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Comm unit y N ewsle t t e r INN OVATI V E , V IS I ON ARY L E A D E R S L AU N C H 2 01 1 -2 0 1 2 SCH OL AR S L E C TURE S E RIE S The 2011-2012 College Park Scholars lecture series kicked off in November with three dynamic speakers, game-changers in their respective fields. Prince George’s County Executive Rushern L. Baker, renowned artist and University of Maryland educator David C. Driskell and Stonyfield Farm “CEYo” Gary Hirshberg talked to audiences about their life’s work and the passion they have for their work. The series, in its second year, aims to provide students from all Scholars programs with an opportunity to learn what their peers are examining in their Scholars colloquia and supporting classwork. On Nov. 7, the Public Leadership (PL) program presented Baker to a standing-room only crowd in
Photo by Harold Burgess
Arts Scholars visited the exhibit “Creative Spirit: The Art of David C. Driskell” as part of the Scholars lecture series.
Photo by Brent Hernandez
Prince Georgeʼs County Executive Rushern Baker, who was elected in 2010, discussed leadership challenges during a lecture sponsored by the Scholars Public Leadership program.
Van Munching Hall. During a nearly 50-minute lecture, Baker told stories of failure, perseverance and success. Prior to winning in 2010, Baker made two unsuccessful bids for the office he now holds. He said what kept him going was his desire to see Lecture Series Continued, page 2
Photo by Brent Hernandez
Stonyfield Farm “CE-Yo” Gary Hirshberg delivered free yogurt and a lecture about sustainability Nov. 9.
Lecture Series Continued
Photo by Dylan Singleton
David C. Driskell talked with Arts Scholars about his creative process during a Nov. 7 lecture.
Spring 2012 Scholars Lecture Series The Scholars lecture series will continue in the spring semester. Dates and times for each lecture will be posted on www.scholars.umd.edu as the event approaches. International Studies Presents: Shibley Telhami, Anwar Sadat Professor for Peace and Development, “The United States and the Arab Spring”
change the world. “Public service is not just running for office,” Baker said. “I ran because I wanted to use my time and talent in a way that would change people’s lives.” That same evening, the Arts Scholars program presented, “Creative Spirit: The Art of David C. Driskell.” Arts Scholars received a personalized, in-depth look at Driskell's most recent exhibition. The artist also led a discussion with students about his work and the creative process. The exhibit, on display until Dec. 16, features 60 works that represent Driskell’s transition through vaired media in his artwork throughout the past 60 years. Later that week, Hirshberg delivered a stirring lecture about the importance of sustainable business practices. The Nov. 9 lecture, which took place in a packed auditorium in Tydings Hall, was sponsored by the Environment, Technology and the Economy (ETE) and Business, Society and the Economy (BSE) programs. Hirshberg, who has been “CE-Yo” for more than 20 years, said there was a “connection between how we mistreat the planet and how we mistreat our bodies,” and only through changing how we think about food and food production can we change how we act. Despite conventional wisdom, Hirshberg said that it is possible to find a sustainable and profitable business model. He outlined several ways he has challenged his employees to think and act globally. “I have never found an investment in sustainability that sacrifices profits,” he said. --Staff reports
Life Sciences Presents: The 2nd Annual Lee Hellman Lecture Sam Kean, author of “The Disappearing Spoon And Other True Tales of Madness, Love, and the History of the World from the Periodic Table of the Elements” Media, Self and Society Presents: Dana Priest, Washington Post national security reporter College Park Scholars, the Honors College, and Phi Kappa Phi Honor Society, Chapter 22CP Present: Distinguished Scholar Teacher Panel, “Life in the Academy”
Photo by Brent Hernandez
Gary Hirshberg described to students how Stonyfield Farm is working to decrease its carbon footprint. The lecture was sponsored by the ETE and BSE programs.
