UCLA College senior Maripau Paz has been selected as the first ever recipient of the 2019-2020 Arthur Ashe Jr. Scholarship, established to recognize and support students who exemplify the attributes, values, commitment to service and pioneering spirit of the legendary Arthur Ashe ’66.
Since arriving at UCLA as a first-generation college student, Paz has committed herself to inspiring others on campus. Paz has worked in various leadership roles to aid student retention and enhance the undergraduate experience for her peers at UCLA, all while pursuing a double major in political sciences and global studies.
Paz spent three years as the head administrative clerk for New Student Programs in UCLA’s Academic Advancement Program, a federally funded diversity-outreach program that supports low-income students, students of color, first-generation students, and students with disabilities, by connecting them to the resources they need to succeed. In addition, she served for two years as a new student advisor for the incoming Freshman and Transfer Student class, providing academic counsel to more than 200 students and their families.
Paz also served as professional outreach director in the Student Alumni Association, where she helped prepare students for the world post-graduation by hosting workshops on resume building, applying for internships and interview skills. During her senior year, Paz is serving as executive director of the professional development committee on the board of directors for the Student Alumni Association.
On the academic front, Paz presented her research on immigration and public opinion at UCLA’s Undergraduate Research Week in May and is starting work on an honors senior thesis that will further expand on this topic. Following graduation, she plans to pursue a joint Law and Master’s degree in Public Policy and work on issues pertaining to human rights, refugees and immigrant communities.
Harmanie Taylor, left, and Vanessa Cruz perform a duet during the Dancing Disability Lab at UCLA. Photo: Reed Hutchinson/UCLA
As the 10 dancers moved across the studio floor in Kaufman Hall, their instructor closely watched how each dancer’s body movements transitioned from one to the next.
Victoria Marks, associate dean of the UCLA School of the Arts and Architecture and professor of choreography, offered encouragement and challenged the dancers to pay closer attention to the way they could shape space both individually and in pairs. Two dancers in wheelchairs faced each other, raising their arms in intricate patterns. Others incorporated crutches or a chair into their actions.
“You are a mover and a maker. You can make us see things,” Marks said to the group, her voice the only sound in the studio as the dancers worked without music. “You have that power, not just in what you’re doing but how you’re doing it.”
The dancers, hailing from around the world, came together for a week in June for UCLA’s Dancing Disability Lab, which was hosted by world arts and cultures/dance and the disability studies minor. They spent their time discussing disability activism and performance, developing their movement skills, creating choreography and exploring how dance can transform and challenge ideas about the body and personhood.
The UCLA Disability Inclusion Lab is a cross-disciplinary initiative designed to reframe cultural understanding and practices around the concept of disability through academic courses and community engagement. Each lab will build and strengthen networks of faculty, staff, undergraduate and graduate students, and community leaders to transform the discourse and awareness surrounding disability. The Dancing Disability Lab was UCLA’s second such project following the Autism Media Lab in the spring.
“I felt from the conception that UCLA was in a position to do something very different from what dance companies across the country are doing for dancers with disabilities,” Marks said. “Because we have a disability studies minor and a dance major, I thought UCLA could combine those resources, making dances and also talking about how what they create engages and changes ideas about disability.”
Each day included seminars on the history of disabled dance and performance, which included watching clips of dance and performance art made by disabled artists and discussions on topics such as access and the use of mobility aids in dance. In one discussion, the dancers and instructors debated whether mobility aids like wheelchairs and crutches could be considered “costumes” (while some supported the idea, others were staunchly opposed).
After the daily seminar, the dancers attended workshops on movement development and choreography. They practiced breathing techniques and explored how their experiences inform their dancing.
Mel Chua, a postdoc in biomedical engineering at Georgia Tech, said she was hesitant to apply for the program because she assumed that her previous dance training (through classes and a contemporary dance company as an undergraduate) wasn’t advanced enough. But Chua came to realize that she only felt unqualified precisely because, as a deaf person, she hasn’t ever had access to dance training like what she experienced at UCLA.
American Sign Language interpreters provided for her throughout the week enabled Chua to engage in spoken, scholarly discussions about dance for the first time, she said.
“I’ve mostly followed dance classes in the past through sight, just watching and copying, but I don’t know the language for dancing since I don’t know how people talk about dancing in English,” Chua said. “Having access to the rhetoric of dance, the way we talk about dance in English — the terminology — in discussion for the first time was amazing because I got to be part of dancers discussing dance, and that’s something I never get to do.”
Another first for Chua and many other dancers was getting to dance with a group of exclusively disabled dance artists. Instead of being the only disabled person in the class, feeling pigeonholed by their disability or having to translate choreography designed for non-disabled dancers, they were united in how they each expanded dancing conventions, Chua said.
