Annual Report FY 2018-19 - Colin Powell School by Colin Powell School for Civic and Global Leadership

A N N U A L R E P O RT

2 0 1 8 - 2 0 1 9

RESEARCH FOR THE COMMON GOOD

STUDENT LEADERSHIP AND ALUMNI SUCCESS

MESSAGE FROM GEN. POWELL

PROGRAMS OF EXCELLENCE

THE CITY COLLEGE OF NEW YORK

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MESSAGE FROM GEN. POWELL COLIN POWELL SCHOOL FOR CIVIC AND GLOBAL LEADERSHIP

In its seven years, the Colin Powell School for Civic and Global Leadership has graduated more than 6,000 students. They leave with the knowledge and skills, the relationships and friendships, to make a difference as leaders in service to our world. Achieving this record of success is anything but easy. Almost two-thirds of our students are the first in their families to finish college. Half are immigrants, representing more than 100 nations and speaking nearly as many native languages. Most come from low-income backgrounds. By finishing their degrees, our students are breaking barriers, challenging expectation and setting new trajectories—for themselves, their families, and our society. Our students’ determination to succeed enables them to take advantage of the education, mentorship, professional development and support they receive from the Colin Powell School. CCNY ranks number one in the nation in providing social mobility for its students. Graduating the most students of the College every year, the Colin Powell School is the biggest engine for this transformation. The scope of our success has major, positive implications for the achievement of greater social and economic equality in our country. How do we do it? In this year’s annual report, we review some of the programs and initiatives that are central to the success of our students. We reflect on what makes the Colin Powell School so special—and essential—in higher education and in our nation. When we put all of the right pieces in place for our students, the Colin Powell School puts them on a path to success, transforming the world’s most diverse student body into tomorrow’s global leaders.

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T R A NSFO R M I N G

ST U D E N T B O DY I N TO

TO M O R RO W ’S

G LO B A L

LEADERS 4

MESSAGE FROM THE CHAIR

MESSAGE FROM THE DEAN

AT A GLANCE

PROGRAMS OF EXCELLENCE

EVENTS TIMELINE

RESEARCH FOR THE COMMON GOOD

3 THE CITY COLLEGE OF NEW YORK

D I V E R SE

TABLE OF CONTENTS

T H E W O R L D’S M O ST

24 STUDENT LEADERSHIP AND ALUMNI SUCCESS

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LEARNING ENVIRONMENTS

FUNDRAISING AND DEVELOPMENT

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Photo by Maya Ayanna Darasaw

MESSAGE FROM GEN. POWELL

At the Colin Powell School, our commitment is that every graduate will leave campus with the knowledge, tools, and resources to be successful professionals, ready to make a positive difference in the world through service and leadership.

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DEAR FRIENDS AND SUPPORTERS,

I am proud that we are fulfilling this commitment. This past year, the Colin Powell School graduated the most students of any division at CCNY—almost 1,000, in total. Our graduates enter the workforce equipped to create new opportunities for themselves and their families. Almost two-thirds of our students are the first in their families to receive a college education. More than half are immigrants; 80 percent are students of color. By succeeding, our students put themselves and their families on a new path toward achieving a better quality of life. At the same time, they change our society for the better. Today, the Colin Powell School does for our graduates all that CCNY did for me more than sixty years ago. We open them to the world of professional possibilities, and we prepare them to be global leaders. We know that our city and our nation are better for their service. We could not do this work without the engagement of an outstanding faculty and staff and without the commitment of many friends who generously provide advice, mentoring, and financial support. Thank you for being a part of the Colin Powell School’s success. Our Board of Visitors continues to provide essential guidance. I am grateful for all that it does, and I am pleased to welcome Cesar Conde as the Board’s newest member. Cesar is Chairman of NBCUniversal International Group and NBCUniversal Telemundo Enterprises. We came to know each other well when he served as a White House Fellow. Cesar cares deeply about the Colin Powell School’s mission, and he is already engaging with our students.

5 THE CITY COLLEGE OF NEW YORK

Seven years ago, we brought the social science units at CCNY together with the College’s public service and leadership development programs to create a new school founded on the same premise as City College of New York: the simple but powerful idea that everyone in this nation—people from all backgrounds— deserves access to a high quality and affordable college education. At the Colin Powell School, our commitment is that every graduate will leave campus with the knowledge, tools, and resources to be successful professionals, ready to make a positive difference in the world through service and leadership.

MESSAGE FROM GEN. POWELL

I am pleased to present this annual report on the activities of the Colin Powell School. It has been an important year in our School’s growth and development.

In February, the School welcomed a new dean, Andrew Rich. Andy worked closely with me on the first initiatives of the Colin Powell Center fifteen years ago. He knows the Colin Powell School and CCNY well, and he is committed to our students, faculty, staff, and programs. We are fortunate to have him back to lead the School.

Photo by Maya Ayanna Darasaw

I am pleased with our progress over the past year, and I look ahead with optimism. I hope that the accomplishments described in this year’s annual report will inspire you to find new ways to support the continued success of the Colin Powell School for Civic and Global Leadership.

Sincerely,

GENERAL COLIN L. POWELL, USA (Ret.) Chair of the Board of Visitors Colin Powell School for Civic and Global Leadership

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MESSAGE FROM THE DEAN

The purpose of the Colin Powell School is to create new pathways to success for our graduates and, thereby, change our city and nation for the better.

COLIN POWELL SCHOOL FOR CIVIC AND GLOBAL LEADERSHIP

Dear Colin Powell School Community, When you see up close what it means for a single student to be the first in his or her family to finish college, you appreciate the truly transformative potential of higher education. When I witnessed that achievement among two-thirds of the almost 1,000 students who graduated from the Colin Powell School this May, I was reminded of the fundamental and absolutely essential mission of this place. I consider it to be a great personal privilege to support and advance that mission as dean of the Colin Powell School. The purpose of the Colin Powell School is to create new pathways to success for our graduates and, thereby, change our city and nation for the better. We imbue all of our students with the values of service and leadership, and the sense of responsibility to one another that accompany those values. They study how society works and how it can be changed; they study power, wealth, cognition, culture, justice, and our connections to one another and to the larger communities that make

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up our world. We encourage them to make a mark through a lifetime of service to improve the long-term health of our society. We educate them to succeed at affecting domestic and international policy, law, business and finance. We prepare them to be leaders in our cities, our country, and the world. The School’s purpose is big, bold and unflagging. I have been impressed every day since becoming dean in February by how all of us work together to achieve it. We have an extraordinary faculty and staff and a tremendous range of programs and initiatives available to our students. We also have systems of student support—scholarships, fellowships, advising, mentoring, internships—that help to make the experience affordable and that assist students in connecting their studies with their ambitions. Our students bring with them an unparalleled determination to succeed, and we provide the learning resources to enable that success. We could not do this without the investment of time, energy

and resources from our supporters, alumni, and donors, and without the leadership of General Powell, President Boudreau, and our Board of Visitors. In this annual report, we offer updates on our students, our programs, and our alumni. Seven years into our work at the Colin Powell School, we have much to celebrate. Looking ahead, there’s an opportunity to knit all of the School’s outstanding parts more tightly together to support our students. We have the chance to build on the foundations and the lessons of the Colin Powell School’s early days to do even more to help our students succeed and become tomorrow’s leaders. I hope you enjoy this report, and I look forward to working with you as partners in our very important mission. Sincerely,

ANDREW RICH Dean, Colin Powell School for Civic and Global Leadership

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YE AR

500

INTERNSHIPS PL ACEMENTS AND COUNTING

TOTAL ENROLLMENT

5,703

109

1/3rd

FULL TIME FACULT Y AND STAFF

OF ALL CCNY GR ADUATES E ACH YE AR ARE COLIN POWELL SCHO OL STUDENTS

AVER AGING

MORE TH AN

150

7 THE CITY COLLEGE OF NEW YORK

At the Colin Powell School, our values demand that whatever the rhetoric in the larger society, our campus will be a place where all people are welcomed, celebrated, and prepared to lead

MORE THAN

YEAR AT A GLANCE

At a Glance

M A JOR S PER FACULT Y ME MBER

lecture, public events and guest speakers welcomed to campus

147

L ANGUAGES SPOKEN ON CAMPUS

359

GR ADUATE STUDENTS

GR ADUATE PROGR AMS

In a diverse array of specialties, including a partnership between the CUNY School of Law and our Masters of International Affairs.

