
For more about the Landscape Evolution Observatory, click here.Story Contacts:
Perhaps it’s the hundreds of overhead windows that emulsify the incoming desert light. Or perhaps it’s the color of the steel housing — praying mantis green — that gives the surrounding space its otherworldly glow.
Perhaps, but this is no ordinary space. This is the University of Arizona’s Biosphere 2, home to three identical, massive hill slopes each contained within a green steel structure. The three slopes are collectively known as the Landscape Evolution Observatory, or LEO, the world’s largest laboratory experiment in the earth sciences.
Designing and building such a laboratory experiment was no ordinary undertaking. Just ask structural engineer Allan Ortega-Gutiérrez, who was instrumental in the structural design and construction phases of LEO.
"It’s interesting to work on a project like this because it breaks some of the rules that as a structural engineer I do every day," says Ortega-Gutiérrez, a UA alumnus. "LEO is one of those things that becomes a marriage between science and engineering."
Each of LEO’s hill slopes is 30 meters long and 11 meters wide, with an average slope of 10 degrees. Each slope is a 65-ton steel tray filled with 1 meter of crushed basalt rock. The tray holds more than 500 tons of the rock.
Starting off with the basalt in its initial state, scientists are observing each step of the landscapes’ evolution from the purely mineral and abiotic to living landscapes that will support microbial communities and vascular plants.
Standing at the base of one of the basalt-filled slopes, Ortega-Gutiérrez points to the ground, noting that he is standing on a concrete-reinforced slab with steel rebar tucked inside. Years ago, the slab supported 4 feet of soil where the Biospherians — four men and four women who took up residence for two years inside Biosphere 2 — grew their own food and crops.
Ortega-Gutiérrez says one of the biggest challenges he faced was building everything inside the original growing space without changing anything.
"We had to fit everything through the 10-by-12-foot door on the west side of the building," he says. "It was a great coordination between the construction team and the engineering team to make sure the size of the pieces could fit."
Beneath the slab now resides "a basement full of mechanical equipment that helps LEO breathe," he says. That equipment not only brings air to LEO but recycles and purifies LEO’s water supply. LEO is equipped with a sprinkler system designed by Ortega-Gutiérrez and his colleagues at M3 Engineering and Technology.
LEO’s three giant hill slopes rest on load cells — electronic circuits that measure changes in the weight of the slope’s contents depending on how much water is added, runs off or leaves through evaporation or transpiration.
In addition, each slope is equipped with 1,800 sensors and sampling devices residing within or above each landscape. The sensors monitor variables such as carbon and energy cycling processes, and the physical and chemical evolution of the landscape.
Construction was finished in late 2012 — early and under budget. Now experiments are underway, and scientists are taking data and analyzing their findings.
Ortega-Gutiérrez gazes at one of the slope’s load cells. He says he was thrilled to put his designs for LEO down on paper and also to come "see it growing every week" while it was under construction.
"It’s like having a baby — you see that baby growing and you get to appreciate the progress," he says.
"I think this is a great opportunity not only for Tucson, not only for Arizona, not only for the U.S., but I think it’s also a great opportunity for humankind to understand what nature is, how it works, how to keep it clean, how to work with nature, and how to be better earthlings."Category(s): Science and TechnologyRobin TricolesMarch 21, 2016University Relations - Communications
In February, students submit their list of choices in order of preference — at the same time residency program directors submit their rank-ordered lists of preferred candidates — to the National Residency Matching Program headquarters in Washington, D.C. A computer matches each student to the residency program that is highest on the student’s list and that has offered a position to the applicant.
Residency programs vary in length from three years for general medicine/family practice specialties to seven years for the most specialized surgeons.
View the UA College of Medicine – Phoenix Match Day photos online.A group of 165 UA College of Medicine students, split between the Tucson and Phoenix campuses, has been matched for residency programs across the nation.
Meisje Burton is following in her father's footsteps, training to be an OB/GYN. On Friday, Burton found out where the next step in her path to become a physician will take her: Maricopa Medical Center in Phoenix.
"It was my first choice," Burton said. "I love the culture and the fact that they help an underserved population. It is the perfect fit for me."
Burton was one of 66 graduating students from the University of Arizona College of Medicine – Phoenix (in addition to the 99 students at the UA College of Medicine – Tucson) who found out where they matched in residency training programs.