Instructor Alice Sheppard, left, performs a piece with the Dancing Disability Lab participants at the public showcase. Photo: Reed Hutchinson/UCLA
Vanessa Cruz, a dance major at Cal State Long Beach who has arthrogryposis (a condition in which the joints are fixed or their movement is restricted) and scoliosis, said she has only ever trained with non-disabled dancers and is accustomed to figuring out how to fit into an art form that caters to people without disabilities, which can be lonely.
Being in a dance workshop where everyone had a disability was empowering and eye-opening.
“It made me feel like I have a voice in this crazy world,” Cruz said. “It was the first time I felt like I belonged anywhere.”
Cruz and Chua both said they are not looking to inspire others or receive sympathy for the challenges they face. Although the idea of inclusion often focuses on bringing disabled and non-disabled people together, Chua believes it’s important for disabled people to have spaces that are just their own. Dancing Disability was exactly what she and her fellow participants needed to advance the field of dance and disability.
“It’s only when we figure out our own maturation of our own practice that we can come out from that place of having our own disabled practice and engage with yours,” Chua said. “There is something that abled people cannot give us, and they don’t need to understand or see what it is, but they need to trust that something is there and that it is important and they should support us having it, even if they never see it or perceive themselves as benefiting from it or learning from it.”
For Cruz, the lab gave disabled artists a chance to be heard and seen differently than what some might be accustomed to — a necessary step in ensuring that non-disabled people will be allies who provide ongoing support for equal access and inclusion.
“People need to know we exist. Dance is the perfect platform to allow our humanity to come through,” Cruz said. “People are either inspired by me or they feel sorry for me because that’s how the media has shaped our identity, but dance can change that.”
Dancing Disability was co-taught by Marks, Rosemarie Garland-Thomson, professor of English and bioethics at Emory University and co-director of the Emory College Disability Studies Initiative, and Alice Sheppard, a disabled dancer and choreographer. The week concluded with a public showcase at Kaufman Hall’s black box theater on June 28.
Marks said the lab showed her how much disabled dancers have to offer to an ever-changing exploration of what dance is and can be.
“There was a sense of full-bodied moving and a ton of imagination — the wit, intelligence and signature of each of the artists,” Marks said. “These artists have so much to offer all of us in terms of opening ourselves to what it means to be human and to be joyous and witty and funny and live life in all the complexities that life offers.”
She also recognized the need for disabled people to be leaders in discussions about inclusion and equal access, which is what the Dancing Disability Lab was designed to facilitate.
“UCLA has always been at the forefront of social justice movements and has recognized the need to address diversity, equity and inclusion, and so this lab is part of what UCLA continues to do,” Marks said. “It’s a tremendous contribution to the field of dance, and if dance represents people and our values and ideas, then it becomes part of that larger civic conversation about who we are.”
This article originally appeared in the UCLA Newsroom.
https://www.college.ucla.edu/wp-content/uploads/2019/09/VanessaandHarmanieduet_2aca9bac-a2c2-451a-b515-67c3918e77f7-prv-1.jpg8001200Robin Migdolhttps://www.college.ucla.edu/wp-content/uploads/2019/07/Uxd_Blk_College-e1557344896161.pngRobin Migdol2019-09-06 09:16:272019-09-10 13:39:40Disabled dancers learn to redefine the aesthetics of movement at UCLA
Amid cheers and tears of happiness, the centennial class of UCLA celebrated both its graduation and the 100 years of UCLA’s existence at today’s commencement ceremonies, embracing the message that extraordinary changes don’t happen inevitably, but because people like this year’s graduates fight for it.
About 6,000 seniors were expected at the UCLA College commencement ceremonies in Pauley Pavilion at 2 p.m. and 7 p.m., joined by more than 20,000 friends, family members and guests. At dozens of ceremonies across campus this graduation season, UCLA awarded roughly 8,400 undergraduate degrees and 5,000 graduate degrees, including just over 600 Ph.D.s.
Anna Lee Fisher speaking
This year’s UCLA College graduates include students like Haya Kaliounji, a Syrian immigrant whose organization, Rise Again, has helped more than 40 Syrian amputees get prosthetic limbs, and Helen and Rachel Lee, first-generation college students and twins who are working with state legislators to repeal the sales tax on menstrual products.
In its first 100 years, UCLA has become the most applied-to university in the country and is often ranked as the nation’s No. 1 public university. Bruins have earned 13 Nobel Prizes and three Pulitzers. Roughly a third of UCLA undergraduates are first-generation college students, and a similar number come from low-income families.
For the first time, the commencement program included an acknowledgment of the Tongva people as the original inhabitants of the Los Angeles basin. In his address, UCLA Chancellor Gene Block reminded the audience that students led or aided many positive changes – like the creation of UCLA’s prestigious ethnic studies centers, or programs to support students who are veterans, undocumented, transfers, parents or foster youth.
While UCLA can still improve, it has made dramatic changes for the better since 1919, Block said.