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3,313

UNDERGR ADUATES IN

UNDER - GR ADUATE M A JOR S

MORE TH AN

60,000

COUR SE CREDITS TAUGHT ACROSS

1,600 150

COUR SES

INSTRUCTOR S

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PROGRAMS OF EXCELLENCE COLIN POWELL SCHOOL FOR CIVIC AND GLOBAL LEADERSHIP

PRO GR AMS OF

Excellence Preparing students for leadership is central to the mission of the Colin Powell School. Helping them find paths to positions of power and influence— to places where they can make a difference—is an important part of that project. To that end, six years ago, the Colin Powell launched its Semester in Washington, DC Program. Each Spring, with the generous support of the MCJ Amelior Foundation, we take fifteen Colin Powell School students to Washington, DC for semester-long public service internships and special courses and programs led by seasoned practitioners. In 2018-19, the program was organized as a partnership between the Colin Powell School and the Joseph R. Biden, Jr School of Public Policy and Administration at the University of Delaware. Each school sent fifteen

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SEMESTER IN WASHINGTON DC students, most of whom interned on Capitol Hill. The two in-person seminars were taught by Jon Cardinal, Director of Economic Development for Senator Kirsten Gillibrand, and Mike Donilon, Senior Adviser to former Vice President Joe Biden. Over the course of the semester, the students had the chance to meet many senior political leaders. They spent several hours each with General Powell and with former Vice President Biden. Over the past six years, a third of the students who spent the semester in DC have stayed on in Washington in full-time public service positions. All of them have left the experience with a clearer sense for how to be leaders in service to our nation. As Layana Abu Touq, one of the recent Semester in DC participants, explains, “Coming from a Muslim Palestinian background, I was born into politics,

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WALK DOORS THROUGH THESE

CHANGE WORLD

THE

but I did not think of politics as more than an interest. The DC program was eye-opening. I interned with the U.S. House of Representatives for Congressman Jerry Nadler (NY-10). He had just been promoted within the Judiciary Committee but was still short on staff. With limited staffers and numerous constituent demands, I developed my abilities to multi-task and work efficiently in a fast-paced environment. The experience was very important regarding my career choices after graduation. It made me realize the disconnect between some politicians in DC and the public. It made me want to come home to New

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York City and engage with people to make a difference in politics and policymaking.” To date, more than seventy students from the Colin Powell School have had career-defining experiences in Washington, DC. Participation in the Semester in DC is as competitive as any program within the Colin Powell School. We are grateful to the MCJ Amelior Foundation for underwriting the students’ experiences and to the ranks of public service leaders and offices in Washington, DC, who have so warmly welcomed our students to the nation’s capital.

The experience was very important regarding my career choices after graduation. It made me realize the disconnect between some politicians in DC

THE CITY COLLEGE OF NEW YORK

and the public.

It made me want to come home to New York City and engage with people to make a difference in politics and policymaking.

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PRO GR AMS OF

Excellence SKADDEN, ARPS HONORS PROGRAM

SKADDEN, ARPS HONORS PROGRAM IN LEGAL STUDIES

COLIN POWELL SCHOOL FOR CIVIC AND GLOBAL LEADERSHIP

The program’s recruitment and support mechanisms produce a roughly two-thirds yield to law school —far higher than most pre-law programs. Law is the least diverse profession in the United States. In a 2017 survey of law firms by the American Bar Association, only three percent of attorney respondents identified as black; only 3.6 identified as Hispanic. The legal profession—and especially private law firms—trail well behind accounting, medicine, and academia in achieving racial and socioeconomic diversity. Ten years ago, the Skadden, Arps Honors Program in Legal Studies was created to address this challenge. Over the past decade, the Skadden PreLaw Honors Program has refined a successful approach to recruiting, supporting, and preparing young people from backgrounds historically underrepresented in the legal profession—primarily low-income students of color—to attend and thrive in law school. Professor Jen Light, the program’s director, explains that the key to success has been a cohort model that builds community among students who are mostly first in their family to go

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to college—and, for sure, first in their families to aspire to law school. The students receive intensive mentoring and professional development, access to internships and special seminars, and free LSAT preparation. In 2019, Best Value Schools rated the Colin Powell School’s pre-law program as the fifth best in the nation. It describes the program as “the most affordable in this pre-law degree ranking, and yet the school hasn’t cut any corners in building its curriculum. Above all, this university emphasizes the need for lawyers with sharp critical thinking, decisionmaking, and analytical skills. As such, the curriculum focuses on developing these strengths rather than sticking to a single academic subject.”

The Skadden Program has sent more than 100 students to law school. Seven have gone to Yale and Harvard—with three accepted to Yale Law School in 2019. Almost half have attended law schools ranked in the top fifty. The program’s recruitment and support mechanisms produce a roughly twothirds yield to law school—far higher than most pre-law programs. Our alumni now work for top law firms as well as government and public interest firms. The program’s first decade was generously underwritten by a partnership with the law firm Skadden, Arps. With that support winding down, we are focusing now on broadening the partnership and support for a road-tested and effective honors program, a cornerstone initiative of the Colin Powell School.

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In 2018-19, women and people of color comprised more than three-quarters of our students, many of whom are first generation immigrants or the first in their families to earn a master’s degree. The students in any given class may speak as many as a dozen languages and hold degrees from public and private colleges both within and outside of New York State, as well as from universities abroad. Most receive scholarship and fellowship support, as

well as support for internships between their first and second years of study. Elvin Garcia is a good example. Born in Brooklyn and raised in the Bronx, Garcia joined the MPA program in Fall 2018 after an unsuccessful run for City Council and three and a half years on the policy staff at City Hall. Garcia says, “I wanted to formalize a lot of my practical skills in government and public service--the things I had learned through experience rather than academically. Coming to CCNY is probably the best decision that I made in my life.” Garcia excelled in his first year of classes, and in Summer 2019 was selected as an Open Society Foundations Presidential Fellow, one of only three fellows named nationally in 2019. One of the most distinctive qualities of the MPA Program is its practitioner

Women and people of color comprise more than three-quarters of our students, many of whom are first-generation immigrants.

faculty, who maintain one foot in the field and one foot in the classroom. Their active engagement as public service leaders helps them provide practical training. Experiential learning and community engagement are integral to the MPA curriculum. Team assignments, including the 14-week capstone project that students complete in their final semester, challenge students to work directly with leading organizations across New York City to produce strategic communications plans, impact assessment tools, and policy proposals that address real-life social issues. The practitioner faculty also make sure our students have an advantage in the job market, and most all of our graduates find positions in public service. In a recent survey, 48 percent of our graduates worked in government, 40 percent in the nonprofit sector, and 12 percent in the private sector or outside of the country. Our percentage of graduates in public service is much higher than most MPA programs. And more than 80 percent of our students report satisfaction that their career makes a difference in the lives of others and is personally fulfilling. This result is evidence of our success in helping our students grow personally, advance professionally, and improve society by making mission-oriented institutions better reflect the people and communities they serve.

11 THE CITY COLLEGE OF NEW YORK

Among the ranks of public service leaders, people of color, immigrants, and first-generation Americans are significantly underrepresented. The Colin Powell School’s Master’s in Public Administration takes aim at correcting that problem. Its mission is to recruit and train diverse cohorts of students: 20-25 outstanding candidates each year who are already steeped in community-based work. The program’s central focus is on providing a hands on management degree that equips students with the practical skills, leadership training, and creativity needed to have a transformative social impact. Our students are “doers,” and we equip them to take their values, commitments, and talents to an even higher level.

MASTER’S IN PUBLIC ADMINISTRATION

THE COLIN POWELL SCHOOL’S MPA: A MANAGEMENT DEGREE FOR SOCIAL IMPACT

In the years ahead, we plan to grow the MPA program--probably doubling its size--but doing so in a way that maintains the strengths of community and cooperation among the cohorts. We will remain committed to a program where service and leadership are essential values and the measure of our success.

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PRO GR AMS OF

PROGRAMS OF EXCELLENCE

Excellence

COLIN POWELL SCHOOL FOR CIVIC AND GLOBAL LEADERSHIP

New York City is rife with inequality, and City College students know it. A study of CUNY students found that 46 percent of those in the senior colleges experience food insecurity and 14 percent experience homelessness in any given year. City College students can take these challenges and turn them into opportunities for social change -- for themselves and for the neighborhoods and communities that raised them. The Community Change Studies Program (CCS) at the Colin Powell School connects CCNY students with community-based organizations around the city, teaching students to exercise not only their passion for change but, more importantly, the analytical and organizing skills that are in increasing demand. Under the leadership of Professors John Krinsky, Director, and Hillary Caldwell, Assistant Director, the Community Change Studies Program has evolved over a three year period from a student minor, combining community organizing, community-based research, and service learning courses taught by the political science department, into a highly transportable and visionary program for preparing the next generation of leaders in community organizing, planning, and civic advocacy. CCS has forged partnerships between CCNY and community-based organizations in New York City, with a range of relationships from internship placements and research collaborations to classroom-based presentations by, and auditing opportunities for, organization staff. Ultimately, CCS hopes to help meet these groups’ need for staff and

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COMMUNITY CHANGE STUDIES MINOR TAKES OFF leadership from among the low-income and working-class communities where they organize.

