ASEP Spring 2014 Newsletter by Nyoka Joseph

ASEPBIANNUAL The Newsletter for the Academic Success and Enrichment Programs at Barnard College A Biannual Newsletter

Issue 6, Spring 2014

Giving Back to Her Caribbean Community By Naomi Dubissette

HEOP student Sashani Rose spent Spring Break in Dennery, St. Lucia, teaching and empowering her native Caribbean community. For many college students, the words “Spring Break” and “Caribbean” evoke the beach, picturesque sunny skies, and a getaway from everyday life. However, for Sashani Rose, HEOP ’16 scholar, Spring Break was an opportunity to reach back to her Caribbean community and address the concerns that tourists do not Sashani usually see. Having been born in Rose, (left) Jamaica, she is the product of a HEOP 2016, British educational system and introducing recalls her experience as a student herself to in the Caribbean as an aspect of her children of life that helped her to develop an Dennery understanding of who she is today. Primary With the initiative of giving back to School, in her Caribbean community in mind, St. Lucia. Sashani volunteered as a trip leader for the There Is Hope Campaign, an international community service project held herself, gave her personal story in a by the Caribbean Students’ Association that workshop called “Higher Education,” as a promotes education in the West Indies. This student growing up in Jamaica and wanting year, the group traveled to Dennery, St. to study in the United States to pursue her Lucia. By holding weeklong workshops with dreams of engineering. “It begins with a primary school students (ages 3-12), Sashani vision of wanting to live a life that you will encouraged students to frame their own enjoy and working towards this vision,” personal narrative and engage in discussions Sashani said to her students. “Because of about identity, higher education, working hard and believing in my vision for environmental sustainability, and myself, I was accepted into Barnard College interpreting history. of Columbia University.” Sashani’s workshop, among others, Sashani’s aim as a teacher was to open the incited positive reactions from many of the th eyes of her 6 grade students to higher students. When Sashani asked her students, education, motivating them to “think beyond “what defines success?” for example, their island” and attain their dreams. In one twenty-five enthusiastic children raised their of the discussions held, students expressed hands, eager to share their definitions of wanting to study abroad to become doctors, success. “Money,” one student said. “A big lawyers, and mechanical engineers. Sashani, house,” another sixth grader stated. “Living ASEP BIANNUAL

a good life,” was another answer. The discussion was a proud moment for Sashani as it was a testament to her initiative being fulfilled—encouraging students of the Caribbean to attain their individual dreams through education. Sashani is not the only Caribbean native in support of creating more resources for West Indian students. Principal James of Dennery Primary School was tremendously supportive of the There Is Hope Campaign. As Principal James states, “many of our students come from low-income households, and often one parent households. They become discouraged from seeking educational opportunities because of their economic limitations. The aim of education is to motivate these students (continued toon attain page what 2) 1

Giving Back to Her Caribbean Community [continued] students to attain what seems intangible. Therefore, we reinforce this mission by bringing in people who will inspire these students. Students like Sashani and her peers from the There Is Hope Campaign help us to strengthen this mission.” Principal James’ words echo true. Sashani and her fellow THC team not only taught the students about higher education but are a testament, themselves, to the importance of being well-educated, and how education can change one’s position in society. “Education symbolizes progress, modernity, independence, and security,” Sashani said to her children. In pursuing her mission of exposing the minds of West Indian students to greater possibilities, Sashani taught a class on “identity,” a workshop that aimed to foster a sense of appreciation of one’s individual perspective and using this perspective to change the world. “My aim,” Sashani says, “was to show students that they can be a game-changing generation that changes the world. Their ideas can shape the contours of daily life. They are the future educators, politicians, and economists.” To reinforce her message, Sashani took the children on a tour of the University of West Indies, a local university in St. Lucia. As Sashani says, “the tour was a way of opening the children’s knowledge of life and it’s variety of opportunities, an opportunity I wish I had in the 6th grade.” “The education system back home,” she says, “has made me the disciplined student that I am today. However, that does not mean that it is a flawless system. Being educated means more than being equipped with the tools to

“Being educated means more than being equipped with the tools to pass an exam. There should be more that prepares students for the world.” -Sashani Rose, HEOP Class 2016

pass an exam. There should be more that prepares students for the world.” Sashani’s plans for global outreach do not stop with the There Is Hope Campaign. For the West Indian native, she plans to return to Jamaica and tutor students in her major, Physics, a subject that many students find difficult and need more resources that will assist them in being successful in the subject. Sashani also plans on leading the There Is Hope Campaign for next year, continuing to provide a sense of

motivation for students. As Sashani states, “the question is not if I will be volunteering next year. It is a question of where. Right now, we are deciding on which island will receive our program. We are considering Jamaica, St. Vincent, and Antigua. It will be a difficult decision, because in truth, every student in the Caribbean could benefit from the experience of the There Is Hope Campaign.” 0

16th Annual STEP Conference By Brianna Rosario, STEP 10th grader

Chanting, shouting, proud steppers represented their college through cheers. When I arrived to the 16th annual STEP conference in Albany, I never would have imagined that there were so many diverse, charismatic, joyful steppers. In opening the conference, all students introduced themselves and what university they represented. This trip was a learning experience for the Barnard College steppers. It was an eye opening experience, in which we were exposed to many different activities, including workshops on communication, bullying, etc.

