Winter 2011

CONTINUING
EDUCATION
HOW THE CLIMATE
IS CHANGING

EVENT CALENDAR
BEST ON-CAMPUS EVENTS
OPEN TO THE PUBLIC

INTERNATIONAL
STUDENTS
FINDING THEIR PLACE IN THE CITY

GETTING A
JUMP ON IT
SPOTLIGHT ON HIGH SCHOOL
PRE-COLLEGE PROGRAMS

PHOTO COURTESY YESHIVA UNIVERSITY

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 Getting
Ahead
Continuing education
NYU-SCPS Photo/Jorg Meyer
becoming a necessity, not a luxury
P
ursuing an education past a bachelor’s degree is
certainly not a new trend in a city of professionals
always trying to stay one step ahead of the
competition.
The Educated Observer spoke with several area
schools who offer innovative, continuing education
programs—both to advance one’s degree and career or simply to
gain more knowledge and improve one’s life.
The New York University School of Continuing and
Professional Studies, a program devoted entirely to adult
learners, strives to keep its finger on the pulse of the city.
“What we try to do is be very much in and of the city,” said
Dorothy Durkin, associate dean of strategic development for
the School of Continuing and Professional Studies. “The school’s
programmatic offerings address things that are changing in New
York City but based in global industry.”
Each semester, NYU-SCPS offers 1,500 courses, professional
certificate programs, workshops, seminars and intensive programs
in subject areas including career, education and life planning, real
estate, business, liberal studies and allied arts, media industry
studies and design, global affairs, hospitality, tourism and sports
management, and philanthropy and fund-raising.
These noncredit programs, including courses and certificates,
boast an enrollment of 53,000. NYU-SCPS offers more than 100
different certificate programs.
These courses provide a sort of missing piece to an adult
student’s professional success, Durkin said.
By Rachel Morgan
“As far as the characteristics of the students, many of our
students are trying to be agile professionally,” she said. “They
might be missing something like digital skills, so the school
gives them an opportunity to come in and learn something
new.” Not surprisingly, NYU offers a plethora of digitally focused
classes through the program—digital media marketing, digital
publication, courses on iPhone applications, advanced social
media marketing and blog courses.
“We really try to get out there and be state of the art,” Durkin
said.
These noncredit courses are “a way of coming back to the
educational environment and testing the waters for graduate
school or to complete an undergraduate degree,” she said.
As far as degree programs, NYU-SCPS also offers 15 different
master’s degrees—as well as 14 undergraduate degrees—with an
enrollment of about 4,800 students. Among its credit programs is
a degree-completion program for adult learners who are returning
to finish their undergraduate degrees.
The two most popular areas of study for master’s programs are
real estate and global affairs, Durkin said.
“The master’s programs attract professionals who have come
for updating,” she said. “Because the job market has become weak,
a lot of people have used their masters to invest in themselves.”
It’s no secret that Parsons The New School for Design is
a leading institution when it comes to fashion and design. The
school offers both continuing-education certificate programs and
career-changing Associate in Applied Science programs.
3
Getting Ahead
Parsons offers four specific AAS programs—fashion design,
fashion marketing, graphic design and interior design.
“AAS students really embark on a completely holistic way of
changing their career,” said Lisa DeBenedittis, associate dean for
curriculum and instruction at Parsons. “I say holistic because it’s
not classroom experience; it’s a set of experiences that also occur
outside the classroom, [like] internships. They really become
immersed in their new career while in school. That’s what is
distinctive about the AAS.”
The AAS program, with about 1,000 students enrolled, tends
to attract the career-changing students—say the disenchanted
banker or corporate worker who has discovered (or rediscovered)
their passion for design.
“These are students who typically come from a wide array of
backgrounds,” DeBenedittis said. “So it’s not unusual for us to get
investment bankers, people from a business background, people
who own their own businesses and are very entrepreneurial.”
Career changes are not so uncommon today, DeBenedittis said.
“I think it’s definitely a more dynamic workplace environment,”
she said. “I think that businesses no longer function at points
where employers are necessarily looking at their staff the same
way they might have a couple of generations ago, when there
was an increased amount of stability in people’s careers. Now,
businesses change focus, the economy shifts. It’s a multi-factorial
explanation.”
The 65-credit program can be completed in a traditional
four semesters or a fast-track option with credits transferred,
completed in two semesters.
(For more information, visit www.newschool.edu/aas.)
Parsons also offers noncredit, continuing-education certificates
in graphic and digital design, fashion business, fashion design, fine
art and interior design and architecture studies.
The immersion courses—available for credit or noncredit—are
excellent stepping stones for adults who want to expand their
skill level and experience, or simply to test out a program before
applying for a more comprehensive associate’s degree.
Parsons is very much an adult-friendly learning environment,
said Anne Gaines, associate dean of continuing education.
“Parsons and the New School have a commitment to adult
learning and continuing education,” she said. “Students come to
Parsons for both career changes and to investigate fields of art
and design to see if they want to pursue them in terms of further
degree study or to discover the role that art and design can play in
their future.”
Parsons offers 130 to 150 classes per semester and welcomes
more than 3,000 continuing education students each year—all of
varying ages.
“We see a lot of young to mid-career professionals, so all adult
ranges,” Gaines said. “We have students just out of their first
undergraduate experience to career changers mid-career to
late career. It’s really exciting and rewarding to support an adult
population at all ages.”
A lot of the certificate students are entrepreneurs who aim to
one day launch their own business in some area of design, using