development in actual work settings. One recent alumnus, Ramon Mendez,

Flexible Minor and Conduit For Real World Experience City College serves predominantly low income people of color and immigrant students who often come from the communities in need of organizing. Our students are deeply aware of their surroundings and come to CCNY to learn how to effectively give back to their communities. The minor in Community Change Studies offers students a structured curriculum of core courses in community organizing, community-based research, and a relevant paid and credit-bearing internship, plus three related academic courses. It also offers students cocurricular studies, cohort-building, and a strong and growing alumni network that facilitates opportunities for students to find employment in the “community change” field. The internship requires students to spend at least 10 hours each week at their designated organization and to attend a weekly two-hour seminar learning specific ways to make the internship as relevant and useful as possible by closely studying the host organization and its involvement with the issues it seeks to resolve. The minor is compatible with any major in the College and can be a conduit for liberal arts students interested in connecting their social science, arts, and humanities studies with advocacy in the “real world,” including research design, collaboration, political and policy analysis, and leadership

now a housing organizer with the Northwest Bronx Community and Clergy Coalition, explained: “I was a Political Science Major at CCNY but couldn’t find something that connected theory with everyday life and struggles. Once I took my first class in the Community Change minor, I saw how all the things I had learned can be put to use…I was exposed to tenant organizing and solutions to real-life problems I myself face in my community.” The CCS Program model is both sustainable and renewable. More than seventy-five CCNY students have studied in the program and approximately fifty have declared a minor in Community Change Studies. These courses are taught by practitioners with years of experience in their respective fields. The CCS staff has strong connections across the community change field in New York City and beyond. In addition, an advisory committee of City College faculty and community-organization staff give input to the program and are

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raise separate support from the CCNY budget that covers many of the the other expenditures of the course work. CCS has already begun to build out a network beyond the undergraduate program that is designed to identify students before they enroll in City

Program is also forming collaborative relationships with graduate programs such as social work programs with a community organizing track, urban studies and labor studies programs across CUNY, and the master’s in public administration at City College,

COMMUNITY CHANGE STUDIES

especially helpful in suggesting and supporting in-field internships. Hillary Caldwell states, “having instructed or co-instructed all of the minor’s core courses, I have seen firsthand how valuable this program is for CCNY students. It provides them with a

Expanding within and Beyond CCNY According to Professor Krinsky, in the coming year, the Community Change Studies Program will begin expanding both within and beyond the College. Within the Colin Powell School it will take over responsibility for the Partners for Change Fellowship Program, which funds up to six student internships and an internship seminar annually. The program will also fund every Community Change Studies student’s internship, for which it will need to

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City College serves predominantly low-income people of color and immigrant students who often come from the communities in need of organizing. Our students are deeply aware of their surroundings and come to CCNY to learn how to effectively give back to their communities. College. As this work advances, it will include working with organizations doing civic engagement work in public high schools; CCS will help high schools to channel students into college with an option to deepen and diversify their organizing and research skills. The Community Change Studies

as well as training programs such as the Center for Community Leadership. These partnerships will clear a pathway for students to continue their studies and sharpen their skills in community change practice so that they will be better positioned to establish careers in the field and prepared to take on leadership responsibility within community-based organizations and advocacy groups. Finally, the CCS Program plans to raise funds for a pilot post-graduate fellowship program to support a full year’s salary for graduates of the program who become organizers in community-based organizations.

THE CITY COLLEGE OF NEW YORK

range of opportunities to connect their knowledge from experience to their academic work and to their community ties and commitments. Students from across departments at CCNY are eager to embrace these opportunities and the previously unrecognized possibilities they open up for ongoing personal, professional, and community development. The program also fills a niche for our community partner organizations that are seeking to recruit and retain community members and staff. It’s a thrill and privilege to help facilitate these connections at CCNY.”

“By becoming the fulcrum in a network that can identify interested students in high school and support them through graduate school or early career work, the Program is committed to supporting the work of our students – primarily students of color – in communitybased organizations in low-income neighborhoods, unions, and advocacy groups through the most formative years of their educational lives and cultivate the leaders that these organizations need well into the future,” says Krinsky.

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PRO GR AMS OF

Excellence PROGRAMS OF EXCELLENCE

NEW CROSS-DIVISIONAL MINOR IN HUMAN RIGHTS STUDIES

COLIN POWELL SCHOOL FOR CIVIC AND GLOBAL LEADERSHIP

Where, after all, do universal human rights begin? In small places, close to home−so close and so small that they cannot be seen on any maps of the world. Unless these rights have meaning there, they have little meaning anywhere. Without concerted citizen action to uphold them close to home, we shall look in vain for progress in the larger world. - Eleanor Roosevelt

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Across the globe, issues of human rights touch millions of people daily. Although the UNESCO Associated Schools Program addressed the need for teaching human rights in a formal school setting in 1953, it was not until the UN’s Decade for Human Rights Education in 1978 that a formal curricula in human rights education was established. Since then, Human Rights Education programs have been established both nationally and internationally at the undergraduate and graduate levels.

minor in Human Rights Studies-one of only two in the CUNY system. Dean Andrew Rich has selected Political Science Professor Bruce Cronin as Director of the Program. The program will prepare students for careers in this important and expanding field.

CCNY is answering the challenge to deepen the exposure of a new generation of students to credit bearing academic programs in human rights studies at the bachelor’s level and beyond that will educate them about their responsibility to participate in the political process as active citizens. In Fall 2019, the Colin Powell School, the Division of Interdisciplinary Studies at the Center for Worker Education, and the Division of Humanities and the Arts of CCNY are launching a broad program that includes a credit-bearing

CCNY students will now be able to combine a minor in Human Rights Studies with a major in Political Science, History, Philosophy, Sociology, Anthropology, Psychology, English, Asian Studies, Comparative Literature, French, Jewish Studies, Spanish, the MCA department, or Interdisciplinary Arts and Sciences. In addition, upon graduation, they will be prepared for additional study at the Master’s, JD, or PhD level or for entry-level positions in international nongovernmental organizations focused on human

Housed in the Colin Powell School, the program includes a minor in Human Rights Studies, a faculty seminar series, a student internship program, and significant projects and events related to an understanding and advancement of global human rights issues.

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HUMAN RIGHTS STUDIES

Institutional Reach In 2013, the deans of the Colin Powell School, the Division of Humanities & the Arts, and the Division of Interdisciplinary Studies at the Center for Worker Education formed the Human Rights Forum (HRF) to bring representative faculty, students, and staff together with domestic and global human rights communities for conversations. The Forum is in its fifth year of programming and has hosted more than fifteen events focused on crucial issues such as genocide, conflict

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in the Middle East, torture, migration, humanitarian intervention, and LGBTQ rights. In Spring 2015, the three divisions expanded their reach to form the Human Rights Seminar, a high-level scholar and practitioner monthly workshop to provide critical discussions and scholarly collaboration among academics throughout the CUNY system and across universities in New York City and beyond. The launch of the Human Rights Studies

CCNY’s curriculum is strong in relevant disciplines and interdisciplinary studies in the area of human rights. In addition, New York City is a prime location for nonprofit organizations and institutions engaged in human rights work

Program is the third stage of CCNY’s multifaceted investment to advance and preserve human rights.

CCNY: Perfect Venue for Human Rights Studies CCNY’s demographics and CUNY’s low tuition offer a strong rationale for expanding this valuable field of study at the Colin Powell School. CUNY students, many of whom are immigrants, have been touched by issues of human rights and many feel a commitment to work on human rights issues in their careers. CCNY’s curriculum is strong in relevant disciplines and interdisciplinary studies in the area of human rights. In addition, New York City is a prime location for nonprofit organizations and institutions engaged in human rights work, as well as home to the United Nations, the NYC Commission on Human Rights, the New York State Division of Human Rights, and numerous for-profit organizations that are seeking the skills, knowledge, and responsiveness of young people with human rights training.

THE CITY COLLEGE OF NEW YORK

rights monitoring, advocacy, or aid delivery; intergovernmental organizations; government agencies; and nationally and locally oriented NGOs, and university research centers. “The Human Rights program will help to cultivate a new generation of scholars and practitioners who are both knowledgeable and motivated to join the growing community of people around the world promoting human rights and the dignity of all individuals,” Professor Cronin states proudly.

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AUG.

EVENTS YEAR 2018 - 2019

23rd

COLIN POWELL SCHOOL FOR CIVIC AND GLOBAL LEADERSHIP

The Colin Powell School: Where Harlem meets the World - Since our founding in 2013, we have viewed bringing the work of our faculty and students to the greater public as one of our most important responsibilities. During the 2018â&#x20AC;&#x201C;2019 academic year, we hosted and co-sponsored more than fifty public events. Our faculty contributed to public discourse through the release of timely new works of academic research, and our student clubs organized thoughtful and deeply relevant programs to address conversations that span the globe. This timeline represents some of the key events over the past year.

JAN.

ANDREW RICH NAMED SECOND DEAN OF THE COLIN POWELL SCHOOL FOR CIVIC AND GLOBAL LEADERSHIP

FEB.