Brianna Rosario, STEP 10th grader

The activities that students participated in facilitated bonding and the opportunity to meet students from different grades. Most importantly, the conference encouraged a great learning experience, which is why I call the conference, itself, a “life trip.” One of the

workshops, “Women Talk,” for example, allowed all interested women to unite and speak about feminist issues that we notice in general society. Other activities included a Zumba exercise class, talent show, robotics competition, and a research project competition. The research projects, in particular, were extraordinary — work done by children from ages 12-13 who attempted science experiments that certified scientists are still trying to find solutions for. This competition reflects not only how determined and ambitious STEP students are, but also how aware we are of scientific research, and how we hope to bring awareness that could be beneficial to the public. After viewing the magnificent posters created by my peers, I visited the college fair. Here, I became more aware of the criteria for college and the what colleges (continued on page 6) ASEP BIANNUAL

A Semester Studying at Spelman College By Ashley Terry, BOP ’15

Last semester, I studied at the all women’s HBCU Spelman College and thoroughly enjoyed my experience. I chose to participate in this program because I wanted to experience an environment outside of Barnard and New York to enrich my college career. Before coming to Barnard, I was interested in attending an HBCU and thought that this program would be the perfect opportunity to visit a campus that catered to Black women. As soon as I arrived, I was greeted with hospitality that made the move-in process easier in terms of students helping me with signing in, moving luggage, and introducing me to the campus. Spelman has a traditional college feel with a sense of pride and community that is contagious among the students and faculty. There were events on the different AUC campuses that brought all the students together to network and get to know one another. It also helped that there were quite a bit of other domestic exchange students other than those who came from Barnard, which made the transition from Barnard to Spelman much easier. The major difference between Barnard and Spelman is that Barnard seems to be more individually focused while Spelman takes a more hands-on and direct approach in building an intimate sisterhood with the women on campus. As an Africana Studies major, I was able to further my academic interests at Spelman. I took African Art, Black Female Body in American Literature, a poetry writing workshop, and a course called “Mothers in Movies.” The southern culture in Atlanta is warm and inviting with a general hospitality that

almost everyone embodies. In terms of getting around the city, it is definitely more difficult than it would be in New York. The public transportation system in Atlanta is not as convenient, so there were often times where my friends and I rented the ZipCar located on campus and split the cost. The AUC does have a campus shuttle that runs pretty frequently between the three campuses (Spelman, Morehouse, and Clark Atlanta) and to a few nearby stores. While at Spelman, I did miss the freedom to take the subway wherever I wanted to go, but I always found a way to get around. Another thing about the South is that it is much more spread out than New York which is why it is harder to get around, but the upside is that it is not as crowded and rushed. These differences are some of the aspects that set these two colleges apart from one another and allows for them to offer something different to their respective student body. An aspect of the Spelman student life that I wish I could bring to Barnard is homecoming. With week long events that take place throughout the AUC, students are able to come out and enjoy different performances and shows such as a hip-hop concert, R&B concert, pageants, outdoor

Ashley Terry, BOP ’15 Spelman exchange student is currently a junior majoring in Africana Studies

fairs, and more events leading up to the football game. This sense of togetherness unified the AUC campuses, and it would be exciting for the various schools at Columbia to have something that has the same initiative. All in all, I truly enjoyed Spelman, from the social atmosphere to meeting some of their renowned faculty. As a Black woman, I valued Spelman’s ability to make me feel right at home because it is easy to feel uncomfortable on a foreign campus. Getting to know the area and the people made the experience worthwhile and something I would do again if given the chance. 0

Going Green with Con Edison An internship that serves the environment By Mary Ng, HEOP & Con-Ed ’14