A ‘Senior’ at
nice, but I really wanted something more,
EO: Do you get credit for any courses? and I got into Sarah Lawrence. I am actually a
PW: I am auditing them through the Center student there. I had to matriculate. I have an ID
Sarah Lawrence
By Rachel Morgan
for Continuing Education, so I am not doing
any of the courses for credit. The CCE has an
card, had to get college transcripts, letters of
recommendation, just as I was going as a college
exceptional program and offers a handful of student.

T
he self-described “senior at Sarah
Lawrence,” Peter J. Wade, 69, has been
taking courses for the past six years—in
addition to owning his own commercial and
real estate law firm in Tuckahoe, in Westchester
County, New York.
The Educated Observer caught up with the
enthusiastic adult learner to pick his brain about
why he just keeps coming back.
Educated Observer: So you were an English
major in undergrad—how did that translate into
becoming an attorney?
Peter Wade: I hate to say it, but one of my friends
was taking the LSATs and didn’t want to drive
alone, so he asked me to go with him. I took the
LSATs and did O.K. on them and decided to take a
shot at law school and wound up at the University
of Virginia School of Law. In fact, my friend ended
up not going to law school and I did.
EO: What courses have you taken?
PW: One called Milton, Blake and the Bible, one
on the classics—The Iliad, The Odyssey, James
Joyce’s Ulysses, parts of the Bible—taught as an
epic. I try to take a pure literature course and
some type of writing course. I’ve also taken a
basic playwriting course, history of theater, a
screenwriting course.
EO: So you’re a writer?
PW: I write fiction, short stories. I’m working on a
novel; I also have two or three plays I’m working
on, a screenplay. Will I ever finish them to the
point of publishing them? I don’t know.
courses each semester, both undergraduate and
graduate courses. Sarah Lawrence is different.
You can have both undergraduates and graduate
students in courses as long as you meet
qualifications.
EO: Which do you prefer?
PW: I take mostly undergraduate courses. I prefer
to take courses with ‘the kids,’ as I call them. I
say I’m being mainstreamed. I’ve been chided
for calling them kids—but I say it lovingly. They
make sure I’m part of whatever class I’m taking.
Nobody gawks at you, like ‘What’s the old guy
doing here?’
EO: How long do you plan to keep taking
courses?
PW: As long as I can walk up the hill—I live within
walking distance of the campus. Aside from
Sarah Lawrence being a great school, my wife
is a college guidance counselor and she knows
the colleges in and out and recommended Sarah
Lawrence to me. But she warned me—that it’s
an alternative school. She said, ‘You may end up
sitting next to a girl with purple hair.’ And you
know what, I did! And she was the nicest girl,
smarter than smart.
EO: If you were receiving full credits for the class
you’ve taken, how many credit hours would you
have accumulated?
PW: Oh, gee. About 45 to 50 credits I’d say.
EO: Why did you decide to go back to school?
PW: I actually started taking a creative writing
course at Bronxville Adult Education. It was
EO: What do you get out of taking courses as
an adult?
PW: It’s very satisfying. I also need a little push to
keep the writing going. I find if I’m not taking a
course, I kind of slack off. A lot of stuff I’m doing,
I’m going for the second time, because I was an
English major in college. It also feels that way
because of my age. In fact, I joke that I can read
The New York Times twice a day—once in the
morning, once at night.
EO: Would you say you are a repressed writer
trapped in an attorney’s body?
PW: I think I’m more like an attorney trapped in
a writer’s body. It’s something I always wanted
to do and did it when I got the first chance to do
it realistically. Being an attorney working in New
York, trying to take a course and write—it just
doesn’t happen.
EO: What is the best part about being a student?
PW: Without sounding corny, it’s learning new
things and learning things again. Just today, one
of the books we were talking about in class was
Huckleberry Finn, which had read more than
once—as a high-school student, as a college
student. But at this my stage of the game, it’s a
different thing. You learn a lot from it, you really
do.
For more information on CCE at
Sarah Lawrence, visit http://www.slc.edu/
adult-professional/cce/index.html.