SANTANDER BANK PARTNERS WITH THE COLIN POWELL SCHOOL TO RECRUIT STUDENTS FROM DIVERSE BACKGROUNDS FOR JOBS.

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NOV.

CCNY GIVES BAKE SALE The Colin Powell School supported the #CCNYGives campaign as a community effort to raises funds for the Food Pantry and Wellness Center.

HONORING TUSKEGEE AIRMAN ESTEBAN HOSTESSE

NOV.

15th

PSYCHOLOGY DEPARTMENT CONFERS DOCTORAL DEGREES IN CLINICAL PSYCHOLOGY AT CCNY

FEB.

MAR.

ECONOMICS PROFESSOR MATTHEW NAGLER APPEARS ON FREAKONOMICS LIVE.

PROFESSOR NICHOLAS RUSH SMITH LAUNCHES A NEW BOOK, CONTRADICTIONS OF DEMOCRACY: VIGILANTISM AND RIGHT IN POSTAPARTHEID SOUTH AFRICA.

22nd

26th

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HATRED OF IDOLS: WHAT BEING A PROFESSIONAL SPORTS FAN TEACHES US ABOUT PREJUDICED STATES OF MIND.

NOV.

SEP.

OCT.

01st

5TH ANNUAL STERNBERG FAMILY LECTURE: STUDENT SUCCESS AND THE NEW AMERICAN UNIVERSITY

THE BURNING: AN UNTOLD STORY FROM THE OTHER SIDE OF THE MIGRANT CRISIS

OCT.

04th

13th

16th

INAUGURAL STANLEY FEINGOLD LECTURE ON AMERICAN POLITICS

CCNY GOES HEALTHY - A WORLD FOOD DAY EVENT

EMPOWERING LATINOS COUNTERING LEGAL CHALLENGES TO IMMIGRATION AND VOTING RIGHTS

MAY.

APR.

08th

FIRESIDE CHAT WITH HEIDI MESSER, ENTREPRENEUR AND INVESTOR

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02nd

2ND ANNUAL COLIN POWELL SCHOOL DAY OF SERVICE

EVENTS YEAR 2018 - 2019

17 THE CITY COLLEGE OF NEW YORK

SEP.

07th

FIRESIDE CHAT WITH ESTEE LAUDER CFO TRACEY T. TRAVIS

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CULTIVATING CRITICAL THINKING IN FINANCE

Research for the Common Good RESERACH FOR COMMON GOOD

PAUL KIM, BOB MELLMAN, AND HANK NGUYEN

COLIN POWELL SCHOOL FOR CIVIC AND GLOBAL LEADERSHIP

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Paul Kim, Bob Mellman, and Hank Nguyen are in high demand at the Colin Powell School. As adjunct professors and, in Mellman’s case, a volunteer mentor, these members of the Economics and Business Department are teaching their students to think critically about finance. All three finished successful careers on Wall Street and now devote themselves to preparing the next generation of Colin Powell School students. Kim, who is the most recent addition to the trio, joined the Colin Powell School in 2018. After spending many years on Wall Street in investment management and global technology, he decided to turn his attention simultaneously to managing several companies and investment platforms

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and to using his investment skills in support of teaching the next generation about how to successfully build careers in the financial sector. His arrival at CCNY heralded an exciting addition to the adjunct faculty on several levels, as his leadership abilities and investment acumen are channeling new options for Colin Powell School students into finance career opportunities. Currently co-teaching some of Nguyen’s classes, Kim orchestrated two events in 2018-19 for “EcoBiz” students that offered them unique, first-hand experiences with top businesses. The first was for a financial economics class that was analyzing the securities of individual companies. On one occasion, the company in question was Tesla. Kim came up with the idea of giving the class hands-on knowledge of

These amazing members of the Economics and Business Department are teaching their students to think about and analyze problems, projects, theories from an applied perspective; to think of the “why” and “how” of how things work. All three have left successful careers on Wall Street by choice and are keen to give back to CCNY students from their experiences. what an investment analysis discussion looks like. He knew a senior investor relations officer at the company who in turn suggested including one of their biggest investors. Kim set up a private discussion event at Tesla’s office in New York City. He moderated the discussion and the students came away with knowledge they would never have been able to glean otherwise. The other event involved the Finance Capstone Class in spring 2019, the second fireside chat of the spring semester, which offered the entire

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THE CITY COLLEGE OF NEW YORK

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MESSAGE FROM GEN. POWELL

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CCNY community the opportunity to attend a talk between CCNY President Vince Boudreau and Estee Lauder Executive VP and CFO Tracey T. Travis. Ms. Travis brought 20 Estee Lauder staff with her to offer career and leadership insights, including a discussion of how mentorship and sponsorship can be viewed as complementary processes in one’s career. As an African American woman at the top level of American business, Travis was able to offer insights to the diverse group of students in attendance about how to find opportunities for themselves in the hierarchy of work. She later invited a group of Kim’s and

retired from his position as head of quantitative trading at Jeffries, where he focused on special situations and risk arbitrage. From the very first class, his goal was to change how students think about rational decisionmaking. He challenges his students to learn and absorb a deep knowledge of the financial marketplace. Nguyen is influenced by Howard Marks’ Second Level Thinking, the art of thinking in a unique and better way than the usual first level of analysis that is more common. He is a dynamic teacher who constantly tells his students to ask “Where,” “Why,” and “How” all things function and

an economist at J.P. Morgan Chase. After Mellman retired, he was ready for a whole new career as a support person who can bridge the distance between his advisees’ knowledge of their coursework and the tools they may need to move forward to a place of success. Several students recently came to him with D’s on a midterm. Once he was convinced that they were willing to work hard, he gave them his all and they each passed the final with an A. Mellman says that tutoring is only part of what he does with his students. He frequently prepares students for interviews for internships by demystifying what goes on in

Nguyen’s students to the Estee Lauder headquarters to meet with the senior person in charge of investor relations for Tom Ford Beauty, a division of Estee Lauder. As a result, several CPS students had internships with the company for the summer.

to question the authority of theories alone to prove validation. He urges students to question everything and learn how to think for themselves and encourages them to be open to real world experiences and critical thinking processes.

Hank Nguyen has been at the Colin Powell School since 2015 when he took over Professor Maria-Christina Binz-Scharf ’s Economics and Business classes during her sabbatical. He had

Bob Mellman is the third practitioner turned advisor, tutor, and mentor to many students, both in EcoBiz and other disciplines within the Colin Powell School. He spent 32 years as

investment banks. He reaches many students who don’t feel entitled to opportunity by encouraging them to believe that they can be effective in their studies and their careers by learning the language of their work environment and knowing their own abilities. He says he feels that this is crucial for many students because success in a first job can mean the difference between a good experience in any future work and years of struggle.

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Research for the Common Good POLITICS OF THE MIDDLE E A ST

When Assistant Professor of Political Science Diana B. Greenwald started graduate school at the University of Michigan, she planned to focus her studies on the politics of the Middle East. But she had concluded that the conflict between Israel and Palestine was too contentious. Then the Arab Spring happened and suddenly Syria, Egypt, and much of the Middle East were in turmoil. The Palestinian Territories, while still a site of longstanding conflict and occupation, suddenly seemed like a relatively hospitable area for investigation. Before she knew it, she was hooked. She completed her Ph.D. dissertation,

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“Pathways to Self-Rule: Occupation, Resistance and State-Building in Palestine and Timor-Leste,” in 2017. She then postponed her start at CCNY for a year to accept a position as a Postdoctoral Research Fellow at the Middle East Initiative at the Harvard Kennedy School (2017-2018). Greenwald is currently completing a book project, Policing, Taxing, and Spending Without a State: The Origins and Effects of Partial Self-Rule in Palestine, which is derived from her dissertation. She examines local institutions in the Palestinian Territories between 2005 and 2012, just after the second Intifada. The book explores issues of policing, taxation, and public service provision, three of the basic functions of a state. In a separate research project, she is examining the ways that generational differences within the Palestinian population can affect public attitudes toward conflict and political institutions.

Now settling in to her teaching career at CCNY, Greenwald describes her first year at the Colin Powell School as “fantastic. I taught three classes: Middle East Politics and Government, Political Economy and Development, and Introduction to World Politics and have found my students to be particularly intellectually curious about world politics and anxious to sort out if they want to go in this direction in their studies, with international law, foreign policy, or perhaps international humanitarian work.” A number of her students are themselves immigrants from the Middle East or trace their family’s roots to the region, and those that don’t tend to find valuable connections to their own backgrounds and experiences. She says her teaching experience has been a great reminder of why one’s work as a researcher is so important and relevant. Greenwald praises the school for its diversity. She is more convinced than ever that her career choices have led her to an “unparalleled world-class institution.”