In the summer of 2013, Global Green USA piloted a project in Far Rockaway, New York. Their initiative was to make the area more resilient in countering the damages caused by Hurricane Sandy. This past winter, Global Green continued their initiative in assisting pro-environmental efforts by providing testimonies for legislature to pass the Food Waste Bill. I am grateful to the Con Edison Spring Internship Grant Program for allowing me to be apart of the Global Green team. After learning about the success of the organization, I was excited to ask the experts about their well-fought and conquered battles in promoting environmental sustainability. Yet, I was also intimidated by this and wondered if my coursework had truly prepared me for this program and how I could contribute to the pressing issues discussed at the ASEP BIANNUAL

internship. I overcame this anxiety by refocusing my negative energy into bolstering my confidence. I remembered how semester after semester I always questioned my abilities in classes. However, semester after semester I persisted and survived. “I have to refocus my energy,” I thought to myself. The internship at Global Green allowed me to meet amazing people from diverse and various backgrounds, who all supported the organization with the common goal of advocating for sustainable solutions. With their help and encouragement, I learned more about programs across the nation that work to reduce waste and combat climate change. Additionally, I participated in a program called, “Solar for Sandy” with an initiative to plan for an emergency solar energy system. This internship experience has motivated me to continue learning about sustainable development. One of the most important lessons that I took away from the internship is how important it is to set a good example so that others can believe in your mission. 0 3

Barnard College proudly celebrates the achievements of our

ASEP Scholars

Advocating for Anti-Violence Activism A community service job that inspired my major “There are so many misconceptions about sexual violence that we have managed to perpetuate as a society. People believe these situations only happen to someone else, when in reality they can happen to anyone.”

By Gabby Flamenco, HEOP ’16

I am a HEOP scholar majoring in political science and human rights. I have been volunteering for the Sexual Violence Response & Rape Crisis/ Anti-Violence Support Center (SVR) for the last year as a Peer Educator, in which my main duties are to facilitate workshops, to help organize activities, to participate at sexual assault awareness events, and to connect students with the available resources on and off campus. I decided to become a Peer Educator because I wanted to not only become more involved with community service, but also give back to my Barnard community while doing so. There is no doubt in my mind that the work I do for SVR has allowed me to accomplish this goal. Even more so, my experience working for the SVR has greatly influenced my career goals. At first I wanted to major in psychology, using my acquired knowledge to work with and connect to violence victims. However, what I realized is that the solution is more than helping those who have been victimized. I changed my major because I felt that through proper legislation, I could facilitate an actual change and attitude towards safer campuses and anti-violence activism. For this reason, I decided to enter the field of political science. Although I don’t know how my career path will play out yet, I definitely want to work to raise awareness of sexual violence and change the existing policies that ultimately don't help survivors. Being able to raise awareness about sexual assault among my peers has been a 4

-Gabby Flamenco, HEOP 2016

very empowering experience. I have shared and connected to my fellow peer educators with a sense of caring that I do not find in other communities. We share a common goal and it is really important for me to work with people who care about the same issues and who are proactively involved in making a difference. Unfortunately, there are so many misconceptions about sexual violence that we have managed to perpetuate as a society. People believe these situations only happen to someone other than themselves, when in reality these situations can happen to anyone: they are very common and quite misunderstood. Sexual violence is almost taboo topics in our society and because of

this many people have a hard time identifying what sexual violence looks like and lack the skills to deal with these situations. Given all of this I believe that educating our peers is key to making a change and the reason why I am so passionate about the work done by the SVR. I'm really glad to participate in the work of the Sexual Violence Response & Rape Crisis/ Anti-Violence Support Center. Collaborating with other Peer Educators and Peer Advocates has been a mission really close to my heart. 0

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Superior Science Studies By Olivia Watkins, CSTEP â&#x20AC;&#x2122;14 Olivia Watkins, in a Barnard science lab, where she has been researching since high-school

Olivia Watkins, is currently a sophomore at Barnard College. She has done extensive science research and plans to continue her work after graduation. My first exposure to science research was in the Science & Technology Entry Program (STEP) at New York Medical College, where I spent four years every Saturday morning with medical and PhD graduate students. During the summer of 2010, I worked in a laboratory in the Environmental Health Science Department at New York Medical College assisting Dr. Hong-Duck Kim with research on the development of counter agents for sulfur mustard toxicity and a vaccine for Alzheimer's disease. I enjoyed the hands-on experience and problem solving. When STEP started a new science research program in order to prepare high school students to pursue a PhD I applied, and was accepted as an intern in the Cell Biology & Anatomy Department under the supervision of Dr. Frances Hannan. This internship began in March of 2011, one day a week after school until the end of my senior year. The scientists in the Cell Biology & Anatomy laboratory were working with human neurofibromatosis-1 mutant fruit flies. I designed an experiment to examine larvae behavior and their reaction to different odors and tastes. I implemented previous adverse training methods that have been used but have proven to be unsuccessful and then devised a successful and

ASEP Poll STEP scholars volunteered to reveal their preferred learning styles:

What is your learning style?