Match Day is the culmination of a complex, yearlong process that matches the nation's graduating medical students with residency programs, most of which begin July 1. This year, 53,642 U.S. and international applicants competed for 30,750 positions across the nation.
The sixth graduating class at the downtown Phoenix campus celebrated with family and friends amid a flash mob of student dancers, confetti and a surprise envelope drop that delivered the news. The Phoenix campus was established to help address the critical shortage of physicians in Arizona and admits 80 students per class, with the goal of growing to 120 students per class. Last year, it received more than 5,000 applications.
In addition to Arizona placements, graduates of the college matched into prestigious programs at Johns Hopkins Hospital, Yale-New Haven Hospital, Vanderbilt University Medical Center, Dartmouth-Hitchcock Medical Center, Mayo School of Graduate Medical Education and Children’s Hospital of Philadelphia. The class also successfully matched into extremely competitive programs such as ophthalmology, radiology, orthopedic surgery and otolaryngology.
"These students make us proud because of all their community involvement and their humanism, which they’ve demonstrated every year, and I’m very excited for them," said Dr. Violet Siwik, the college's interim associate dean for Student Affairs.
Dr. Jacque Chadwick, vice dean of Academic Affairs, said it was impossible to say how proud she is of the students. "It was a tremendous Match Day and I'm proud of all their accomplishments over the last four years," she said.
On Match Day in Tucson, fourth-year UA medical student Shawn Ong danced across the stage of DuVal Auditorium at Banner – University Medical Center after opening his envelope to learn that he will be doing his residency training in internal medicine at Yale-New Haven Hospital.
Ong and others in his UA College of Medicine – Tucson class had anticipated this day since their first day in medical school, nearly four years ago. It’s the next step in building a medical career.
Whitney Burns and Jeffrey Robertson, both of whom received their undergraduate degrees from the UA, already were a match: They will marry next month. But on Friday, their excitement was all about Match Day. Burns matched into one of two emergency medicine residency programs offered by the UA College of Medicine – Tucson, where Robertson will do his residency in anesthesiology.
"We are so happy. This is our first choice. This is where we want to be," Burns said. "We have our roots here, and we have our friends and family here, and we love the faculty here. We are just so happy."
According to the Association of American Medical Colleges, overall 38.7 percent of medical and osteopathic students end up practicing in the same state where they received their undergraduate medical education. Notably, nearly half of Arizona medical school graduates end up practicing in-state.
UA residency programs provide training in environments known for their diverse patient populations and exceptional faculty-to-resident ratios, and they are crucial in attracting and training doctors who will remain in Arizona.
Mandy Boltz also will stay in Arizona, where she will study family medicine at Banner – University Medical Center Phoenix.
"I couldn’t be more thrilled," Boltz said. "It is a dream come true. The process of being matched is crazy. It is exciting to see everything come to fruition."
UA College of Medicine – Tucson officials were equally pleased with the students' outcomes, with nearly 40 percent choosing residencies in primary care — in which Arizona and the nation face serious shortages. Several students matched into prestigious programs out of state, including Yale, Johns Hopkins in Baltimore, the Weill Cornell Medical Center in New York and others.
Brandon Hammond, a Tillman Scholar and U.S. Navy veteran, will study pediatrics and anesthesiology after moving out of state to train at University of North Carolina Hospital in Chapel Hill.
Hammond said he decided to pursue a career in medicine after his father suffered a stroke and his mother had a heart attack. He took prerequisite pre-med courses at night and said he found the UA College of Medicine – Phoenix by chance.
"When I started looking at the program, the UA had an opportunity for rural rotations, so I spent some time in Page," Hammond said. "I also liked the college's emphasis on giving back to the community and for the opportunities to do research."
Dr. Kevin Moynahan, deputy dean for education at the UA College of Medicine – Tucson, said this year's Match Day was one of the most successful.
"It's really great to see the students' four years of hard work finally realized, and for them to be able to say 'I've done it,'" Moynahan said. "Even though graduation may be the ultimate ceremony, this day means the most to the students. They know where they're going. They’ve been accepted into the profession."Category(s): Teaching and StudentsMarch 21, 2016Arizona Health Sciences Center