COLIN POWELL SCHOOL FOR GLOBALOF LEADERSHIP THECIVIC CITYAND COLLEGE NEW YORK

Her teaching experience has been a great reminder of why one’s work as a researcher is so important and relevant. Greenwald praises the Colin Powell School for its diversity. She is more convinced than ever that her career choices have led her to an “unparalleled world-class institution.

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DIANA B. GREENWALD JOINS THE POLITICAL SCIENCE DEPARTMENT

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HARLEM OPIOID CRISIS

CROSS COMMINUTY RESEARCH, EDUCATION, AND TREATMENT INITIATIVES

Across the country, the opioid crisis is killing young people. In Harlem, it is disproportionately affecting African Americans in their mid-50s and older. The contrast in how the epidemic is affecting our community as compared with the nation has led a team of Colin Powell School and CCNY researchers to partner with President Vince Boudreau and Lloyd Williams, President of The Greater Harlem Chamber of Commerce, to plan the Opioid Crisis Research, Education, and Treatment Initiative. In Harlem, drug users are being exposed to synthetic drugs such as Fentanyl, an often deadly outcome for anyone who comes in contact with it. In the rest of the country, the epidemic has been primarily caused by overprescribed and overused prescription drugs to ease the pain of surgery and injury.

Three-Part Opioid Crisis Summits Three Opioid Crisis Summits were organized to explore opportunities for greater synergy of purpose between

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CCNY and the Harlem Chamber of Commerce, along with other stakeholders to assist the community in saving lives and controlling this dreadful epidemic. The first meeting was on April 17, 2019 at CCNY and included 30 stakeholders. Faculty representatives from the Colin Powell School included Dr. Robert Melara, chair of the Psychology Department at CCNY and his team of Associate Professor Nancy Sohler, from the CUNY Medical School, Assistant Psychology Professor Teresa Lopez-Castro, who specializes in research on substance abuse and trauma, and Anthropology Department Chair and Associate Professor Lotti Silber, who examines medical records. The discussion focused on how community organizations might work more effectively

together. At the next meeting, on May 15, 2019, approximately sixty people gathered at Columbia Universityâ&#x20AC;&#x2122;s Manhattanville Campus. As the meetings grew in attendance, the discussion moved beyond trying to educate those present about the crisis to expanding the group to other interested stakeholders and to considering what resources are needed to coordinate, educate, train, and medically assist the community.

Funds Needed to Conduct Research Dr. Robert Melara is coordinating faculty member for CCNYâ&#x20AC;&#x2122;s group with Lopez Castro and Silber. They, along with everyone else connected to the project are working voluntarily. Dr. Sohler mobilized medical students from CUNY School of Medicine to receive training in administering Narcan, the antidote to overdosing on heroin or Fentanyl. In addition, the NYC Department of Health came to

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start a research project to track alumni of rehab to see what is happening to them once they are back on the streets. They need funds to hire a team of CCNY researchers and students to do this work, as well as for other research that is needed to study this intractable problem. As the initiative continues, more researchers and community leaders will be involved, including at

planned events in the second half of 2019. All involved share the desire to work together toward solutions, such as supportive housing for homeless people after treatment. CCNY President Boudreau has vowed to continue providing the academic and research resources of the College to study and assist the community in addressing the crisis.

SCHOL AR/ADVOCATE FOR JU VENILE JUSTICE REFORM SOCIOLOGIST LESLIE PAIK

Paik is currently working on a book, Trapped in The Maze: Family MultiInstitutional Involvement, Poverty and Inequality, based on her ethnographic research and interviews with families – 30 from Staten Island with members involved in the juvenile court system, and 33 from the Bronx with adolescents involved with the health system for a chronic illness (e.g., asthma, diabetes, obesity). The book examines the multidimensional inequality that each family faces. Most of her subjects are poor people of color. She examines the complex ways that the court, welfare, and education systems work together to control much of their lives. Paik’s research indicates that when “maze walls” rise higher for various (and often unpredictable) reasons, the challenge to get over them becomes almost insurmountable.

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For Fall 2019, Paik has been awarded an Advanced Research Collaborative Fellowship by the CUNY Graduate Center to finish writing her book. She has a contract for the book with the University of California Press and an expected publication date of 2021.

Moving The Conversation Forward Along with writing her book, for the past few years, Paik has been working with the Juvenile Law Center, the first non-profit, public interest law firm for children in the country, to assist their advocacy efforts regarding the abolition of fines and fees charged to juveniles caught up in the justice system. Paik’s research focuses on two specific

jurisdictions where the Juvenile Law Center is active: Madison, Wisconsin, and Philadelphia, Pennsylvania. So far, she has interviewed 20 families (both youths and parents) and 10 victims in Madison (51 people in all) to come up with viable alternatives to families going into poverty by paying the fines and/or fees that often are not going to the victims of the crime.

The Rewards of Teaching at CCNY Paik readily speaks of the great reward she receives from teaching at the Colin Powell School, namely the “joy and privilege of teaching the students.” She speaks of the structural constraints and institutional racism that many CCNY students have suffered prior to coming to college. Paik makes clear to her students that their situations and struggles to achieve social mobility, sometimes as the first in their families to go to college, are not their fault, but the result of societal values misplaced on wealth, social status, and skin color. She works to show CCNY students that they have a safe and secure place in her classroom to achieve their educational goals and to learn about the importance of collective mobilization and social justice to help their families, communities, and society more broadly.

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Leslie Paik joined the Colin Powell School’s Sociology faculty in 2006 and has been teaching courses on social problems, law and society, deviance, and juvenile justice since then. Before graduate school, she worked at the Center for Court Innovation, planning and researching justice reform projects with a particular focus on youth and neighborhoods.

JUVENILE JUSTICE REFORM

the CCNY campus several times to train students in administering Narcan and provided free kits. Drs. Melara and Sohlar recently visited the Elev8 Wellness Center and saw firsthand how a large number of people going through the rehabilitation process ultimately leave and go back out on the streets. Lee Weiss, the director of the Center requested the CCNY group

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COLIN POWELL SCHOOL

Student and Alumni Success LOOKING AHEAD AND GIVING BACK

STUDENT AND ALUMNI SUCCESS

SHAWN CHIN-CHANCE ’05

THE CITY COLLEGE OF NEW YORK

Chin-Chance is giving back to the Colin Powell School with his dedication to connecting alumni with current students. Together they are building a rich and dynamic network of matchmakers.

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In 2005, when Shawn Chin-Chance graduated from CCNY with a major in Political Science, the Colin Powell School did not exist. There was no alumni network with whom grads from his department could communicate to explore next steps in their careers. Fast forward to 2019 and Shawn ChinChance is President of the Political Science Affiliate of the CCNY Alumni Association and Secretary of the Board for the Association. To honor a growing network of CCNY graduates from the Colin Powell School, the Alumni Association’s Political Science affiliate recognizes recent graduates five years out from the Colin Powell School who are paving a trail for others to follow with the Rising Star award. They also honor the CPS alumni who graduated 10 or more years ago and have made a significant impact in either the public or private sector with the Professional Achievement Award. In addition, in honor of New York City’s first African American Deputy Mayor and a CCNY alumnus, the political science affiliate honors alumni who had a major influence on city or state public policy with the Paul Gibson Jr. Lifetime Achievement Award in Public Service. Both the Political Science Affiliate and the CCNY Alumni Association are working hard to make specific connections to current students to offer mentoring and next steps advice. These matchmaking connections, according to Chin-Chance, are more important in the early career development of recent

graduates than some of their efforts to make money. The goal is to support and nurture our recent graduates’ careers so that they might later be inspired to give back in support of their alma mater. At the time of Chin-Chance’s graduation, Dean Rich was ChinChance’s Political Science professor and CCNY President Boudreau was the chairman of the Political Science Department and Director of the Colin Powell School Center for Policy Studies. Chin-Chance speaks fondly of late night discussions he and a group of other Political Science students had with their faculty, including Professors Rich, Boudreau, Krinsky, and Berman. The faculty offered them strong encouragement and support in their future careers, especially in areas of engagement with community organizations where they could develop their leadership and service-learning skills. Rich and Boudreau were instrumental in supporting ChinChance’s internship with the New York State Assembly during his senior year. Following graduation, Chin-Chance was hired as community clerk for the legislator for whom he had interned, thus starting his career with the New York State government. Four years later, he became a legislative director for a Queens Assemblyman who was Chairperson for the Children and Families Committee. This committee oversees state public policy for child welfare, childcare, juvenile justice, and foster care. Chin-Chance is most proud of The Safe Harbor Act, for which he was a key partner in drafting some of the

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legislative language during this period. The act was the first in the nation to provide support services for youth sexually exploited in the United States. Chin-Chance would later go on to work with the New York State Office of Children and Family Services’ juvenile justice division following his policy work with the New York State Assembly. He became Assistant Director, overseeing all the vocational training in juvenile residential

facilities across the state. He developed programs for young people who were connected with the family court system and placed with the state in residential programs. He was later the Coordinator for a state-wide initiative that provided funding for New York counties to prevent kids from entering the NYS Juvenile Justice system. After graduating from CCNY, Chin-Chance went on to earn his master’s degree in Public Administration from Marist College. He also married and became

the father of boy and girl twins, who are currently eight years old. ChinChance lives in Harlem and is currently the Harlem District Manager for the New York State Commission for the Blind. His dreams from those late night discussions with his professors are being fulfilled. And Chin-Chance is giving back to the Colin Powell School with his dedication to connecting alumni with current students. Together they are building a rich and dynamic network of leaders.