Scholars Peer Mentors help first-year students with campus transition Growing student-led initiatives bring Scholars together By Devin Miller Senior Editor Imagine coming up with an idea, developing it with College Park Scholars staff and faculty, and seeing it come to life in the Scholars community at the University of Maryland. For senior mathematics major and Science, Technology and Society alumnus Sean Murphy, 21, that is the story of how he turned his belief in the need for a peer mentoring program into a reality. Today, this student-led initiative spans five different Scholars programs and continues to expand each year. The Peer Mentors initiative, which exists in the Science, Technology and Society; Science, Discovery and the Universe; Media, Self and Society; Life Sciences and Global Public Health Scholars programs, matches first-year students with a second-year peer mentor. Today, there are about 100
“EVEN IF PEER MENTORING HELPS ONE PERSON IN EACH PROGRAM, WE’VE DONE OUR JOB.” - SEAN MURPHY peer mentors whose role is to provide support and guidance to mentees on issues ranging from excelling in academics to getting involved on campus. “We’re not only there to be resources, we are also there to be friends,” said second-year student Suzanne Joyella, 19, a Global Public Health peer mentor student captain from Greenwich, Conn. “The program helps to bridge the freshman and sophomore Scholars classes.” It all began in Murphy’s first year, when he came to the University of Maryland from Atlanta and experienced the initial trouble of finding his niche like many out-of-state students. During his second semester, Murphy came up with the idea for a peer mentoring program and brought
Students helping students in
it to the attention of Scholars staff through the academic affairs committee of the Scholars Advisory Board. Murphy met with Tabetha Mwita, who was then the Scholars coordinator for community development, once a week to construct a concrete plan for implementation. After deciding on the logistics of the peer mentoring program, Murphy approached members of the Department of Resident Life and Scholars faculty directors with his plan. In fall 2009, the peer mentoring program was implemented in Science, Technology, and Society; Science, Discovery, and the Universe; and Media, Self and Society, and it has expanded by one program a year ever since. Life Sciences Assistant Director Becky Kenemuth has witnessed the benefits of the initiative first-hand. “The peer mentoring program not only provides first-year students with support, encouragement, and guidance as they transition between high school and college, but it also offers sophomores leadership and involvement opportunities,” she said. “It truly helps to foster community among students in the program.” Peer mentors are responsible for planning two large events a semester and several smaller, informal meetings with their mentees. From holding pizza and study parties to inviting mentees to a home football game, mentors find numerous ways to create a strong support system. “The program gives the mentees a chance to talk to someone who is very close to the freshman experience,” said second-year animal science major and Media, Self and Society peer mentor student captain Kayla Miner, 19. One of Miner’s mentees, Meghan Bentz, 18, a first-year Media, Self and Society Scholar from Columbia, Md., said it’s nice to have a person like Miner to talk to and make connections that you may not otherwise make. “I’ve met a lot of new people from Scholars outside of colloquium and sophomores
Scholars Initiatives led by peers enhance innovative living-learning community
see Peer Mentoring Continued, page 7
see Students Helping Continued, page 7
By Ben Parks Coordinator Peer-led initiatives help build the community that College Park Scholars thrives on. It starts Photo by Sibia Sarangan before students even arrive on campus. Consider a typical experience for many first-year Scholars: incoming students may know about Scholars from a peer—a sibling, classmate, or other Scholar. More formally, they may have found out about this livinglearning experience through a Scholars Ambassador, a current student who shared her or his experience. During orientation, an orientation advisor probably shepherded first-year Scholars around and likely introduced them to current Scholars students. Once on campus, resident assistants provided activities and helped connect them with the campus. On Service Day, each program had returning student team leaders serving alongside first-year students, building connections and assisting in their transition. Once your Scholars experience begins, you have the opportunity to get involved in leadership and service organizations, as well as activities led by Scholars students: Student Advisory Board, Lakeland STARs tutoring program, Cambridge Community Councils, and our annual Charity Softball Tournament. In our 11 interdisciplinary programs, current students serve as teaching assistants, sophomore colloquium leaders, tutors, field trip leaders, members of program advisory boards, as well as participate in returning student panels, and share their research with their peers. Our most recent peer-led initiative, peer mentors, has grown to
BU I LD I N G C O MMUNIT Y A S A SC H OL A RS C O MM UT E R S T UD E N T By Tasnia Habib Guest Columnist