a.) Visual learner b.) Auditory Learner c.) Versatile (both)

conclusive way to carry out the adverse training on the fruit fly larvae. After developing a successful adverse training method, I worked to design a positive training method, which attracted the larvae to tastes that they did not particularly like, which were associated with un-pleasurable smells. Over the course of the year that I did this research I presented my work in several science competitions and received recognition for it. I have continued to do research in a laboratory in Barnard College's Biology Department under the direction of Dr. Krista McGuire. The focus of Dr. McGuire's lab is how microbial communities react and influence tropical forests and their ecosystems. My research focus includes studying plant-fungal feedbacks in Puerto Rican rain forests and Dipterocarp-ECM symbioses in Malaysian rain forests. I have been working in Dr. McGuire's lab for a year now and am looking forward to furthering my knowledge of microbiology in order to eventually conduct my own research designs. My intended major is Environmental Biology. After graduation, I plan to progress in my career by continuing my education in graduate school to obtain a PhD or Masters in a natural science. I have taken interest to the business aspects of science and hope to work within the science industry as a consultant or CEO. 0ď&#x20AC;°

Poll Results:

Visual learner...................32% Auditory Learner..............2% Versatile (both)................66% Visual Learner

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32% 66% Audtiory Learner

2% Versatile 5

Ask the Experts Academic tips from STEP scholars 1. PARTICIPATION “Don’t be shy to question what you don’t understand. If you don’t ask, you won’t understand it later. Just ask the question!” “Don’t be afraid of standing out in class.”

2. TIME MANAGEMENT “Take advantage of your free time, but also take this time to relax.” “Get a planner and write down when you have tests and events. Always schedule around things that you know may take the longest.”

3. WELL- BEING & HEALTH “Get lots of sleep, eat breakfast, and review notes.” “Be true to yourself; focus on school but try to balance it with extra curricular activities.” “Use what you have learned here in the future.” 4. TEST & QUIZ TIPS “Study your notes daily.” “Do NOT wait until the last day to write your essay or memorize information.” 5. SOCIALIZING “Be respectful and help others if help is needed.” “Jump into conversations!”

16th Annual STEP Conference [continued] look for in applicants. I learned in-depth about what university and college offices consider. Most notably, the books students like to read, for example, could really make an impression on college interviewers. The Albany conference was truly a representation of students who are eager to learn and passionate about their learning experience. Although STEP students all posses different qualities, our passion for learning is a quality that we all share. Another unique aspect of the conference was when we were asked to prepare an act for next year to perform in front of the hundreds of individuals who will attend. In representing the Barnard STEP program, we will create a conference group, watch videos on the past competition, and determine what we will bring to surprise the judges and the audience next year. Our goal is to return home with medals and trophies. Our plan is to show that Barnard STEP

has spirit and passion for what we do in the program and represent our great mentors such as Mr. Wolfe and Mr. Howie. Next year, when we return to the 17th annual conference, we will be stronger, improved, and will have gained new knowledge to progress as individuals. Overall, the experience was incredible and it was amazing to meet so many students who all shared STEP as a mutual commonality. We came together as one over a three-day-weekend, sharing great food, knowledge, and personal experiences. There is no question that I will be participating in the eye-opening STEP experience next year. My plan is to be a student ambassador and spokesperson for the conference. I recommend this Albany trip to anyone who strives to achieve their goals. It was memorable and a new experience, offering a new perspective on the journey to success. 0

Researching Femicide By Martha Zamora, MMUF ’14

After taking a class in Caribbean studies with Prof. Maja Horn at Barnard College, I became motivated to get a deeper perspective on Latin American culture and women of Latina background. I decided to major in Spanish & Latin American Cultures with a concentration in Gender and Sexuality and fell into the major as I became increasingly interested in how gender works and how it influences societal operations. My classes here have given me the vocabulary to express the feelings that I have felt throughout daily social interactions, experiences back home in Oakland, California, and identifying as a queer individual. My interest in gender is what ultimately inspired my research on the study of femicides. In Ciudad Juárez, Chihuahua, México hundreds of women and girls have been murdered, kidnapped, raped, and tortured. Femicide has been the term given to these brutal and neglected crimes against women and girls. The first documented femicide was in 1993. In my research, I define femicide as the kidnapping, abuse, murder, and dumping of a female-bodied person. Most notably, in the case

of a rape and dumping of a woman at the periphery of Ciudad Juarez. The state and federal negligence towards these crimes has sparked civil and international complaints, in which there has been work to promote activism. In 2003, for Martha Zamora example, the MMUF, 2014 Mexican federal government was pressured to create to examine their rhetoric– the Commission to the language, style, Prevent and Eradicate Violence organization, and focus – to against Women in Ciudad better understand the response Juárez; an institution intended to and tactics used by the provide support for the families Commission during its transition of the deceased and an entity from a local entity into a designed to identify and national one. I believe that my eradicate the causes of violence work is vital to international against women. Years later, in politics and community 2009 the Commission of Juarez activism, and above all it gives a would also become a national voice to a minority community. Commission. I spent a couple My hopes after graduation is to semesters in which I dedicated achieve my MA in higher to researching this topic and education, specifically focusing used the Commission’s first on queer latina and latina publication, their 2004 Report, integration into higher and their most recent education. 0 publication, their 2012 Report, ASEP BIANNUAL