THE CITY COLLEGE OF NEW YORK

TAKING FULL ADVANTAGE OF OPPORTUNITIES

IVANNA KUZ ’16 Ivanna Kuz always had a strong interest in public service. Nonetheless when she entered college, she wanted to practice medicine and spent her first two years at CCNY studying the natural sciences. In the fall of her sophomore year, 2013, the outside world interrupted her plans in a significant way: Her home country of Ukraine was facing political upheaval

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and revolution. She felt the pull to do something that might make a difference, so she switched her major to International Studies and Political Science. That summer, she interned in Brussels at the European Network of National Human Rights Institutions (ENNHRI). She focused on human rights abuses in Crimea and Eastern Ukraine and the migratory crisis of millions seeking

refuge in Europe from the war in Syria. The experience further convinced her that the path she had chosen was right. Then, when Kuz found out that the Colin Powell School had a program in Washington, DC, directed by Dean Rich, where she could refine her skills and explore her interest in the practice of policy reform, she applied. She describes this experience as “definitely changing her entire life.” She took a full

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COLIN POWELL SCHOOL FOR CIVIC AND GLOBAL LEADERSHIP

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STUDENT AND ALUMNI SUCCESS

Up Next: Opportunities with Senator Charles Schumer By the time Kuz graduated in June 2016, she had three internships under her belt and longed for a job in her field. In October 2016, just before Donald Trump’s election victory, Kuz started interning at Senator Chuck

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She was assigned to the mailroom and proceeded to organize it for the onslaught of mail and communications that came in for the Minority Leader every day. Sometimes working late into the evening, Kuz felt the pressure of the moment. By July 2017, Kuz was promoted to a staff assistant position and worked in the front office greeting and addressing the needs and concerns of constituents, legislators, protestors, and others as well as managing staff meetings. The office had a staff of more than 100 individuals and was a “vibrant and exciting environment,” says Kuz. She stayed with Schumer until May 2018, when she left to prepare for graduate school in Harvard’s two-year Master’s Program in Regional Studies on Russia, Eastern Europe, and Central Asia in the Graduate School of Arts and Sciences.

Summer in Kyiv: High AntiCorruption Court of Ukraine Completing her first year at Harvard, Kuz worked in Kyiv, the capitol of Ukraine, in Summer 2019. She researched her thesis, “The High AntiCorruption of Ukraine,” conducting interviews with judges, lawyers, legal policy experts, and politicians who were directly or indirectly involved in the court’s creation. The Ukrainian parliament passed a law in 2018 that enables the court to take on top-level corruption cases; it is scheduled to take effect in September 2019. Kuz says she hopes that Ukrainians will have the energy and perseverance to continue the fight against corruption and that the Anti-Corruption Court, as an independent institution, will act as a tool in this fight. Kuz returned to Harvard for her last year at the end of August and says she looks forward to working in public service upon graduation. She is committed to giving back some of what she received from the Colin Powell School, which shaped her values and gave her the preparation to succeed in a career in foreign policy and international relations.

STUDENT AND ALUMNI SUCCESS

Schumer’s fast-paced DC office. She says this was a critical time as the office fielded hundreds of calls a day, with many walk-in constituents expressing deep concerns with Trump’s election. Following her internship, Kuz applied for a full-time paid position and in January 2017, joined Leader Schumer’s full-time team.

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course load and worked four days a week as an intern at a think tank, the American Foreign Policy Council (AFPC). With a fluency in speaking and writing Ukrainian, Kuz monitored the Ukrainian media and reported to the President of AFPC on the developments of the war in the Donbas region. She researched Russia’s treaty violations, its annexation of Crimea, and the upheaval in Eastern Ukraine. She met the Speaker of the Ukrainian Parliament as well as a number of other members of Parliament and Ukrainian experts at AFPC-organized conferences and events. At the same time, she was writing her senior thesis on “The Culture of the Ukrainian Oligarchy,” which investigated the pervasive culture of corruption in the 1990s and 2000s in the Ukrainian government.

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PREPARING FOR A CAREER IN PUBLIC SERVICE

STUDENT AND ALUMNI SUCCESS

ONEIKA PRYCE ’19

COLIN POWELL SCHOOL FOR CIVIC AND GLOBAL LEADERSHIP

For Oneika Pryce, the desire to lead through public service was cemented at the Colin Powell School. Pryce graduated as the Colin Powell School’s valedictorian in May 2019. A great finish for a student who came to CCNY after a tough start at Queens College. “I didn’t feel at home on the Queens campus, and I wanted a school in a community that was more diverse and a little more connected. I felt that I got that at City.” She started at the Colin Powell School in January 2017. In her first semester, Pryce joined NYPIRG and the Caribbean Student Association. And then she saw a flyer for the Colin Powell School’s Semester in Washington, DC Program. “I originally wanted to study abroad in France, but that program was through Queens. So that didn’t work. I needed a program with CCNY, so the semester in DC was my study abroad experience. I loved it.” She interned at the National

Disability Rights Network and explored the intersection of disability, human trafficking, and emergency preparedness. The whole experience made Pryce feel, “more comfortable applying for other things.” Last January, Pryce went to Senegal for an academic program. “I loved being there. But it challenged me around flexibility and adaptability. The style of living was so different from what I was used to. It was transformative though, because I knew I could connect with people after making it through. We bonded with people on a serious level. We had to do

that in order to succeed.” Since graduating, Pryce has been interning with the New York City Mayor’s Office of International Affairs. It’s a position right in line with her major in international studies and her concern for how foreign affairs affects real people. What’s next? Maybe a Fulbright or another experience in international affairs. Pryce says she is grateful for her time at CCNY and excited to put the civic and global leadership skills that she learned while at the Colin Powell School to work tackling systemic global problems in the years ahead.

I didn’t feel at home on the Queens campus, and I wanted a school in a community that was more diverse and a little more connected. I felt that I got that at City.

BROOKINGS INDIA CENTER INTERNSHIP AND THEN HIS DREAM JOB AT THE FEDERAL RESERVE DAVID DAM ’19 For David Dam, graduation this past May was the beginning of his new career as an economics policy analyst. He had an internship through the Jeannette K. Watson Foundation to

work at the Brookings Institution India Center, an affiliate of the Brookings Institution in Washington, DC. Shortly after graduation he flew to New Delhi. There he was assigned to work with two economists to research and write a report on medicines in India. The

My interests in economic research and social change were fueled by the diversity of my classmates and by discussions with the professors.

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Indian government had done an extensive report on medicines but it is so dense with statistics that the information was ignored; his sense was that this allowed the newspapers to create sensational news articles that stoke fear in the public. Dam’s work examined a sample list of medicines from three perspectives: Accessibility; Affordability; and Quality. For the accessibility aspect, he looked at government programs across India to see which districts have the most stores that sell the medicines in question.

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other statistical information and assists individual economists on research projects concerning trade, wage growth, and other economic indicators. Although the work is challenging and every day he learns

something new, Dam says that the collaborative and interactive environment and the number of recent college graduates hired makes the environment a friendly and supportive work experience.

STUDENT AND ALUMNI SUCCESS

He looked at price controls to explore what the history of certain drug pricing practices says about the public’s ability to buy needed medicines. Finally, he studied how the specific drugs in the sample are manufactured, either in India or elsewhere, and what kinds of quality controls exist across the country. The report is going to be published for general consumption across India. Now back in New York, Dam is beginning his dream job as a research analyst at the Federal Reserve Bank. He works on macro economics projects and splits his time between research and policy, looking at unemployment, savings rates, and

PURSUES PHD TO EXAMINE AFRO-LATINO HISTORY BRYAN GUICHARDO ’19 Bryan Guichardo finished his degree at the Colin Powell School in May 2019, but his studies have just begun. In Fall 2019, he became a doctoral student in the Department of History at The CUNY Graduate Center on a Provost’s Enhancement Fellowship. He “will contribute to the burgeoning scholarship on Afro-Latin History and find ways to disseminate this research to communities that it serves.” The path to a PhD has already had twists and turns for Guichardo. He was a nontraditional student at the Colin Powell School. He started at City Tech with the plan to become a nurse. His heart wasn’t in it. By his own admission, he just was not motivated and left after one semester. Guichardo took three years to work, serving as direct support staff with mentally disabled adults in several group homes around New York City. During this period, he spent his spare time reading

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Students here are encouraged and pushed to critically think about and engage with the world around them. sociology and anthropology, and that’s when he found his passion. He came to CCNY knowing he wanted to understand how Afro-Latinos navigate the politics of identity. The question of “natural hair” was important to him: How people embrace their own natural beauty and, especially, how Dominican men navigate questions of appearance and identity. Those interests translated into a project about racial solidarity in the Dominican Republic. As Guichardo recalls, “I came to the Colin Powell School for Civic and Global Leadership for its reputable

THE CITY COLLEGE OF NEW YORK

intellectual rigor and belief in transformative education. Students here are encouraged and pushed to critically think about and engage with the world around them. I was afforded the opportunity to think both analytically and creatively while finding ways to take those ideas outside the classroom and into the communities I serve.” While at CCNY, Guichardo was a Mellon-Mays Fellow and a researcher with the CUNY Dominican Studies Institute. Guichardo’s interests continued to expand, and he knows that an advanced degree—and now continued studies—are in his future.