The experience of being a commuter in the College Park Scholars program has its challenges. When I started at the University of Maryland last fall, I felt like I was the only off-campus resident in all of Scholars. However, according to Scholar’s Associate Director David Eubanks, there are 174 first- and second-year commuters in Scholars. We are definitely not alone. By taking advantage of the many activities and organizations on campus, commuters can have the full college experience. As a first-year commuter student, I thought I was getting the short end of the stick of the college experience. I came to Maryland because of the diverse student population, rigorous academics, and affordable tuition. I went home in the evenings, so it was much harder to get involved. I felt like I was constantly missing out on “college life,” because, to me, college life meant living in a residence hall. It seemed like an essential part of the college experience. I soon found out that wasn't the case. Once I started to understand that it was up to me to craft my own "college experience" (with a little help, of course), things started to change. Building Community Global Public Health Scholar Rohini Choudhuri is a second-year biology major who also commutes. She said it’s important to rely on the Scholars community to help bridge the gap between the living and learning that sometimes exists for off-campus residents. Choudhuri made connections through Scholars Ambassadors and said it’s up to each off-campus resident to make his or her own college life. “I feel that being a commuter hasn’t changed my Scholars experience,” said Choudhuri, a Potomac, Md., resident who interned at the National Institutes of Health last summer. “I firmly believe that whatever college experience you have, you work to make that way. It’s all in your hands.” The University's office of Off-Campus Student Life is just one resource available for commuter students. Getting to know Scholars program faculty directors and central staff is also a great way to help you begin to build your college community. For Choudhuri and I, Scholars provides a place and a group of people that we can be a part of. Plugging In Making friends as a student who lives off campus can sometimes be difficult, so it’s a good idea to find at least two to three people you know you can connect with. Many of my friends from high school also came to the
University of Maryland, so I was able to maintain those friendships and expand them by meeting their new friends. Having peers on campus is also really vital for those late-night study sessions or those days when you have to crash on campus. As a commuter, it often helps to Photo by Sibia Sarangan find one campus Tasnia Habib is one of 174 commuter activity or students in College Park Scholars. organization that makes you feel connected. For me, getting involved in Scholars along with the Alternative Breaks program has helped me feel like I am part of campus life. I went to New York City last spring, where we learned about immigration and helped out at an international high school. The trip inspired me to become more involved in College Park, Md., so I joined Scholars Lakeland STARS tutoring program, an academic enrichment program for students at nearby Paint Branch Elementary School. When you’re a commuter, it can take more effort to stay involved, because you can’t always show up to events or meetings. Being involved is a a very rewarding experience, however, and the extra effort I put in definitely made me happier and more connected to the Maryland campus. It’s important to realize that college is a new experience for everyone, and everyone has their challenges. There are pros and cons to every situation. I used to believe that being a resident was much better than commuting. I learned, however, that commuting definitely has its advantages. I can still spend time with my family, have my own bathroom and bedroom and enjoy home cooked meals. With effort and dedication to getting involved and building community, Scholars commuter students can have an experience that is just as rewarding as residents. Tasnia Habib of Burtonsville, Md., is a second-year community health major in the Global Public Health Scholars Program. She hopes to become a doctor or work in the healthcare field in the future.
A L U M NI PROFILE : EN V I RON M E N TA L POLICY SHAPES N I D H I T H A KA R ’S LAW C AREER By Anna Kowalczyk Public Relations
electric and gas industry players. Thakar said she works on compliance and enforcement issues, as well as regulatory proceedings. Public Leadership Scholars alumna Nidhi Thakar After graduating from Maryland in 2003, Thakar entered her first year at the University of Maryland worked for two-and-a-half years as a staffer in with the hopes of becoming a dentist. Her interest in Berkley’s office. There, she worked on water projects, politics soon outshone her affinity for biology, and she issues related to public lands, energy, the environment decided to pursue her passion as a and appropriations. government and politics major. In 2008, she earned a law degree The 2001 citation recipient with a certificate in environmental credited her time in College Park and natural resources law from Lewis Scholars with bringing together her & Clark Law School in Portland, Ore. interdisciplinary pursuits in the As Thakar continues to develop environment and public policy—in the her professional skills and welcome field of environmental law. challenging experiences, she said she “The Scholars program provided hopes to find a way to mesh what me a learning environment that she learned working for Congress challenged me, while at the same time with her position at Perkins Coie. expanding my interpersonal skills,” She also said she plans to continue Thakar said. “Scholars gives students her efforts to help foster the next an environment in which they can feel generation of energy lawyers through comfortable expressing