“We better embody the aspirations of all our members, and we are a lot more diverse — we represent a much more diverse and interesting family than we did when we started,” Block said. “All that has changed on this campus hasn’t changed by accident. It’s changed because of students, faculty and staff, alumni and others like you, who said ‘UCLA can do better.’”
Astronaut and three-time UCLA alumna Anna Lee Fisher delivered the keynote address at both ceremonies, telling students that her path to success was neither smooth nor guaranteed, but the result of perseverance in the face of setbacks, learning from mistakes, and back-up plans.
When she couldn’t become an astronaut because women weren’t allowed to be test pilots, she decided to become a doctor so NASA would send her up to care for other astronauts. When she didn’t get into medical school on her first try, she got her master’s degree in chemistry – a degree that was instrumental in her selection as one of the first six female astronauts.
“Sometimes, when you read or hear about a person who appears to be successful, it sounds as though it was smooth sailing the entire time,” Fisher said. “I’ve had many missteps and disappointments along the way, and inevitably, you will, as well. Learn from those experiences and use that newfound knowledge to continue to pursue your dreams.”
Through it all, she said the hardest things she ever did were leaving her then-14-month-old daughter during her first space flight, and returning to NASA after the birth of her second daughter.
“I also, incidentally … became the first mother to fly in space,” Fisher said. “I did not consider it a big deal, as most of my male colleagues had children as well. But of course my daughter says I owe it all to her. … For you parents and families, as you can see, even though I have three degrees, have been a doctor and an astronaut and have flown in space, I am still ‘just Mom’ to them.”
Graduating senior Kaitlyn Kim delivered the student speech at the 2 p.m. ceremony, noting that she has seen first hand how UCLA’s embrace of first-generation college students, immigrants and low-income families can lift up the generations that follow – because her parents were South Korean immigrants who both graduated from UCLA.
Student speaker Kaitlyn Kim
“Just because my parents and I went to the same school does not mean we had the same experience,” Kim said. “My dad worked as an on-campus vending machine cart driver in order to pay for his tuition, and my mom was a commuter student, responsible for taking care of her two younger siblings.”
Kim’s parents made it possible for her to live on campus and focus on her studies instead of working long hours at a job, she said. Soon, the California native and communications major starts her new job as a fashion buyer for a Fortune 500 company.
“Because of the sacrifices they made, my parents paved the path for me,” Kim said. Just as her parents lit the way for her and UCLA lit the way for them, she added, “let us hope to bring light to the entire world, one Bruin at a time.”
Graduating senior Ashraf Beshay delivered the student speech at the 7 p.m. ceremony. Beshay came to the United States as an asylum seeker to escape threats after taking part in the Egyptian Revolution. His mother, whom he hadn’t seen for five years, was able to visit UCLA for the first time to see Beshay and his sister both graduate, and the siblings have kept his role as student speaker a secret to surprise her. Commitment to each other and the betterment of society should be the graduates’ promise, according to his prepared speech.
“It is that promise that manifests into our social justice movements and strengthens our conviction that ‘Black Lives Matter,’ that immigration is beautiful, that we are now standing on Native American land, that women’s rights are human rights, and equal labor deserves equal pay, and that ‘the world is over-armed and peace is so sorely underfunded,’” Beshay wrote in his remarks. “These very basic human principles must guide our engagement with a world so far from where it needs to be, to be just.”
As Friday’s first commencement ceremony drew to a close, Block formally conferred the bachelor’s degrees to raucous applause. Kim stepped forward once more to lead her fellow students in the turning of the tassels to the left, one of their last college rituals.
“Graduates, let me congratulate all of us on becoming the newest alumni of UCLA – as the Class of 2019!” Kim said. The new graduates flung their hats in the air before pouring out of Pauley Pavilion to greet family members, perhaps remembering some of Fisher’s final words – words with extra resonance, coming from an astronaut.
“You, too, can aim for the stars,” she told them. “The sky is the limit.”
Chancellor’s Award for Community-Engaged Research to develop courses that bring research to L.A. community organizations
With the launch of the inaugural Chancellor’s Award for Community-Engaged Research, both undergraduate students and faculty have new opportunities to pursue research that impacts not just academia, but also local communities of Los Angeles.
The Chancellor’s Award for Community-Engaged Research comes from the UCLA Center for Community Learning and the Chancellor’s Office and has awarded six faculty members each a $10,000 research grant to develop a new undergraduate research course. In each course, students will carry out research activities in partnership with local community organizations. The course will advance their professor’s research goals and also benefit the communities served by each organization.
Over the next academic year, the six faculty will participate in a workshop on best practices for teaching undergraduate community-engaged research and attend quarterly meetings to advance their course design. By the end of spring 2020, each faculty will have a new course syllabus, ready to be offered to undergraduates in 2020-21 or 2021-22.
Shalom Staub, director of the Center for Community Learning, said the research reflects some of the most critical issues affecting people in and around UCLA.