Spoken Word

Interview with Gabrielle Smith BOP ’15 Gabrielle Smith (GS) is currently a sophomore majoring in Africana Studies. She is well-known around campus for her passionate performances of her spoken word poetry. Below is an interview conducted by Naomi Dubissette (ND) as Gabrielle takes us through the writer’s process. ND: When did you write your first performance piece? GS: My first poem that I performed was my junior year of high-school. After we performed at a talent show, we got a standing ovation, which encouraged me to pursue this passion. Before then I always wrote-one liners in random notebooks and different places. ND: What inspires you when you write? GS: My poetry is a result of me being black, a woman, a humanitarian, and ultimately it is inspired by what I take in from society and what I decide to give back out. Poetry is giving back to an audience the things they have known and seen and showing them these things from a different perspective. ND: What is the writer’s process for you? GS: Writing is spontaneous and random for me. My best poems are written when I don’t plan, but simply write from how I feel in the moment. I write about what I experience and what I know. I wrote a poem called Beloved, for example, and I when I wrote it, I felt like I needed to share the idea of love and how it works through a family dynamic and lineage. I thought of my grandmother’s china that she keeps in a mahogany cupboard and incorporated into a metaphor of the way love is fragile and delicate. The things that I know make for a good poem, a strong poem.

ND: Which writers inspire you? GS: People who influence my writing are other spoken word artists—Joshua Bennet, Rudy Francisco, and Alysia Harris. Alysia inspires me because she is an example of a woman who is doing it all with poetry. She is a linguist going for her PhD at Yale University, and is absolutely phenomenal. She incorporates what she learns from her academic sphere into her poetry. For example, she translates emotions and concepts that the English dictionary has no words for, and when she does this, she resonates with all people—educated, uneducated, old, young—from all walks of life. ND: Like Alysia, do you see yourself integrating poetry with your future career? GS: My dream job is to be in medicine. I want to be a nurse. But I also see poetry as a part of my future. I want to start an all-female writing collective where we travel the world, have shows, workshops, and reach out to youth, helping students to find themselves through words. I also see myself authoring books and making poetry CDs. I’d also like to write plays and monologues. (continued on page 10)

ND: What is the relationship between your imagination and writing about things that you “experience?” How do you tie it all together? GS: I mix my experiences and my imagination. When I put these two aspects of my life together and communicate it, it is emotionally evoking. I think there are so many things that we harbor within ourselves that go beyond the limit of the conventional idea of “understanding.” Poetry allows me to test these conventions by communicating my experiences but while still being impulsive and creative. ND: How do you prepare for each performance? GS: Spoken word poetry does not stop after it’s written. It’s a performance, and performing is an art in itself. What tone do I use? What should my facial expressions convey? When do I pause? When do I make eye contact? These are all elements that go into a good performance.

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Gabrielle Smith BOP ’16 as she performs a poem for the CUPSI competition

“Our keynote speaker, Ariel Moodie, was very inspirational. He left us with the ultimate message: the key to success is within all of us.” David Melo

Photo of the conference taken by David Melo

An Awakening in Albany By David Melo, STEP 9th grader

A huge ballroom was filled with over 500 people. Colleges from around the state of New York had open panels, prepared and ready to represent their educational institution. Needless to say, the STEP conference was huge and by no means a small affair. I was very impressed. When we got to Albany it was a change of scenery for me. It was more rural and the architecture was different from New York City. Trees and small buildings dominated the city’s landscape and the only tall buildings were utilized by the government of New York. I was intrigued and intimidated to be in this unfamiliar place. At the STEP conference in Albany, I had a delicious dinner and attended a discussion for young men. The speaker, Ariel Moodie, was really honest about his years in college and how men of color can have an advantage when searching for opportunities. He was open to answering our questions. There were multiple panels, activities and events. I attended another discussion, for example, about what the first year of college 8

would look like. Another panel was on bullying and the vicious cycle of hate that perpetuates it. I learned that there are actual laws that protect victims who are affected by bullying and any type of harassment. For example, it is wise to document the incident in the case that an adult is unable to prevent the situation from occurring or intensifying. There were many opportunities to interact with the other STEP students: STEP had a small party for us and even a Hawaiian Luau. There was also a poster board fair in which other STEP students displayed projects they had been working on. These projects were really impressive and they inspired me to also create my own project in the future. They incorporated all branches of sciences and some even created actual models that worked. Sadly, we had to end our trip. At our final dinner in the ballroom, our keynote speaker, Ariel Moodie, spoke again. He was very stimulating as he left us with ultimate message: the key to success is within all of us. I enjoyed myself at this conference: it took me out of my comfort zone as it was supposed to and was beyond inspiring. 0 ASEP BIANNUAL

A Trip to the Capital By YongJi Chen, STEP 11th grader

After exiting the train and stepping foot in Washington DC, I experienced something entirely new that day. Prior to this visit, I had been to the capital twice in middle school YongJi Chen, STEP 11th grader for an in depth investigation on abortion and its legalities. My only memory of D.C. was participating in a parade and anti-abortion march. But this experience was different.