themselves.” her membership in many professional One of Thakar’s first government organizations, including the Young classes, an environmental policy Lawyers Committee, the Energy Bar Public Leadership alumna and course, ultimately became the most environmental lawyer Nidhi Association and the South Asian Bar Thakar earned her citation in 2001. Association’s Washington, D.C., influential course she took during her college career. In this class, she was chapter. assigned a five-minute research Thakar also currently serves as presentation on the Yucca Mountain Nuclear the chair of the diversity committee for Perkins Coie’s Repository in Nevada, an assignment that sparked her D.C., office, a position she said enables her to lifelong interest in environmental policy. implement diversity programming and connect law Seeking an opportunity to learn more about the students to the firm. repository, Thakar secured an internship with U.S. For students hoping to enter the environmental Rep. Shelley Berkley (D-Nevada) through Maryland’s or law fields, Thakar recommends taking advantage of Center for American Politics & Citizenship (CAPC) every academic and professional opportunity available advisory board. She interned for CAPC as a research to learn more about each field. assistant throughout her college career, and currently The best way to learn about an intended area of sits on the center’s 20-person advisory board. study, she said, is to connect with alumni or other “Nidhi is extremely smart, professional and professionals currently in the field and to use these enthusiastic,” CAPC Director Paul Herrnson said. “She professionals to find internships and other valuable is one of those people that leaves a positive practical experiences. impression wherever she goes.” “Many people are familiar with the term, Now an associate at Perkins Coie, an international ‘environmental law,’ but do not recognize the technical law firm that represents a range of organizations, aspects of the position,” Thakar said. “Students have Thakar has continued to pursue environmental issues. the luxury of ‘trying’ a career through internships and As a regulatory attorney, her practice focuses on classes. It’s the best way to determine if a career is the energy sector, representing a wide variety of right for you.”
PROGRAM SPOTLIGHT P U B LI C L EADERSHIP SCHOLARS PROGRAM F OS TE RS ACTIVE C IVIC ENGAGEMENT local nonprofits. The students conduct interviews and visit nonprofits to decide which philanthropy best aligns with the group’s goals. Envision a stool with three legs “I absolutely loved the freedom all representing leadership, citizenship and of us had in the class,” said PL alumna civic engagement. That is how Dr. David Abby Teitsworth, a junior elementary Crocker, director of College Park education major who took the course Scholars Public Leadership (PL) as a sophomore in the fall of 2010. program, explains public leadership. “Instead of being told what the ‘right’ or Sponsored by the University of ‘wrong’ decisions were, our class was Maryland School of Public Policy, Public given the power to make our own Leadership offers 150 first- and secondchoices and voice our own opinions.” year students the opportunity to This fall the focus is actively learn and engage on the achievement gap in these crucial supports and the root causes of for the practice of poverty. According to the effective public class mission statement, leadership. Through the $10,000 will be Community-Based awarded to one or more Learning (CBL) and organizations in philanthropy education, Washington, D.C., and/or civic engagement is Prince George’s County introduced to, and dedicated to advancing the experienced by, every PL social and academic Scholar. development of students First-year Scholars so that one day they might are immersed in CBL escape the cycle of projects, which exposes poverty. For more them to the challenges information, read the facing the local official class blog. community. In the fall, Photo by Lara Fuenmayor Once the deadline for second-year PL Scholars applications arrives, the have the opportunity to Public Leadership Scholars participated in a panel at the grant students face the challenge choose a philanthropy ceremony last December. “We learned that having a good heart is of determining which course, The Art and not always the only requirement - we needed to use our heads, nonprofits receive the Science of Philanthropy, too,” PL alumna Abby Teitsworth said. funds. From conducting for their practicum, which phone interviews to visiting is a Scholar’s final project sites, every step toward the group, the Cultural Academy of required to earn his or her citation. final decision involves real-time Excellence (CAFÉ). “As public leaders, they need to deliberations and strong opinions. Another offering that promotes understand what the challenges are in “Getting the chance to see the way civic engagement is the celebrated the world—what is going on out there these groups operate really made me that they would be faced with changing,” philanthropy class that acts as a realize that this donation that our class PL Assistant Director Jennifer Littlefield supporting course for first-year is about to make is going to have a students and a capstone for those in said. tangible impact on our community,” said their second year. Community-Based Learning is the PL Scholar Griffin Varner, a second-year Students in the course, under the “hallmark” of the PL program, according criminology and criminal justice major direction of University of Maryland to Littlefield. First-year Scholars spend who is currently enrolled in the course. School of