“The range of issues includes representation of minority communities, health disparities, education disparities, environmental justice – that’s a catalogue of the big issues facing Los Angeles and southern California communities,” he said.
Maylei Blackwell, associate professor of Chicana and Chicano Studies, will develop a course called “The Latin American Indigenous Diaspora in Los Angeles: Mapping Place through Community Archives and Oral Histories.” Students will work with Zapotec and Mayan community organizations in Los Angeles to conduct interviews with community leaders and archive historical records such as community newspapers and home videos.
“I thought this course would be a perfect opportunity for community engagement: how do we produce those histories, how do we support those communities in documenting their own history, and [how do we] let the communities control how the process happens?” Blackwell said.
Chancellor Gene Block said the benefits of the Chancellor’s Award for Community-Engaged Research are threefold.
“Community-engaged research creates outstanding learning opportunities for undergraduate students, advances the research of our faculty, and benefits our community,” Block said. “The Community-Engaged Research Scholars will deepen UCLA’s commitment to public service by creating more opportunities for students and faculty to pursue research that has a positive impact on our world.”
Meredith Phillips, associate professor of public policy and sociology, is developing a course titled “Making Data Useful for Educational Improvement.” Students will analyze student and staff survey data from elementary, middle, and high schools, and present those data to school and district staff to help inform school improvement efforts.
The idea for the Chancellor’s Award for Community-Engaged Research is “brilliant,” Phillips said.
“This award recognizes faculty for their community-engaged research efforts and at the same time creates a new set of community-engaged course offerings for undergraduates,” she said. “This first set of courses is just the beginning of what I expect will eventually be an extensive suite of courses, across a wide range of disciplines, that will connect UCLA students’ research training with the needs of our local community.”
Read more about the inaugural 2019-2020 cohort in the UCLA Newsroom.
https://www.college.ucla.edu/wp-content/uploads/2019/06/jay.png15852177Robin Migdolhttps://www.college.ucla.edu/wp-content/uploads/2019/07/Uxd_Blk_College-e1557344896161.pngRobin Migdol2019-06-19 09:00:592019-06-27 17:41:46Chancellor’s Award for Community-Engaged Research to develop courses that bring research to L.A. community organizations
Through her non-profit, Haya Kaliounji has provided free prosthetic devices to more than 40 people who lost limbs in the Syrian civil war. Credit: Rebecca Kendall/UCLA
Haya Kaliounji’s nonprofit provides wounded people in her home country with free prosthetic limbs
When Haya Kaliounji thinks of Iron Man, she doesn’t envision the Marvel superhero. Instead she sees the 6-year-old boy who lost his legs after his home was struck by a missile as he played on his balcony.
“He was under the rubble and his mother was looking for him,” said Kaliounji, who will graduate from UCLA this week with a bachelor’s degree in physiological sciences. “I don’t think he was crying, she just saw his hair from under the rubble and they took him out.”
Today, he runs and plays like other kids and is healing psychologically and physically.
“His friends call him Iron Man,” she said.
It is children like him who were on her mind in 2015 when Kaliounji, a Syrian immigrant, founded Rise Again, a non-profit organization that provides free prosthetics to people — mostly children — who have been victims of violence during the ongoing war in Syria. It is their stories Kaliounji tells when she’s trying to raise money and awareness about the losses these children and their families have experienced and continue to experience.
When Rise Again started it was estimated that there were 40,000 people living with war-related amputations. That number is even larger now, Kaliounji said.
According to the World Bank, more than 400,000 people have been killed in Syria since the conflict began in 2011. In addition, 5 million have sought refuge in other countries, including thousands who have come to the United States. Another 6 million people have been displaced within Syria. And 540,000 people continue to live in areas under siege.
Rise Again began as a project designed to help Kaliounji earn her Gold Award, the most prestigious honor given by the Girl Scouts. Her goal was modest — to help three people.
Naim Maraashly, a well-known medical technician in Syria, remembers the day Kaliounji called him to tell him about her project.
“I didn’t really believe it,” said Marasshly, who produces the prosthetics and teaches the recipients how to walk and use their new limbs. “I told myself it would be for a recipient or two. But she surprised me with her work and dedication.”
Over the years Kaliounji has raised money for Rise Again by speaking to community groups, organizing fundraisers at St. Anne Melkite Catholic Cathedral in North Hollywood, and through a GoFundMe campaign, recycling drives and sales of hand-made crafts. One of her professors at Pasadena City College, which she attended prior to enrolling at UCLA, even wove Rise Again into a graded fundraising opportunity for her class.
During the past four years, Rise Again, with assistance from St. Anne’s, and Maraashly, have assessed, fitted and supplied more than 40 individuals, ranging in age from 3 to 60, with prosthetic limbs, which range from $300 to $1,000 depending on if the device is being fitted for a child or for an adult and how many joints the prosthetic has.
“I feel like it gives them hope,” Kaliounji said.