4
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New York University is an affirmative action/equal opportunity institution. ©2011 New York University School of Continuing and Professional Studies.

Graduate Degrees Undergraduate Degrees Professional Certificates Noncredit Courses

 Digital
Reinvention
How one professional used the
iPhone to get back into the job
market
F
or Mark Morton, going back
to school wasn’t his original
plan. After being laid off in
2009, Morton took Pace University’s
Certificate in Adobe Web Design
and Certificate in iPhone Application Development classes. After
upgrading his digital skills, Morton felt ready to jump headfirst back
into the media world and landed a gig as the director of production and
creative services director for Laptopmag.com and LAPTOP Magazine.
The Educated Observer sat down with Morton to pick his brain about
digital skills in the current marketplace, the iPhone course and his own
personal reinvention.
Educated Observer: Tell me a little bit about why you decided to go
back to school.
Mark Morton: Up until April 2009, I was working for a large magazine
publisher, primarily responsible for the production of printed materials,
but the world there was rapidly shifting toward digital. When the
recession hit, a decline in advertising caused many magazines to
either close completely or drastically reduce their head count. After
surviving multiple rounds of layoffs, it was eventually my turn.  One of
the requirements to qualify for unemployment is that you have to stop
by the office in person, at least once. I was dreading this, but it was the
best thing I ever did. I found out that I qualified for a voucher benefit to
go back to school.
EO: When did you know that you needed to upgrade your digital
skills?
MM: I’ve always want to stay current with technology—I love to try
new things. Prior to getting laid off, I was buying and managing a
lot of creative services—HTML, Flash, PHP. I could see that the world
of publishing was rapidly shifting from print to digital. I knew that in
order to stay current, I was going to need to retrain, but between the
responsibilities of my job and a growing family at home, it was difficult
to find the right time. Now I realize that it’s important to make the time,
to keep yourself relevant in a changing world.   once a week, in the evenings or in online formats or weekend
EO: How’s the new job?
MM: At the moment we’re rolling out the iPad edition and the digital
editions—the HTML versions—making LAPTOP Magazine online and
in the App Store. I handle the production of all of these digital media
editions and applications as well as handling the production of the
print magazine.  I also produce the sales materials for new business
presentations. That is to say I help evangelize all of the advertising
opportunities and great content we have to offer. So in my new job, I’m
fully transitioned into digital media applications, for a publication that’s
at the forefront of new technology.   should give them. You’re covering more ground from one week
EO: How would you describe the iPhone Application Development
certificate class?
MM: The iPhone class gets you right in there immediately working
with the core APIs, view controller, interfaces builder and provisioning
the iPhone or iPad devices in real time.  It’s a real ‘learning by doing’
environment—incredibly exciting, really, an excellent window into an
astoundingly powerful technology and the potential it holds. It’s a
lot of work—hands-on developing as well as loads of reading. But in
addition to enabling me to generate my own apps, it’s given me the
vocabulary to productively interact with new-media specialists in my
current job. Apple’s iOS Platform developer platform is amazing. As
I work and explore the many frameworks, I am only beginning to see
all the potential functionality on the iPhone; the camera and video,
Web services, excellormeter compass, location, it just goes on and on.
I’m hugely challenged, in the best possible way. It’s really helping me
see how our world is changing, how we begin to enjoy and consume
information and make it part of our everyday lives.
EO: Do you own your own iPhone and iPad now?