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Learning Environments LEARNING ENVIRONMENTS

CUNY DOMINICAN STUDIES INSTITUTE - PREEMINENT IN ITS FIELD

COLIN POWELL SCHOOL FOR CIVIC AND GLOBAL LEADERSHIP

The CUNY Dominican Studies Institute (DSI) is the preeminent research center, archive, and library in the United States for the study and understanding of the people and history of the people of Dominican descent in the United States, the Dominican Republic, and elsewhere. DSI is a CUNY-wide institute, but we are proud that DSI makes its home within the Colin Powell School. In its beginnings, the Institute had two immediate goals: Advance a research agenda and ensure an inclusive dissemination program. Well before the Colin Powell School existed, DSI was pioneering an approach to communityfocused work that cemented ties between the Institute’s research and community leaders who make use of it. Early and on-going research focused on Dominican immigrants; on explaining why they came to the United States and settled in New York City; on the importance of the historical and cultural legacies of Dominicans as a people; and on the need to preserve and transmit this heritage among young Dominicans, particularly those born and raised in the

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United States. While the Institute’s original mission has not changed, its research agenda has. It has been affected by an aggressive demographic change in the United States, from a mere 125,000 people of Dominican decent in 1970, to an enlarged population of close to 2,000,000 in 2019. There was once a popular view that described Dominicans as unsettled people, or as immigrants who had one foot there and the other here, living between two worlds. Research now portrays Dominicans as a settled people, with a half century of history in the U.S. Their children’s children already have children of their own. They now win political offices and hold power. The Institute is engaged in important work focused on how Dominicans are integrating, assimilating, and achieving socioeconomic progress in the United States; and on understanding how a portion of Dominicans have managed to move up the socioeconomic ladder while the majority continue to lag behind. DSI had an eventful year in 2018-19, with dozens of events and new studies along

with important acquisitions within the archives and library. Dr. Sandy Placido, a recent PhD from Harvard University, joined the Institute’s research team, a joint hire of the History Department at Queens College and DSI. The Institute is poised for continued growth in the years ahead.

The Institute is engaged in important work focused on how Dominicans are integrating, assimilating, and achieving socioeconomic progress in the United States; and on understanding how a portion of Dominicans have managed to move up the socioeconomic ladder while the majority continue to lag behind.

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DOCTORAL PROGRAM IN CLINICAL PSYCHOLOGY FINDS NEW HOME IN COLIN POWELL SCHOOL

LEARNING ENVIRONMENTS

Compared to the other clinical programs at private universities in the metropolitan area, our tuition is between onefifth and one-third the cost. Our applicants, thus, tend to be more economically diverse. Since 1966, CCNY has been the physical home of the Clinical Psychology doctoral program at CUNY, but in 2018, the program’s overall administration was transferred from the CUNY Graduate Center to the Colin Powell School. While it is the only doctoral program within the Colin Powell School, by way of mission, it’s a great fit. The program’s central purpose is to provide high quality clinical service to an underrepresented minority population and to educate and train a multi-cultural and diverse student body to become psychologists. The Clinical Psychology program offers a world class experience to its students. There are currently 17 Clinical Psychology PhD programs in the state of New York that are accredited by the American Psychological Association (APA). Of these, we are one of four programs that offer training in longterm psychotherapy. Of these four, we are the only program that focuses on serving the underrepresented minorities in our catchment area.

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Compared to the other clinical programs at private universities in the metropolitan area, our tuition is between one-fifth and one-third the cost. Our applicants, thus, tend to be more economically diverse and represent a significant number of working and middle-class students. One of the most straightforward methods of measuring the success of a clinical psychology program is to assess their internship match rate for the one-year required internship necessary for licensure. Our program has had the highest match rate of any program in the metropolitan area over the past 20 years and our rate of students getting their top choice in the internship match is also the highest of any program in the metropolitan area. We admit 14 students a year. In 1999, when the APA reviewed all 192 doctoral clinical psychology programs in the United States for their commitment to the recruitment, retention and graduation of students from underrepresented groups, it

awarded City College’s clinical program with its inaugural and prestigious Suinn Minority Achievement Award for excellence in this area. Routinely, the program accepts approximately one-third of its students from underrepresented minority groups. Historically, the Program was under the administrative aegis of the CUNY Graduate Center. Over the five-year period 2012-2016, the Graduate Center’s umbrella program of 14 training areas in Psychology experienced significant cuts in both the number of students admitted and the fellowship support for such students. Both the Graduate Center’s overall Psychology administration and the Clinical Program’s faculty and administration concluded that this situation could not continue. The program successfully migrated to the Colin Powell School in 2018 when the State Board of Higher Education fully approved the Program’s shift to the College and granted it the ability to award the doctoral degree to the Program’s graduates.

THE CITY COLLEGE OF NEW YORK

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STANLEY FEINGOLD LECTURE

LECTURE SERIES COMMEMORATES PROFESSOR OF GOVERNMENT WHO INSPIRED AND GUIDED STUDENTS

STANLEY FEINGOLD LECTURE SERIES

American Politics

COLIN POWELL SCHOOL FOR CIVIC AND GLOBAL LEADERSHIP

“Professor Feingold taught respect for all peoples long before it was popular,” students recall. In November 2018, the Colin Powell School proudly inaugurated the Stanley Feingold Lecture Series on American Politics. The series honors the legacy of Stanley Feingold, a CCNY graduate who taught political science at CCNY from 1948-1982. Held in historic Shepard Hall, where Feingold’s rousing classes convened half a century ago, the inaugural event featured a discussion of politics in Albany and Washington, DC following the midterm elections. In honor of Professor Feingold’s reputation for promoting critical debate across party lines, the guest speakers were Edward F. Cox, the former chairman of the New York State Republican Party, and Elizabeth Holtzman, a four-term Democratic Congresswoman and first woman to hold the offices of District Attorney of Brooklyn, and New York State Comptroller. Sam Roberts, the longtime New York Times urban affairs reporter and columnist, moderated.

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two months in New York City and included CCNY graduates who were well into their careers as lawyers, journalists, professors, and public servants.

Inspiring Students and Honoring Public Service Feingold was renowned for his extraordinary dedication to teaching and mentoring students. He was highly respected for provoking intellectually vigorous debates in class and for challenging students to confront opposing viewpoints respectfully. He also taught the ethics of public service as a vocation. So strong was Feingold’s impact on students that two dozen of them continued to meet with him to argue about politics over lunch for nearly two decades after he retired. The informal group, known as the Stanley Feingold Luncheon Group, met every

Feingold also played a crucial role in building CCNY as an institution. He was among the faculty nominated to negotiate with student protesters who shut down the campus in 1969. Feingold’s rapport with students, who sought a more open admissions policy at the college, helped him to resolve peacefully the conflict and make a lasting contribution to the college’s history.

Collected Writings In conjunction with the lecture series, members of the luncheon group collected Feingold’s email correspondence with them over the group’s 17 years of meetings. The writings contain insightful analyses of American politics in the early 21st Century and will now serve as an archive for political researchers, journalists, and anyone else interested in Feingold’s legacy and thought.

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THE CITY COLLEGE OF NEW YORK

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MESSAGE FROM GEN. POWELL

COLIN POWELL SCHOOL FOR CIVIC AND GLOBAL LEADERSHIP

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FUNDRAISING AND DEVELOPMENT

Fundraising and Development The Colin Powell School is grateful for the continued generosity of our Board of Visitors, alumni, individuals, corporations, and our community partners. This support allows the School to provide almost $1 million in scholarship support, research and travel funds, program support, and public programs designed to bring the work of our faculty to a wider audience each year. The contributions listed below represent gifts made in support of the social

sciences over the past 10 years and represent a wide variety of programming, scholarship support, and research initiatives. Your support of the Colin Powell School now, and in the past, provides a valuable resource to the community of scholars and students in our school and ensures our ability to continue in our mission to not only provide access to excellence in education, but also to serve as an incubator of diverse thinking here and around the world.