One recipient was 4-year-old who got fitted with a new hand. There was the young man who lost a leg and who has since been able to return to his job as a baker. There was also the mother of six who lost both legs above the knee and whose inability to walk and work left her and her children in desperate need.
“Helping her meant I was helping an entire family,” said Kaliounji, whose dream is to expand Rise Again so she can provide sustained service in Syria and to become a doctor to help underserved communities around the world.
Maraashly, who works out of a small clinic that has also endured several bombings, said the need remains desperate.
“The war has been on for eight years now, with no electricity, no gas, no fuel,” he wrote in an email. “Medications and food are very expensive compared to income. It’s very hard to find work, people are displaced from their homes. Some children are able to go to school, others can’t.”
He said Haya’s work is imperative because there are many people in need who don’t have the means to pay for prosthetics or to replace them.
“We always try to find the poorest of people, especially those who show the will to go back to school and work after getting the device,” Maraashly wrote, noting that many people who have benefited from Rise Again have resumed their studies and employment.
Kaliounji has fond memories of growing up in Aleppo. She attended a local French school, took painting and drawing classes and piano lessons, was a dedicated Girl Scout and a member of the Syrian national under-14 tennis team. Then in 2011 violence erupted. She was 13.
By February 2012, Aleppo was under siege and enveloped in the violence. In the months that followed there were shootings and noise bombs, Kaliounji said.
“Our piano was next to the balcony window,” she recalled describing a day her lesson was interrupted. “Our house shook and we saw smoke in the horizon.”
When Kaliounji’s school closed, the family decided to move to neighboring Lebanon until it reopened. Her sister was already in Beirut for college and her brother was set to enroll at school there that fall.
“After three or four months we realized that the situation was getting worse and worse and that it was not a good idea to go back to Syria, especially for the safety of the kids,” said her mother, Fadia Kaliounji.
The family was able to move to Southern California, where some of their extended family had settled. They arrived in 2013.
“I feel like a lot of people got lucky to be able to leave, but there are so many people still there and they don’t have anything left,” Haya said. “This is why I do this work.”
Haya’s mother, who was a Girl Scout leader for 28 years in Syria, said that she wasn’t surprised by her youngest child’s ambitions because she has always been a kind-hearted person who thinks about and cares about others.
“I was so proud of her that she wanted to give back to her community in Syria,” mom said. “Especially for these young kids who have nothing to do with this war, but are affected.”
When the family enters UCLA’s Pauley Pavilion on June 14 to attend Haya’s graduation, they will take pride in knowing that she will be the second one to earn a UCLA degree. Haya’s brother, Aboud, graduated magna cum laude, with a bachelor’s degree in biochemistry in 2017 and is entering his second year of medical school in Grenada.
“I feel so proud of Haya and so proud for the family because we had the chance to have two children graduate from UCLA,” Fadia said. “Coming from Syria and from the war and have the opportunity to have two children graduate from UCLA, one of the best in the nation, is a big deal. I am so proud of them because they really worked hard.”
Bruin Space team members Chloe Liau, Andrew Evans, and Alexander Gonzalez holding their final flight model. Credit: Andrew Evans/Bruin Space
Magnetic pump built by Bruin Space launches on Blue Origin reusable rocket
It took only 10 minutes and a ride aboard the Blue Origin New Shepard reusable rocket for 11 students in the Bruin Spacecraft Group to make history.
At 6:32 a.m. on May 2, their experimental pump designed for use in zero-gravity environments, named “Blue Dawn,” completed its flight into a low-Earth orbit and freefall — thereby becoming the first space payload developed and built entirely by a UCLA student group.
“The goal was to see if we could design an efficient fluid pump without any moving parts to work in zero-gravity, which has never been done before,” said Alexander Gonzalez, fourth-year physics major and undergrad science lead on the project. Such a low-maintenance pump would be ideal for moving various liquids on the International Space Station, and could reduce the risk of motorized pump failures for rovers and even future bases on the moon or Mars.
The New Shepard rocket roared into the deep blue West Texas sky, ferrying a suite of 38 separate microgravity research experiments, including two built by student groups at UCLA and Case Western Reserve University.
For Blue Dawn, the UCLA team had to design a system containing the fluid, pump tubing, magnets and electronics in a custom aluminum frame that was about the size of a football and with a maximum weight of one pound.
Work began on the project in fall 2017. After designing it, the team of 11 students from several majors then manufactured and tested the pump entirely on campus. The Bruin Spacecraft Group, known as Bruin Space, secured primary funding for their project in 2017 by winning a grant from the American Society for Gravitational and Space Research Ken Souza Spaceflight Competition.
“It’s super exciting to directly apply the knowledge we gained in classes and actually build something that went into space,” said Andrew Evans, a third-year majoring in mechanical and aerospace engineering and who served as chief engineer. He stressed the value of hands-on team experience gained in such projects.