Japanese cartoon Dragon Ball Z, in which there was a skill shot move named after the first king of Hawaii. It was funny realizing the connection between a popular aired sitcom in Japan and this statue inside the Capitol of Washington DC. When we exited the visitor center and entered the theatre room, we watched a historic movie of the United States government. It showed the landmark laws and bills that were passed over the years and how it impacted the United States. While watching this it reminded me of my history class that I was taking in school. I was able to connect the knowledge gained from class with the documentary. In watching this documentary, I realized how much I really knew about the history of the government and a feeling of contentment for being able to relate my studies to the documentary.

Although I have visited Washington DC before, it was my first time visiting a University at the capital. George Washington University was a school worth seeing and there were many interesting things that intrigued me. After taking a look around George Washington University, I knew that it was a good college. Despite my qualms about huge colleges, there was a part of me that wouldn’t mind attending such a prestigious school. After speaking with the students that attend the school, I found that campus culture is healthy, there are unlimited prospects to major and minor in subjects, and there are many opportunities for minority students. Moreover, George Washington University is one of the most “privileged” schools in the country, meaning that it has an expensive tuition and attracts elite students. As one student put it, “the cool cars you see in the video games become reality when you see kids driving these cars to and from campus.” It was humorous but true.

After arriving at the train station, everything felt weird due to the fact that New York City and Washington DC trains have unique aspects that make them distinguishable. NYC, for example, has train station machines that are much better suited for its diverse population: the touchscreen capabilities have many more translated languages than do the DC machines. However, once I entered the DC train, I immediately felt that the DC trains were more “luxurious” than NYC trains. The seats are very comfortable along with the train’s smoothness while moving. The windows were very big, giving an individual a great view when not underground. I liked everything about the DC transit. One small nuance though, the ticket collection process was drastically different. You had to pay to enter then pay to exit. Swiping to enter the station then swiping to leave the station would never be successful in the NYC rush hour.

The U.S. Capitol Visitor Center was also very interesting. After seeing it in movies, books, and television shows, I finally got the chance to actually have a tour inside the building. What captivated me for the duration of the tour was this brilliant statue of a man dressed in golden clothing. We were told that this man, Kamehameha I, was the first king of Hawaii. I found this a bit entertaining because prior to seeing this statue, I had watched the popular

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The DC trip was a journey well worth it. I took a tour in the Capitol for the very first time of my life and visited a very good University. I learned many things from the tour of the Capitol and tour of George Washington University. I look forward to visiting the nation’s capital sometime in the future again. 0

WASHINGTON DC

Statue of Kamehameha I

DC Metro Train

George Washington University

Did You Know? by Unique Woods STEP 11th grader

Capitol Building African American slaves were forced to build most of the Capitol Building. This shocked me. GWU Many students at GWU express the hardships of college: being far from home, not having money, and being homesick.

Spoken Word [Continued] Gabrielle Smith BOP ’15 ND: Is income a factor when you think about your future as a poet? GS: In reality we hope to live off what we love to do. But I don’t care if there is income involved because when I started writing, I chose not to make poetry a task or form of labor. It is apart of my life as a way I release my energy and share my stories with the world.