Public Policy Professor Robert their fall semester working in teams to The philanthropy course, along with Grimm, are guaranteed to gain the choose a community partner that the CBL program, provides Public matches their passion and then design a “tools to be good philanthropists,” Leadership Scholars the dynamic Littlefield said. project to benefit the organization. In academic opportunity of active learning. In the philanthropy course, students the spring, the students work with the When studying how to be a civically are given a $10,000 donation to organization they chose in the fall to engaged public leader, this is critical, distribute through grants. As a class, implement their project. according to Littlefield. students develop a set of values, a “The goal is that it’s not only “You can’t learn leadership just by mission statement and a grant something that benefits our talking,” she said. “You have to do it.” application to solicit applications from By Sydney Carter Associate Editor
community,” said Littlefield, “but also allows the students to practice their leadership skills and learn about the community challenges that are out there.” Public Leadership also gives students the opportunity to learn more about civic engagement through lectures and performances. Past offerings this fall have included, a lecture by Prince George’s County Executive Rushern Baker (see page 1), as well as a performance by local performing arts
Peer Mentoring Continued
Students Helping Continued
that are in the program,” said Bentz, a mathematics and education major. Many of the mentors take pride in the fact that the program started off as a student-led initiative, and to this day, continues to succeed based on student efforts and ideas that are supervised by Scholars Coordinator Ben Parks. The student leadership team, Scholars staff and faculty directors are always working to see how the program can improve and reach the students who need it most. Murphy, who is scheduled to graduate in May, said he hopes that one day the peer mentoring program will exist in all of the Scholars programs. “It really goes to show you that a good idea with strong support can go a long way,” Murphy said. “Even if peer mentoring helps one person in each program, we’ve done our job.”
include five Scholars programs. These mentors serve as a friend and a resource on everything from getting involved to finding academic support. Mentors will soon expand to additional Scholars programs, with an even greater focus on supporting the first-year student’s transition to college. This evolution is being led by a student team. None of this is an accident. Scholars intentionally empowers students to assist their peers in attainment of educational and personal goals. Decades of research has determined that the greatest influence on college student decision-making is that of other students. Peers are experienced with the campus and they can relate to the situations of fellow students. Moreover, students serving as peer leaders also benefit by learning new skills, gaining relevant practical experience, developing empathy and
“The greatest influence on college student decision-making is that of other students.” - Ben Parks contributing to the Scholars community. As undergraduates, students are often not required to exercise the same levels of responsibility that they must exhibit immediately after college. Our goal is that our peer initiatives will give students even more meaningful responsibilities before they leave college for the “real world.” Our aim is to provide a relatively risk-free way for our students to apply many of the skills they are learning in their courses: critical thinking, problem solving, writing, speaking and more. Moving forward, we are committed to expanding opportunities for meaningful peer leadership. If you’d like to learn more about our peer initiatives, please contact Ben Parks at firstname.lastname@example.org
Public Leadership hosts Scholars alumni panels Former Scholars share experiences with current students The College Park Scholars Public Leadership (PL) program welcomed two panels of Scholars alumni to speak on their academic and professional experiences on Nov. 9 and 15. The goals of the panels were to offer first- and second-year colloquia students tips on how to make the most of college, apply what they learned to further their career and future goals and enhance their networking skills. “We were thrilled that so many alumni came back to campus and reconnected with the Scholars community,” said Sarah Cardona, a first-year PL colloquium instructor and Scholars Alumni Outreach coordinator. “Their insight and experience will certainly benefit our students.” The panel was a result of joint efforts between the PL program and the College Park Scholars Alumni Association. Ryan Swann, newly elected Scholars alumni association president, said he hoped the event would be beneficial for both Scholars and Scholars alumni, and would further a new goal of the Association—to bring alumni back to campus and engage them in the Scholars community. Alumni from a variety of industries, including philanthropy, government, nonprofits, education and legal services, spoke to students about their academic and professional experiences. Discussion topics included networking, ideas on how best to utilize the PL program and lessons learned in the real world. Panelists answered questions from students and reflected on their college and post-college experiences.
Photo by Sydney Carter
Andy Siegel (left), 1999 journalism graduate, talked with Public Leadership students during a Scholars Alumni panel Nov. 15. MJ Kurs-Lasky looked on.