“That’s what Bruin Space is all about, solving real science questions while giving students an opportunity to fulfill their dreams of spaceflight,” Evans said.
To be judged a success, Blue Dawn had to operate fully autonomously during its 10-minute flight and freefall back to Earth. Once the capsule chutes deployed and it touched down softly in the desert, Chloe Liau, fourth-year mechanical and aerospace engineering student and structure/fabrication lead, breathed a sigh of relief.
“Seeing all our hard work pay off with a perfect launch and landing, it was nothing short of amazing,” Liau said. “But we still have a job to finish.”
The payload and flight data will be returned to UCLA this week, so that the team can analyze the pump’s performance in microgravity. They expect the flow in space to be more efficient compared to its performance in ground tests under the influence of gravity.
The team plans to publish the results of this first study and present at conferences, giving these students the experience of seeing a space mission end-to-end.
Team members said that it would not have been possible without the expert guidance of two geophysics and space physics Ph.D. students from the UCLA Department of Earth, Planetary and Space Sciences: science advisor Emily Hawkins and project manager Lydia Bingley. The group was also supported by Richard Wirz, professor of mechanical and aerospace engineering in the UCLA Samueli School of Engineering, and Chris Russell, professor of Earth, planetary and space sciences, whose prototyping lab facilities were used to build and test Blue Dawn.
What’s next for Bruin Space?
“We have several other exciting projects in development, from weather balloons and rocket campaigns, to designing a microsatellite propulsion system,” Evans said. “We are always looking for new members, check out our website at BruinSpace.com to learn more.”
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Chemist, physician, astronaut and UCLA alumna will speak at Pauley Pavilion, June 14
Dr. Anna Lee Fisher, a chemist, physician and member of NASA’s first astronaut class to include women — as well as the first mother in space and a three-time UCLA graduate — will be the distinguished speaker for the UCLA College commencement on Friday, June 14.
Fisher will speak at both commencement ceremonies, which are scheduled for 2 p.m. and 7 p.m., in Pauley Pavilion, as the campus continues the celebration of its centennial year.
“Anna Fisher is an extraordinary illustration of what one person can achieve with determination, focus and hard work,” said Patricia Turner, senior dean of the UCLA College. “She is an example to all Bruins that one can truly reach beyond the stars. I know our graduates and their guests will be inspired by her wonderful journey as we celebrate all that UCLA has accomplished over the past 100 years and look forward to all that is yet to come.”
Fisher was selected by NASA in 1978 to be among the agency’s first female astronauts. In 1983, just two weeks before delivering her daughter, she was assigned to her flight on the space shuttle Discovery, and she embarked on mission STS-51A in 1984 when her daughter was just 14 months old — making her the first mother in space.
She has served NASA in several capacities throughout her career. In addition to serving on space missions, Fisher was the chief of the Astronaut Office’s Space Station branch, where she had a significant role in building the foundation for the International Space Station. She also worked in the mission control center as a lead communicator to the space station.
Before retiring in 2017, Fisher was a management astronaut working on display development for NASA’s pioneering Orion spacecraft, which will take astronauts farther into the solar system than they have ever gone.
Prior to orbiting the Earth, Fisher pushed into new frontiers at UCLA. She earned a bachelor’s degree in chemistry in 1971, an M.D. in 1976, and a master’s in chemistry 1987.
UCLA will hold two centennial commencements — the June 2019 ceremonies help kick off the campus’s 100th year, and the 2020 ceremonies wrap up the yearlong celebration. More information about the ceremonies are available at the UCLA College Commencement website.
https://www.college.ucla.edu/wp-content/uploads/2019/05/4_Anna-fisher-iconic-image.jpg10801920Melissa Abrahamhttps://www.college.ucla.edu/wp-content/uploads/2019/07/Uxd_Blk_College-e1557344896161.pngMelissa Abraham2019-06-12 14:47:142019-06-12 14:47:11Dr. Anna Lee Fisher, first mother in space, to deliver 2019 UCLA College centennial commencement address
Josie and Joe Bruin welcome one of the newest Bruins.
Josie and Joe Bruin welcome one of the newest Bruins.
UCLA was transformed this past weekend, as about 14,000 people came to campus for Bruin Day, which offers a sample of what it might be like to become Bruins.
Everywhere on campus on April 13, there were sights and sounds that showcased the best of UCLA and campus life. The agenda included information fairs, 40 presentations, faculty lectures, campus tours and open houses of the residence halls. Admitted high school seniors and their families and supporters could learn about academic programs, financial aid, student activities, housing options, campus safety and more while getting a sense of the broad diversity of the student population.
Students ready to commit were able to formally submit their statements of intent to register and have their pictures taken with Joe and Josie Bruin.