If you could choose to have lunch with any Barnard alumna author (living or deceased) who would it be? Zora Neale Hurston. Not only have I read much of her work this semester but I also am in awe of her as a person. Not only was she a writer, but she was an anthropologist who traveled the world, going to Haiti and Jamaica. I mean, traveling is something that I want to do and integrate into my writing. She looked at cultures and ND: Being so skilled with words and passionate about wrote about them. Reading Their Eyes Were Watching God and Tell My Horse, you will see how she was a the art of poetry, why didn’t you major in English? folklorist and how culture and tradition fueled the GS: I actually did not think about poetry when I picked rhetoric she uses. Looking at the main character Janie in my major. I knew that I didn’t want to major in English Their Eyes, we see a woman who was navigating life as because I didn’t want poetry to become labor. I didn’t want it to be a task but rather something natural, a reflex she navigated through all different marriages until she found herself. Hurston was able to capture how multithat allows me to release my energy. faceted identity is, not just in terms of race but also in the construction of femininity. I aspire to do this as well. ND: How do you integrate Africana Studies with Being of Jamaican heritage, I grew up hearing my writing poems? Are they at all connected? GS: The philosophical, in depth conversations in Africana grandmother’s stories about the way things are “back home.” Like Hurston, I want to integrate my cultural Studies courses have provided me with the language to identity into my writing. talk about my life experiences in a way that is sophisticated—and that’s a beautiful thing. Although my major is influential in my poetry, it is not my sole source ND: What do you think when you look back at your of inspiration. With or without the major I am a black woman regardless. Right now it just happens that I have a poetry? How do you view yourself as an artist? GS: I always feel like there is more work that needs to be class that classifies my story, “Black Women in done. Being a good writer is something that does not just America.” happen overnight but needs to be attained through more reading, more writing, and of course, experience. It is a ND: What books are you currently reading now? challenge and also reassuring that I can better myself. GS: Right now I am reading a lot of books from my The end result is a feeling of fulfillment that comes after I Africana studies courses, particularly “Black Women In have produced something to give to the world. It is America.” The works of Patricia Collins, Belle Hooks, always fun to reread my poems. I look back and say that Amiri Baraka, Audrey Lorde, and Ntozake Shange my writing has evolved. Sometimes I add to a piece. summarize black feminist theories and has helped me to Sometimes I retire a piece. Its such a healing process to deconstruct ideas about black womanhood, the cult of have written something and move on. Sometimes I laugh white womanhood, and how we function. and say to myself, “wow, I can’t believe that was me then.” Each poem represents a different chapter of my ND: How have the authors that you mentioned life. 0 impacted your approach to academia? GS: Reading women of color has given me the opportunity to find my own “revelation.” It is both important and inspiring that there is a segment of academia reserved for women of color. It is a way of resurfacing voices that have been silenced for too long and validating their presence in a university setting. Its beautiful reading the work of authors that aren’t often represented on the front line of academia but are undoubtedly important. Even more so, they not only feed my intellectual realm but artistic realm, reminding me of what art is supposed to do.

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Words of Wisdom from a Graduating Senior

Gladyn Innocent, BOP ’14 is a senior who majored in English and Africana Studies.

A nostalgic moment with a BOP senior By Gladyn Innocent

When I was initially asked to reflect on my experiences at Barnard, I was not sure where I would begin. So many memories, both of joy and pain, anger and forgiveness, stress and relaxation, flooded my mind. With each of the last four years came new memories and new experiences and I had no idea how I would summarize such sentiments into a 250 word newsletter article. Since I find that almost impossible, I decided that I would much rather free write about my experiences here and hope that whatever it is that comes to mind is not only “good” but also “real” and “genuine.” My first year here, I came to Barnard as a Barnard Opportunity Program (BOP) Scholar from Atlanta, Georgia. I was overjoyed that I had gotten into one of the most prestigious institutions in the country and I was ecstatic that I had an opportunity to arrive early and start with a small cohort of women who came from similar economic backgrounds as I did. That 5-week intensive summer program proved difficult because it was my first experience of “all-nighters”, corridor bathrooms, and sharing a room with a girl I barely knew. It was that 5week summer program that taught me how to persevere. I can recall night after night staying up until the wee hours of the morning, writing and working but not caring because I knew that all of New ASEP BIANNUAL

York City was awake with me (and most of my HEOP peers were too). It was the idea that I was in the “city of dreams” at what was “the school of my dreams” that pushed me to work harder so that I could accomplish my dreams. I cannot sit here and say that the initial sense of optimism I had did not waiver as the years came and went. New York City winters knocked me off my feet and my homesickness and feelings of “outsider-dom” pushed me to want to transfer from Barnard during my first semester of my first-year here. Furthermore, the stresses of Barnard drove me to anxiety and depression. That and the overpriced New York City restaurants, movies, and other “luxuries” made me miss the much lower southern cost of living and southern hospitality. What pushed me to stay at Barnard was my experience with the ASEP office. Between Dean Tollinchi-Michel, Nikki Youngblood Giles, Genielle Salazar, Jackie Sirgo, Kevin Collymore, Nyoka Joseph, and Elida Martinez—I was able to create another “home” for myself away from Atlanta. Additionally, I found support in professors like Kim Hall, Celia Naylor, Pam Cobrin and Wendy Schor-Haim. These were the people that welcomed my tears with open hearts and minds. Each year that I was at Barnard, I became involved with something new and yet the

HEOP office supported most of my decisions. Whether that was becoming a Writing Fellow my first year in college or serving as the Vice President of Barnard Organization of Soul Sisters for two years or interning at Goldman Sachs, working as a Peer Career Advisor, HEOP office assistant, and later becoming a member of and President of Lambda Chapter of Alpha Kappa Alpha Sorority, Incorporated—the HEOP office stood by me. I think that the greatest piece of this reflection and the greatest advice I can give to students at Barnard is to find a group of people that care about you, motivate you, inspire you, and want to see you do well and stick to them. Those types of people reveal their support for you and your decisions early on in your career and they do not falter. That’s not to say that they won’t acknowledge you when you’re making wrong decisions but they will. And that’s what’s needed. Had it not been for the support system that I found at the HEOP office, my experience at Barnard would have been less than appealing. But now, as a graduating senior, I can say that not only was I blessed enough to receive an education from such a prestigious institution, but I was also blessed to find people that I could call a part of my extended family. I found my group of people and they made this experience something worth remembering. 0 11

About ASEP Programs

Congratulations to our Seniors!