MM: At the moment I own an iPod Touch. Work supplies me with an
iPad, a 17-inch laptop and a 13-inch PC. I’m carrying around a heavy
bag!
6
Getting Ahead
school as a way to find the path to becoming business owners.
But the Parsons certificate program attracts many different
types of learners at varying stages in their education, Gaines said.
“The excellent dynamic of our continuing education courses
is created through a mix of individuals who are actively working
in the field, who are pursing further study and who are doing
the course just for their own self-enhancement, and all have a
common interest in engaging in design-based education to enrich
their life,” she said.
Fordham University offers the unique opportunity for adults
who did not finish their undergraduate education to go back to
school and do so. Offered at three campuses under the Fordham
umbrella—the Bronx, Lincoln Center Manhattan and White
Plains—Fordham College of Liberal Studies is an essential
piece of the puzzle for adult learners.
There are a few main reasons adult learners return to Fordham
to complete their degree, said Isabelle Frank, dean of Fordham
College of Liberal Studies.
“There are some who are doing it who have been successful
businessmen or in some other walk of life, and they’re doing it
because they feel like they’ve never gotten that education and
they feel insecure about not having that bachelor degree,” she
said.
Or some are first-time students who have raised a family and
feel it is now their turn, she said. The Lincoln Center campus also
attracts dancers and actors who otherwise have not had time for
college.
The program offers the traditional majors offered at colleges
today—English, history, psychology, history, political science,
communications and the like. It also offers more applied degrees
that have appeal to adults, such as organizational leadership and
business.
And the courses are tailor-made for adult learners—meeting
intensives.
Adult students also take a very manageable course load—one
to five classes, depending on their schedules.
“They are juggling a lot because they are working as well,”
Frank said of the typical student. “The kind of expectations you
have for traditional students who are only studying and living in
dorms, you can’t have for adult students. Instead of giving them
300 pages to read, you have to think how much you realistically
to the next, and class moves faster. So the course is not watered
down—and you want to get the information across and teach the
analytical skills in a more intensive manner.”
Most returning students initially had bad experiences in college
as a teen, she said.
“Often their first experience was pretty bad—they failed out,
dropped out,” she said. “They started when they were 18 because
everyone told them to, and they just weren’t serious about it.”
And the difference between an adult student who is returning
to obtain the much-lauded degree and the students who dropped
out years ago is like night and day.
“When they come back, they are very motivated, because they
are paying for it, they make sacrifices for their time,” she said.
“It’s different. They want to make it a success.”
And this success is very fulfilling, even just to watch from
the sidelines, Frank said. She names the most satisfying part of
her job to “have it really work out well and see them go on to
graduate school or a career or as having that bachelor’s degree
under their belt. It gives them a huge sense of accomplishment.”
Azrieli Graduate School at Yeshiva University offers
a unique opportunity in continuing education—one aimed
 courses and certificate programs
Qualified, motivated students with bachelor’s degrees can take Postbaccalaureate Studies courses for graduate school
preparation, career advancement or academic enrichment. Working closely with advisers, students develop a plan
of study tailored to their background and goals. Courses are available in over 50 subject areas. Structured certificate
programs are also available.
Spring Courses Start January 18

GRADUATE PROGRAM INFORMATION SESSIONS

Meet graduate program representatives and admissions counselors at these evening
information sessions in midtown Manhattan or at Columbia’s Morningside campus.