Dickson Plaza was a prime spot for families on Bruin Day.
https://www.college.ucla.edu/wp-content/uploads/2019/04/Bruin-Day-Blog-1.jpg425640administratorhttps://www.college.ucla.edu/wp-content/uploads/2019/07/Uxd_Blk_College-e1557344896161.pngadministrator2019-04-16 11:50:412019-04-16 11:53:38Nearly 14,000 high school students and their families attend Bruin Day
Justin Caram, assistant professor of chemistry and biochemistry in the UCLA College, and graduate student Dayanni Bhagwandin.
Climate change touches every life on the planet — so why are so many environmental scientists white men?
Last year, UCLA became the first university to launch a center for diversity in environmental science to counter the problem. Its goal: to inspire a generation of leaders that actually matches the demographics of the U.S. population.
This year, the Center for Diverse Leadership in Science’s first class of fellows takes flight, building a critical mass to ensure students and faculty of diverse backgrounds have what they’ll need to succeed, from funding to a supportive community of scientists with similar backgrounds.
“With challenges like climate change, the stakes have never been higher for ensuring we have scientific literacy coupled with representation and innovation,” said Aradhna Tripati, the center’s founder and a UCLA climate scientist. “We need every person’s imagination to overcome some of the greatest challenges our society has faced.”
Karen McKinnon, a professor in the UCLA Institute of the Environment and Sustainability knows only too well how that sense of isolation affects a student. As one of just a few women in her doctoral program, McKinnon experienced first-hand what it’s like to be a minority in an academic setting.
“The experience of having only a small number of female peers was challenging because you always felt just a little bit out of place,” said McKinnon, who is also a professor of statistics. “It was a visual reminder that I was not the ‘typical’ scientist.”
In the United States, 86 percent of the environmental science workforce is white and 70 percent is male, despite the fact that the EPA found in a 2018 study that non-white communities had a 28 percent higher health burden from environmental issues. Those under the poverty line had a 35 percent higher health burden.
The inaugural fellows class consists of 47 high school, undergraduate students, graduate students and postdoctoral researchers, along with 22 faculty fellows from UCLA. The students will work in groups on research and outreach campaigns while the faculty fellows serve as mentors and role models.
Postdoctoral scientist Adeyemi Adebiyi and Jasper Kok, associate professor of atmospheric and oceanic sciences.
The fellows aim to break barriers that prevent women and minorities from pursuing academic careers in the sciences through group collaboration, workshop training sessions and community outreach. Students are paid for their work with financial support from the National Science Foundation and private donations.
The fellows aim to break barriers that prevent women and minorities — including people of various gender identities and sexual orientations — from pursuing academic careers in the sciences through group collaboration, workshop training sessions and community outreach. Students are paid for their work with financial support from the National Science Foundation and private donations.
Ronald Thompson, a second-year environmental science student from Sacramento, said he is one of few black students in most of his classes.
“Diversity provides comfort in a work environment and shows that you can do anything despite your race, religious beliefs or sexuality,” said Thompson, who wants to pursue a research career in conservation biology. “It lets you be comfortable with what you’re doing and makes you feel like you’re not being judged or looked at differently.”
For his research component of the fellowship, Thompson works with other undergraduates in a group overseen by a doctoral candidate to analyze sediment from ancient lakes across the western United States. Their research aims to discover how those lakes persisted through past changes in climate — and how they might react to modern climate change. While the work is fulfilling, Thompson said the best part is working with others just as passionate as himself about the environment.
“People go above and beyond what is required of them out of pure passion for the work they do,” Thompson said. “Everyone wants to be a part of the change that promotes a better future.”
Next year, Thompson will be paired with a faculty fellow for one-on-one mentorship, a cornerstone of the fellowship program.
Tripati said that having a continuum of scientists at all levels — from high school students to professors — is an effective strategy to build professional communities that are inclusive of all forms of diversity: gender, sexual orientation, gender identity, race and ethnicity.
Lack of diversity in such programs can have global implications when it comes to environmental issues, she added.
“If you don’t have women in science, you’re missing some of that talent pool,” McKinnon said. “There remain a lot of fundamental questions to answer about how the climate system responds to human influence.”
One way to make students more comfortable in class is to encourage teachers to embrace inclusive teaching techniques, said Jasper Kok, who is one of the faculty fellows and an associate professor of atmospheric and oceanic sciences in the UCLA College. Every class includes a 10-minute exercise during which students work with their neighbors.
“Techniques that engage students and let them work collaboratively help those students who feel like they don’t belong feel more at home and more likely to stay in that field,” he said.
For student fellow Thompson, the benefits are more personal.
“It’s an opportunity to give back to communities and be a role model to other college students, high school students and middle school students,” he said.
https://www.college.ucla.edu/wp-content/uploads/2019/03/JustinCaramandDayanniBhagwandin_mid.jpg425640Wanda Nyairohttps://www.college.ucla.edu/wp-content/uploads/2019/07/Uxd_Blk_College-e1557344896161.pngWanda Nyairo2019-03-14 15:55:572019-03-14 15:55:57New UCLA fellowship aims to make environmental science more inclusive
Shane Campbell-Staton, shown in his UCLA office, says comic books offer a fantastical look at biological concepts.