Andy Siegel, who earned his PL citation in 1997, stressed the importance of being open to many career paths. Siegel, who graduated from Maryland with a journalism degree in 1999, said the key is to find your interest, be well-rounded and figure it out. “You don’t have to know what you’re going to do when you’re 18, 19, 20, 21 or 22,” said Siegel, now executive producer of studio programming at Comcast SportsNet. “You do have to have an open mind.” --Staff reports
FINALS SURVIVAL GUIDE: TIPS AND PERSPECTIVE By Graham Bennie Senior Editor
The long-awaited winter break is just around the corner. But before you head home for a few weeks of rest and relaxation, you’ve got one thing to do: survive finals. Many college students struggle with the week of exams, papers and semester projects. For first-year students, especially, the transition from high school classes and tests to college-level courses and finals can be difficult. Because College Park Scholars is a livinglearning community, we want to make sure that you have the tools you need to get through finals with minimal stress and peak success. One of the most important things to consider during finals prep is to take a holistic approach to the process. Do all you can to balance studying and living well, Scholars Associate Directors Martha Baer Wilmes and David Eubanks said. For some students, that means getting a firm grasp on the differences between this final exam experience and previous ones. Eubanks said that while high school may be driven, in part, by standardized testing, what students are required to do in college courses requires more than memorizing the material.You have to synthesize, comprehend, and demonstrate the meaning you make from it. For students who spent their high school years memorizing math formulas, ions for chemistry and the order of the presidents for history, studying for comprehension rather than memorization can be new learning. One way to try and make sure that you understand the material is to explain it to someone else. “The old adage ‘the best way to learn something is to teach it’ is really true,” Eubanks said. If you can study in a group or with someone else and explain what you are studying to the other person, you are sure to develop more of a deeper understanding than if you merely memorize your notes. “Studying is important, but you really have to make meaning out of the content,” said Alan Peel, co-director
of the Scholars Science, Discovery, and the Universe program. "If you can explain something and work it out verbally, that’s equivalent to what your brain needs to do on a test.” One of the struggles, according to Eubanks, is that students often confuse quantity of studying for quality of studying. Most people get a lot more out of studying from 3 p.m. to 5 p.m., when they’re well rested, than they do studying from 1 a.m. to 6 a.m. and nodding off every 20 minutes. This also brings us to the issue of self-care, something that often takes a back seat at this time of the semester. “Students need to remember to take care of themselves during finals,” Wilmes said. “Good sleep, healthy eating and making in time for yourself to relieve stress are all keys to success.” Students should also strive to maintain their normal routine. With review sessions and tests almost every day, any student’s schedule is going to be different than a normal week in the semester. But if you change your routine too much, you may not perform as well when it comes to exam time. Eating a normal, healthy diet and ⓒ123RF Stock Photos getting rest are easy ways to stick to your routine and keep your body and mind sharp for the demands of finals week. In addition to these study and self-care tips, here’s a list of campus resources to turn to when you need a little extra boost. Numerous tutoring resources can also offer the kind of one-on-one assistance that some students need. Students should remember that sometimes the best ways to deal with the stress of finals is to make sure that they go into exams with the right perspective. Take this opportunity to remind yourself that, in the end, a grade is a letter, and that what you get out of a class has greater significance than that letter. As part of a living-learning community where learning is just as important, outside of the classroom as it is inside, Scholars students already know this.
For more information, please visit any of the following websites: College Park Scholars Undergraduate Studies College Park Scholars Alumni Association UM Office of Parent & Family Affairs
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If you have an interest in providing financial support to College Park Scholars, please contact Greig Stewart, or choose one of the following options: 1.You may send a gift by check. In this case, please make the check out to UMCP Foundation and indicate the area you wish to support, if any, in your check's memo field, next to 'College Park Scholars'. Gifts made by check without a notation beyond the program name will support the College Park Scholars general fund. 2.You may contribute an online gift, through the University philanthropy site. Please choose College Park Scholars as the fund. 3. If you are a University faculty or staff member, you may use payroll deduction as the method of payment, and you may indicate your preferred donation amount and the period during which the deductions should begin and end. Please contact Greig Stewart if you are interested in this option. On behalf of all of us in the College Park Scholars community, thank you for the consideration of your support. Please visit our website for more information.
CONTRIBUTORS November 2011 Graham Bennie
Devin Miller Sydney Carter
Senior Editor Associate Editor
Anna Kowalczyk Sibia Sarangan
Public Relations Multimedia Specialist
Tasnia Habib Ben Parks
Guest Columnist Coordinator
Brent Hernandez Kimberly Davis
Assistant Director Communications Director November 2011
Volume 55 of the newsletter