NARRATIVE MEDICINE___________________________________________January 24
FUNDRAISING MANAGEMENT____________________________________January 26
LANDSCAPE DESIGN_____________________________________________February 2
TECHNOLOGY MANAGEMENT___________________________________February 3
NEGOTIATION AND CONFLICT RESOLUTION________________________February 7
SUSTAINABILITY MANAGEMENT_________________________________February 10
CONSTRUCTION ADMINISTRATION_______________________________February 16
SPORTS MANAGEMENT________________________________________February 16
STRATEGIC COMMUNICATIONS__________________________________February 17
BIOETHICS____________________________________________________February 21
ACTUARIAL SCIENCE_______________________________________________Online
COMMUNICATIONS PRACTICE_______________________________________Online

Early Decision Deadline for Fall 2011: January 15

For more information visit:

ce.columbia.edu/spring3

CUNY Grads Aid NYC Labor Market
CUNY contributes immensely to the New
York City labor market, playing a critical
role in the city’s economy. In a city that
has the third-highest college enrollment
among the 10 largest U.S. cities, CUNY
educates the majority of undergraduates.
City University of New York graduates
remain in the city — to work in in-demand
occupations, pay taxes on their higher
incomes, and pursue additional education.
In the Work Force
• A nearly three-decade sampling, 1981-
2008, found eight of 10 bachelor’s degree
recipients, and seven of 10 associate
degree recipients still living in NYC, while
85% remained in New York State.
• Within three years of graduating, 84% of
CUNY’s baccalaureate graduates are
employed; 44% are continuing their
education, and 92% are employed or
continuing their education.
• Within six months of CUNY graduation,
76% of associate degree recipients
are employed; 72% are continuing their
education, and 94% are employed or
continuing their education.
Graduates
• Since 1967 CUNY has conferred more
than one million degrees.
• In 2008-09 CUNY granted 51% of all
associate degrees, 41% of baccalaureate
degrees and 23% of master’s degrees
awarded in NYC.
In-Demand Occupations
• CUNY awards about 4,500 baccalaureate
and 800 master’s degrees in business and
finance (excluding sales and marketing),
and graduates about
2,000 students from accounting programs
each year.
• CUNY’s nursing programs graduate 65%
of the 1,400 associate degree-level
RNs at NYC institutions; 80% are employed
within six months of graduation.
8
Getting Ahead
specifically at future educators at Jewish
schools and yeshivas.
Azrieli offers two graduate programs
in Jewish education—a Master of
Science in Jewish Education, and a
Doctor of Education in Administration
and Supervision of Jewish Education.
Enrollment is approximately 300
students.
“That’s what makes us unique from
other schools,” said Jeffrey Glanz,
director of the master’s program at the
Azrieli Graduate School. “Our students
are all people who will go on to teach at a
Jewish school or yeshiva.”
The 36-credit master’s program is very
much field-based, he said.
“Our philosophical approach to
teacher preparation combines theory
with practice,” he said. “Our major goal
is not just teaching content, but teaching
the whole child. We want to promote
certain values. Students in our program
gain the necessary knowledge and skills
to teach well. They also gain a sense
of Jewish identity and teach enduring
values to Jewish children in schools.”
Debuting in fall 2011, there will also be
an accelerated master’s program funded
by the Jim Joseph Foundation.
“They can finish in one year—through
the fall, spring and summer semesters,”
Glanz said. “It’s a full 36 credits and
particularly good for career changers
or people who have just graduated
college and have a year before they go to
work. They are students who want to be
prepared quickly, but with high quality.”
The accelerated program still requires
a full-time commitment for one year.
A majority of the graduate students are
funneled in through YU’s undergraduate
programs, Stern and YC, Glanz said.
Through the popular BA/MA program,
undergraduate seniors at YU can take
12 credits to be applied to their future
graduate degrees at YU.
(For more information, visit www.
yu.edu/azrieli/ or contact Glanz at
glanz@yu.edu.)
No matter what your passion, Pace
University offers a continuing-education
option that will suit the needs and
wants of adult learners, offering for-
credit certificate programs in all six of
its schools—Dyson College of Arts and
Sciences, Seidenberg School of Computer
Science and Information Systems,
Leinhard School of Nursing, Pace Law
School, Lubin School of Business and the
School of Education.
Pace also offers noncredit courses and
workshops in finance, technology, green
jobs, human resources, business, law and
“
We teach them new skills,
and our career services
department helps them
with their job search
ESL, among others. Several thousand
students participate in these noncredit
programs annually.
“Students of all ages come to Pace
University,” said Sylvia Russakoff,
director of Pace University’s Computer
Learning Center. “We do see students
who have recently completed an
undergraduate degree but need more
marketable skills before they can become
competitive in the job market. However, a
majority of our students are older.”
Adults are now going back to school
to make themselves more valuable to
employers, she said.
“Many have lost their jobs in this weak
economy and need to learn new skills,”
she said. “Others are still working, but
see the nature of their jobs changing. For
example, those who have worked in print
media for many years now must meet the
challenges of digital media.”
A faltering economy is another factor
in the decision for adults to return
to school. Russakoff said continuing
education is an increasing trend in the
city especially considering the economy.
“Enrollment is up in all parts of Pace,”
she said.
Information technology is another
area in which change is imminent, said
Constance A. Knapp, interim dean at
the Seidenberg School—the computer
science and information systems school
under the umbrella of Pace.
“Change is a way of life for information
technology professionals, and a
commitment to life-long learning
characterizes the successful IT
professional,” she said. “We are proud
to provide resources for those starting
their careers, changing their careers or
refreshing their skills.”
But there is a definite means to an end,
Russakoff said.
“We have students come to us
devastated by the loss of a job that
helped them define their identity,” she
said. “We teach them new skills, and our
career services department helps them
with their job search. When they are
successful in landing a new job, they are
ecstatic—and so are we.”
 SHAPING THE FUTURE
OF NEW YORK EDUCATION
TOURO’S GRADUATE SCHOOL OF EDUCATION
is an innovative and vital institution preparing highly
professional and competent teachers and administrators.
We offer a selection of programs leading to a
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Evening and Sunday Classes • Multiple summer sessions
Touro College is an Equal Opportunity Institution.