While Shane Campbell-Staton was working on his dissertation at Harvard in 2013, he walked into a comic book store in Cambridge, Massachusetts, and saw a comic in which Superman fought Muhammad Ali. That was the first comic book he ever bought.
An evolutionary biologist, he spent his days writing about the evolution of a small green lizard that adapted from a warm, sub-tropical environment to the cold winters of Tennessee, North Carolina and Oklahoma. Before going to sleep, he read the comic book as a guilty pleasure.
“Pitting the peak of human performance in Muhammad Ali against the peak of science fiction performance in the Man of Steel, in a ring with gloves on, I had to see how that fight ended,” Campbell-Staton said. (He refuses to spoil the ending by saying who won.)
Campbell-Staton became curious about other comic book universes, and returned to buy a couple of other superhero comics, which he also read before falling asleep. He started to have strange dreams that combined the biology he was thinking about with the comic books he was reading. He had a dream about the Flash – the fastest person in the world whose super speed is coupled with superhuman reflexes – running faster than a bullet. Campbell-Staton woke up thinking about muscle fiber, friction and metabolism — things that fuel a body.
“Science fiction and comic books are a really good way of approaching classic questions in biology from a different angle,” said Campbell-Staton, a UCLA assistant professor of ecology and evolutionary biology, whose research focuses on how reptiles and other animal species adapt to extreme environments, and the physiology, biology and evolution behind that process. “Comic books offer a fantastical look at the same concepts.”
Campbell-Staton started his popular Biology of Superheroes podcast in late 2017, which was a top 20 iTunes science and medicine podcast this January.
This quarter he is teaching a new “Biology of Superheroes” course for juniors and seniors in the life sciences. He uses superheroes such as Batman, Captain America, Black Panther and Wonder Woman, as well as Jurassic Park and zombies, to teach his students the biology of aging, genetics, evolution, genetic engineering, biotechnology, artificial intelligence, the ethics of reviving extinct species, parallel universes, intelligent alien life and how biology shapes modern society.
Shane Campbell-Staton teaches his “Biology of Superheroes” course at UCLA.
Students read peer-reviewed research journal articles, chapters from science books and comic books. They can create their own science fiction or superhero podcast for their final project, or write a paper or a superhero short novel. Campbell-Staton said he would like to include some of their podcast material on his podcast.
Campbell-Staton said he wants to push students to think about biology in ways they typically would not.
“Regardless of whether these students go into medicine, research, politics, or other fields, my job is to help them sift fact from fiction,” Campbell-Staton said. “If you can sift fact from fiction in Spider-Man, that is a training ground for asking questions about what is true, what is not, and how to tell one from the other when it comes to complex ideas they will confront later in their lives.”
His students agree.
“Usually, we learn the biology of plants and animals. This class is refreshing and cool,” Fayt Sarreal said.
Student Andy Duong said Campbell-Staton cleverly weaves science into the superhero discussions in a creative and engaging way.
In a recent class session, Campbell-Staton raised a question posed by Harvard biologist Stephen Jay Gould (who died in 2002): If you replay the tape of evolution, will you repeatedly get the same results or different results?
The consensus among the students was the results would be different. One said the six-mile-wide asteroid that crashed to Earth 66 million years ago, wiping out the dinosaurs and approximately 75 percent of the world’s animal and plant species, might miss the Earth in an alternate scenario, and if so, the dinosaurs likely would still roam the Earth.
The 2018 movie, “Spider-Man: Into the Spider-Verse,” addresses this question with alternate universes. The character Peter Parker is Spider-Man in one universe, while Gwen Stacy is Spider-Woman in another universe. The same characters appear in different universes, but as a superhero in one universe, a normal person in a different universe, and a supervillain in another universe. The role of determinism in evolution is a lively, ongoing debate in evolutionary biology — one this movie explores through the lens of the multiverse, Campbell-Staton said. Gould argued that replaying the tape of life repeatedly would yield different results, likely not including humans.
An earlier class session covered whether elite athletes have to be extraordinarily gifted genetically. Campbell-Staton discussed specific gene mutations that influence endurance and muscle strength. He plans to teach the “Biology of Superheroes” each year in winter quarter.
When Campbell-Staton was in high school, he took a memorable course on myths and legends that delved into broader issues. “That always stuck with me as a unique and enjoyable learning experience that forced me to push myself,” he said.
https://www.college.ucla.edu/wp-content/uploads/2019/03/Campbell-Staton-1.jpg426640administratorhttps://www.college.ucla.edu/wp-content/uploads/2019/07/Uxd_Blk_College-e1557344896161.pngadministrator2019-03-07 16:29:342019-03-08 11:38:52UCLA biology professor uses superheroes to help students sift fact from fiction