New York Life Insurance Co. $10,600,000

David M. Rubenstein $3,000,000

Stephen A. Schwarzman $1,500,000

The Rudin Foundations, Inc. $1,050,000

Skadden, Arps, Slate, Meagher & Flom LLP $9,585,200

Charles B. Johnson $2,597,096

The Robert M. Bloch Trust $1,500,000

Fulvio V. Dobrich $2,200,000

Boardy Lloyd $1,388,446.56

Robert B. Catell $1,000,000

General Colin L. Powell $6,548,119.24 Michael R. Bloomberg $5,800,000

Marc Benioff $2,000,000

The Starr Foundation $5,000,272.90

William R. Kenan, Jr. Charitable Trust $1,735,000

Josh S. Weston $4,069,000

Novo Foundation $1,531,000

Salesforce Foundation $1,150,000 Jin Roy Ryu $1,132,456.43 Dalio Foundation, Inc. $1,100,000 The Ford Foundation $1,063,044

Ambassador Hushang Ansary $1,000,000

Government of the Dominican Republic $999,985 Seymour Sternberg $750,000 Martin J. Granoff $600,000

Ambassador Yousef Al Otaiba $1,000,000

The Ronald & Jo Carole Lauder Foundation $600,000

Korea Foundation $1,000,000

Viola Foundation $500,000

The Annenberg Foundation $1,000,000

MCJ Amelior Foundation $500,000

MESSAGE FROM GEN. POWELL

LIFETIME DONATIONS OF $500,000 AND HIGHER

Lewis J. Altfest The Carroll and Milton Anita Altman Petrie Foundation American Association of Castle Harlan Inc University Women Centro de American Express Investigacion Foundation Cientifica de Yucatan Randy Andrews The Charles and Ann Anonymous Johnson Foundation Ahilan T. Arulanantham The Charles B. Laurie Atkins Wang International David L. Bauer Foundation Baumol Family Shawn A. ChinChance Foundation The City College Fund Benjamin S. Bergman Michael T. Cohen Paul B. Bergman Colonial Druggists of Bernard Herold Westport, Inc. & Co., Inc. Columbia University Alan Bernikow American Assembly Nadia J. Bernstein Funds Ambassador Stuart A. Community Learning Bernstein Partnership Thomas L. Blair Conoco Phillips Jeannie Blaustein Company Rebecca Block Boston Research Center Ashley C. Cotton Lester Crown Vincent Boudreau Alex Crumbley Louis A. Bradbury The Dana Foundation Nicholas F. Brady Ambassador John J. Paul F. Burger Danilovich Barbara H. Cane Carnegie Corporation David Ertel Award Fund of New York The David Kosh & Carnegie Council

Ruth Kosh Foundation Jane Dolkart Millard Drexler Kenneth M. Duberstein John G. Duffy Lt. General Samuel E. Ebbesen Emerald Cities Collaborative, Inc. Tammy M. Erickson The FAR Fund Joel C. Feffer Anne A. Forrester Arthur Fox Steven J. Fraidstern Eric J. Friedman Robert A. Friedman Fund for Social Change Liane Ginsberg Norman Glick Goldman, Sachs & Co. The Government of the State of Qatar Vartan Gregorian The Hand Family Trust Billy L. Harbert The Honorable Bahaa Hariri Harris Connect, Inc. Luisa Hassan Marla Hassner Jack S. Hoffinger Linda R. Hoffman

Margaret Holen The Howard Gilman Foundation InfoUSA The Jack Miller Center William J. Janetschek The Jerome Levy Foundation Jewish Communal Fund Michelle L. John John D. and Catherine T. MacArthur Foundation Margaret L. Jones Vernon E. Jordan Joseph Drown Foundation Stanley Kane Kaneshanathan Family Foundation Stuart Z. Katz John Khoury In-soon Kim Joann M. Kleiman Klein Family Foundation David H. Koch Michael Koester Kohlberg Kravis Roberts and Co. Korea Society Koret Foundation

Lazard Freres & Co., LLC Howard H. Leach Robert J. Leverte Allan Levine Jerome L. Levinrad Laurie J. Levinson Jack B. Levitt Jean E. Krasno Maloney Donald B. Marron Marianna K. McCall Dan McGinn Harold J. Moskowitz Nederlander Productions Esther T. Newman The New York Community Trust The New York Psychoanalytic Society & Institute, Inc. Eric Nonacs Roberta Nusim OKI Data Americas, Inc. Fredric D. Olefson Peter Oâ&#x20AC;&#x2122;Malley On Campus Marketing LLC Pamela R. Ostrager Paramsothy Parthipan Kevin A. Plank Jan R. Polatschek

Linda M. Powell The Honorable John Price Richard T. Prins The Psychological Center Publicis Kaplan Thaler Ann Ramsay-Jenkins The Honorable Charles B. Rangel Judith V. Reppy Harry Rhoads The Rhodebeck Charitable Fund Andrew Rich and Joel Allen Daniel and Nancy Rich The Rick and Susan Goings Foundation RLJ Equity Partners Rockefeller Brothers Fund, Inc. John F. Rogers ROK Mission to the UN David Rosenberg Herbert R. Rubin Mario Sacouto Paul E. Scheid Eric Schmidt Scholarship Foundation of the NSA Thomas J. Schwarz Bernard L. Schwartz Robert C. Sheehan Stavros Niarchos Foundation

THE CITY COLLEGE OF NEW YORK

LIFETIME DONATIONS OF UP TO $499,999

Zina Steinberg Stoneman Family Foundation Reed Smith Gillian M. Sorensen Joseph Spallina Linda F. Kaplan Thaler Theodore Cross Family Charitable Foundation Thomas W. Smith Foundation Tides Foundation The Trust of Andrew Freund Tom and Edwina Johnson Foundation Tupperware UnitedHealth Group, Inc. Jennifer R. Wallach Barbara Walters Stuart Wells Anthony Welters Ambassador Beatrice Welters Wesleyan University John S. Wiillian William J. Clinton Foundation Stephen A. Wynn Earle Yaffa Katsuhiko Yoshida

The Colin Powell School continues to make every effort to ensure the accuracy of our donation records. If you would like to request an update for a future issue of our annual report, or if you are interested in making a contribution to the school, please feel free to contact Dean Andrew Rich at arich@ccny.cuny.edu or call 212.650.5967.

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BO ARD O F V I S I TO RS CO L I N PO W E LL S CHO O L FO R CI V I C AND GLOBAL LEADERSHIP

MESSAGE FROM GEN. POWELL

Madeleine K. Albright Former Secretary of State

COLIN POWELL SCHOOL FOR CIVIC AND GLOBAL LEADERSHIP

James A. Baker, III Former Secretary of State Thomas J. Blair Chairman Blair Investment Companies Vince Boudreau President, The City College of New York Robert B. Catell Chairman, AERTC, Stony Brook University Martin Cohen Executive Chairman, Cohen & Steers, Inc. Cesar Conde Chairman of NBCUniversal International Group and NBCUniversal Telemundo Enterprises Fulvio V. Dobrich Principal and CEO, Galileo Asset Management General Samuel E. Ebbesen, USA (Ret.) Harold M. Evans Former President and Publisher Random House

Richard M. Krasno President William R. Kenan Jr. Charitable Trust Jeffrey T. Leeds President and Co-Founder, Leeds Equity General Colin L. Powell, USA (Ret.), Chair Former Secretary of State Linda Powell Actress and Philanthropist Andrew Rich Dean, Colin Powell School for Civic and Global Leadership Stephen C. Robinson Skadden, Arps, Slate, Meagher & Flom, LLP David M. Rubenstein Co-Founder, The Carlyle Group Jin Roy Ryu Chairman and Chief Executive Officer Poongsan Corporation and Poongsan Group Stephen Schwarzman Chairman and CEO, The Blackstone Group Sy Sternberg Retired Chairman and CEO New York Life Insurance Company

Vartan Gregorian President, Carnegie Corporation of New York

Linda Kaplan Thaler Chair Kaplan Thaler Management

Vernon E. Jordan, Jr. Senior Managing Director, Lazard

Beatrice Welters Philanthropist

Henry A. Kissinger Former Secretary of State

Fareed Zakaria Editor at Large, Time, Inc.

Colin Powell School for Civic and Global Leadership

The City College of New York

160 Convent Avenue, North Academic Center 6/141, New York, NY 10031 T.: 212.650.7500 I F.: 212.650.5865 I www.ccny.cuny.edu/colinpowellschool I colinpowellschool@ccny.cuny.edu

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Annual Report FY 2018-19 - Colin Powell School

Articles inside

LEARNING ENVIRONMENTS

STUDENT LEADERSHIP AND ALUMNI SUCCESS

PROGRAMS OF EXCELLENCE

RESEARCH FOR THE COMMON GOOD

MESSAGE FROM THE CHAIR

MESSAGE FROM THE DEAN