9
jeffry pike harvard division of continuing education
Summertime is
Learning Time
When it comes to college preparation, you can never start too early
A
ttending pre-college programs at top universities
has become the norm for competitive high-school
students who are looking to earn college credit, get
valuable references or simply get a feel for what
life is like within the iconic hallowed halls of an Ivy
League university.
The University of Pennsylvania’s program, Penn Summer, offers
high-school students everything they need to get into college—
courses on SAT preparation, college writing courses and, of course,
workshops on the college admission process. Students can attend
either a general six-week program, choosing from the 75 to 80
courses that are offered that summer; more specialized four-week
courses on physics and biomedical research; or an English-language
program geared toward international students.
“Penn Summer gives a student a true experience of what it is to
be a Penn student while they’re still in high school,” said Eli Lesser,
director of Penn Summer.
Students enrolled in Penn Summer get a taste of what college life is
really like—they live in dorms, eat in the dining hall and are treated
no differently than Penn undergraduates. If enrolled in the six-week
general program, students will receive college credit upon the
successful completion of the course.
Another unique aspect? Students who take the six-week courses
By Rachel Morgan
10
are enrolled with Penn undergraduates, and professors have no idea
who is a high school student and who is an undergraduate.
“They’ll be treated exactly as an undergraduate student would in
the class,” Lesser said. “They’ll have the same work expectation. The
instructors push them.”
This environment works for those highly motivated, highly
successful students that Penn Summer attracts, Lesser said.
But it’s not easy to get in.
Last summer, the program received 600 applications and
admitted just 275 high-school students. To be considered for
admission, students should have at least a 3.3 GPA and score in the
85th percentile for standardized tests like the ACT, SAT and PSAT.
Recommendations and extracurriculars don’t hurt, either.
“What we’re looking for it a student who’s academically curious
and also academically serious,” Lesser said.
(Visit http://www.sas.upenn.edu/summer/ for more information.)
Brown University boasts the largest pre-college program in the
country, hosting 3,500 students each summer at its Providence, R.I.,
campus for the educational adventure that is Summer@Brown.
“A student who completes a Summer@Brown course is better
prepared, more confident and better positioned to succeed during
one of the biggest transitions of his or her life: the move to college,”
said Geoffrey Chisholm, director of marketing at Brown University
 Pre-College Programs at Brown University
n
Prepare to succeed in a college
environment
n
Experience the freedom and
responsibility of college life
n
Discover and develop new passions
IL
APR11 Environmental Leadership in Hawaii
20
Pre-College Courses
Summer Session Credit Courses
Brown Leadership Institute
Scholar Athlete
n
Meet exceptional students from
around the world
n
Connect with world-class ideas,
people, and facilities
Intensive English Language Program
TheatreBridge
SPARK – Science for Middle School
Summer Study Abroad for High
School Students