The Collegiate Science and Technology Entry Program (CSTEP) at Barnard College is a New York state funded program for current Barnard undergraduates, designed to increase access for historically underrepresented minorities or economically disadvantaged students, who demonstrate interest in and show potential for, scientific, technical, health and health-related fields or the licensed professionals. The Science and Technology Entry Program (STEP) is a program for high school students that provides comprehensive science and mathematics enrichment and college preparatory support for historically under-represented and academically undeserved high school students who show promise in math and science. The Higher Education Opportunity Program (HEOP) is a statewide program put in place by the New York State legislation in 1969. Barnard College started its program in 1970 and is funded by both the New York State Education Department and Barnard College. Barnard and The Arthur O. Eve HEOP Scholars Program give the bright and motivated students who are economically disadvantaged access to higher education. Once a student is admitted to Barnard as an Arthur O. Eve HEOP Scholar, the Program provides academic support services to ensure her success in college.

Pre-Collegiate Krystal Acevedo Devin Almonor Michelle Baez David Estrada Aaron Herrera Sally Magassouba Toure Moctar Kay Prudente Roswell Ramos Nancy Sanlnocencio Joyce Sully Yulaiski Victorio Hoi Tong Wong Mendy Yu

The Barnard/Spelman Domestic Exchange Program: Established in 1996, the Barnard and Spelman College Domestic exchange program oﬀers an opportunity for current Barnard and Columbia undergraduate students to undergo a semester or year-long course of study at Spelman College in Atlanta, Georgia. The Mellon Mays Undergraduate Fellowship (MMUF): Established in 1996 for current Barnard undergraduates, the MMUF program encourages minority students, and other with a demonstrated commitment to racial diversity, to pursue academic careers. Sponsored by the Andrew W. Mellon Foundation, MMUF provides opportunities for the talented undergraduates to work with faculty mentors in research and other activities designed to encourage the pursuit of the PhD in the humanities and sciences. The Intercollegiate Partnership (ICP): Established in 1991, the ICP program is a collaboration between Barnard College and LaGuardia Community College of the City University of New York that seeks to facilitate the transfer of community college students to four-year colleges. Sponsored by the Howard Hughes Medical Institute, ICP focuses on students interested in the natural sciences.

Collegiate Aana Bautista Amela Bektesevic Karye Caiza Jessica Castro WeiTing Chen Teonilda Cruz Tasmeha Chowdhury Tsechu Dolma Christina Gee Magedalena Grifaldo Amy Gutierrez Isabela Herrera Gladyn Innocent Thamina Khair Michelle Lam Emily Lin Oi Yee Liu Isamar Lopez Keyanna Millinger Mary Ng Felicity Nosike Shamika October Nazifa Rahman Amrita Signh Anuveet Singh Jenny Woo Shin Woon Martha Zamora

Message from ASEP

ASEP Staff

The Academic Success and Enrichment Program (ASEP) staff proudly presents the sixth issue of the biannual newsletter. We are committed to providing opportunities that will enrich and compliment the intellectual life of all students. We work in collaboration with various College offices to achieve its objectives in recognition of Barnard’s mission: to engage students in rigorous academic experiences while providing the support needed to meet academic challenges and to discover their own capabilities. Since its inception in 2008, this newsletter has been a medium to display the incredible accomplishments of the students within the ASEP programs. This issue is no different. It features the fall 2013 and spring 2014 accomplishments of our scholars. As you read our stories and hear our experiences, you will understand how ASEP has played a vital role in student discovery and academic fulfillment. Thank you, and we hope you enjoy our newsletter!

Michell Tollinchi-Michel — Dean of Academic Success & Enrichment Programs Nikki Youngblood Giles — Director, ASEP Elida Martinez-Gaynor — Associate Director, Collegiate Programs Genielle Salazar — Counselor, Collegiate Programs Kevin Collymore — Administrative Assistant, Collegiate Programs Kelly Sutton-Skinner — Admissions Counselor Jason Wolfe— Associate Director, Pre-Collegiate Programs Jason Howie — Counselor, Pre-Collegiate Programs Nyoka Joseph— Administrative Assistant, Pre-Collegiate Programs

Collegiate 001 Milbank Hall Tel: 212-854-3583

Pre-Collegiate 5 Milbank Hall Tel: 212-854-1314

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