Study Online
High school students can now experience
college-level academics online with Brown
University in Spring, Summer and Fall sessions.
Medicine • Engineering • Anatomy
DNA Science • Leadership

www.brown.edu/summer
11
Office of Continuing Education.
Students can choose among 250 courses
within 45 different subject areas that reflect
the diversity of the Brown undergraduate
curriculum. Programs range from an English
language study to a theater program to a
scholar-athlete program to online science
and engineering courses.
But it takes a special kind of student to
give up the long summer months of freedom.
“Students who come to our programs
Brown University
tend to be eager learners—bright students
interested in their education,” said Brown’s
dean of Summer and Continuing Education,
“
Karen Sibley.
Students who have finished at least the
ninth grade on can enroll in Summer@
Brown.
As far as what Brown looks for when
considering student acceptance to Summer@
Brown, Chisholm names “academic
excellence, intellectual curiosity and a
readiness for participation in an independent
academic and living environment” as a few
key characteristics.
(For more information, visit www.brown.
edu/summer.)
Yale University offers their own summer
session for high-school students—and those
who participate in Yale Summer Session
will be in the same classes as the university’s
undergrads, and will be held to the same
standards.
To apply, high-school students must be
in either their junior or senior year. During
the program, students will take two courses
in varying areas of study, including writing,
film or drama, but can also pick courses from
Yale’s extensive course catalog.
While high-school students enrolled in
Yale Summer Session are subject to the same
academic rigors of Yale undergrads, they
are not given the same freedoms—there
are curfews and other regulations enforced,
so parents can rest assured that their high
school aged children won’t be out until all
hours of the night, “practicing” to be real
college students.
(For more information, visit http://www.
yale.edu/summer/index.html.)
Harvard’s Secondary School Program
attracts more than 1,000 high-school
students to Cambridge each summer. These
motivated students will take classes with
Harvard undergraduates and can earn
college credit while simultaneously learning
about how to successfully apply to college.
“Students are eager to test out the
responsibilities of college, to take college-
level courses that will earn them college
credit and to learn how to be a more
competitive college applicant through
participation in our comprehensive college
prep component, an important aspect of the
SSP,” said William Holinger, the director of
the program.
The college prep component of the
program includes trips to other New England
colleges, talks on what to expect during the
12
Students experience all
the responsibilities and
challenges of college first-
hand during a summer at
Harvard, and the courses
they take can help them to
decide on a future major or
career.
college application process, tips on preparing
for admissions interviews, a college fair and
help with the age-old question—how do I
make my college application stand out?
The Harvard Secondary School Program
gives students a taste of what it’s like to be an
undergraduate student, Holinger said.
“SSP students experience all the
responsibilities and challenges of college
firsthand during a summer at Harvard, while
the courses they take can help them to decide
on a future major or career,” he said.
To be accepted, students must be
motivated high-school sophomores, juniors
or seniors. The admissions committee
generally looks for a combination of
academic motivation and an impressive
academic record.
As for whether participation in the SPP
program will help future acceptance into
Harvard as an undergrad, each year some
students who attended the SSP program are
accepted into the university as undergrads.
But increasing chances of future
acceptance is not the point of the program,
Holinger said.
“There is really a much broader advantage
to attending the SSP,” he said. “It will boost
a student’s knowledge and experience
generally. A summer at Harvard will help
students select colleges that are right for
them, and it might actually convince a
student that Harvard is not one of them.”
Courses are offered both on the
Cambridge campus and online, and cover
real-life college material, like organic
chemistry, literature, mathematics, biology,
government, economics and management.
Full course listings for 2011 will be
available online Jan. 19.
(For more information about the
secondary school program, visit http://
www.summer.harvard.edu/programs/ssp/
overview/.)
Wellesley College Summer School, in its
10th year of operation, invites high-school
students to sample a curriculum drawn
from the college’s normal course catalog,
so students get a feel for the academic
expectations of a college student. College-
level courses in anthropology, art, sociology,
math, philosophy, Spanish, economics and
various other fields are offered.
Students live in dorms, eat at the dining
hall and receive real letter grades—and
college credit—just like a Wellesley
undergrad.
Session I of the program runs from June
13 to July 8, and Session II runs from July 11
to Aug. 5.
(For more information, visit http://www.
wellesley.edu/summerschool/.)
High-school students aspiring to live
in a large metropolitan area during their
college years could attend NYU Precollege,
the summer program for rising juniors
and seniors on the university’s East Village
campus. High-school students aren’t
sheltered here, either—and should expect
nothing less from a tough university like
NYU; they take college-level courses for
credit that can be counted toward their
future college degree. More than 75 courses
from more than 30 academic areas are
offered during the program, all for credit.
NYU Precollege runs from July 5 to Aug. 12.
Applicants commonly accepted have a
B+ or higher average and a strong letter
of recommendation, as the program is
extremely selective.
A high point of the program is the free
college writing workshop taught by NYU
professors, some of the best writers in the
city. A college admissions and applications
workshop is also offered during the
program—because what better place to
learn what colleges want in an applicant than
straight from the horse’s mouth?
As for whether participating in the
program will increase chances of future
acceptance to NYU, the program’s Web site
said, “Successful completion of any advanced
or college-level classes will add to your
admission profile.”
We think it can only help.
(For more information on NYU Precollege,
visit http://www.nyu.edu/summer/2011/
highschool/program.html.)
Columbia University’s Summer
Program for High School Students is
continued on page 16
THE
COOPER
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SPRING 2011
REGISTRATION PRINTMAKING

BEGINS LETTERPRESS PRINTING

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ART HISTORY
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PAINTING AND DRAWING
6:30 TO 8 PM
THE COOPER UNION FOREIGN LANGUAGES
41 COOPER SQUARE PERSONAL FINANCE
$25 registration fee is waived for
those who register at the Open House. KNITTING AND CROCHET
(#6 train to Astor Place, R & W trains
to 8th Street) GREEN BUILDING DESIGN COURSES
INFORMATION AND REGISTRATION AT
INCLUDING LEED PREP COURSES
WWW.COOPER.EDU/CE TYPEFACE DESIGN COURSES
OR 212.353.4195

13
Event Calendar
Even if you’re not a co-ed, you can still take
advantage of these school-sanctioned activities.
By rachel morgan
January
14
8-10 p.m., Monroe Lecture Center Theater, California Avenue,
South Campus
Catch opening night of Hofstra University’s Night of January 16th
by legendary scribe Ayn Rand. Not just a theatrical production,
each night of the performance the audience will serve as the jury
in the murder case of businessman, lover, son-in-law and straying
husband Bjorn Faulkner. Depending on the verdict, the play has
different endings. ($25; Hofstra Box Office, 516-463-6644)
22
8 p.m., Alice Tully Hall
Juilliard’s FOCUS! 2011 kicks off with a playlist of post–World War
II Poland. Directed by Joel Sachs, the performance will feature
Grazyna Bacewicz’s Contradizione (1966,) Henryk Gorecki’s Genesis
II (1962) and Wojciech Kilar’s Choralvorspiel (1988).
25
6:30 p.m., 133/141 West 21st St., Room 101C
Hear artist and School of Visual Arts faculty member Jeanne
Silverthorn discuss her earthy, often humorous artwork—sometimes
using rubber as a medium. During the talk, Silverthorn, whose work
is in display at the Museum of Modern Art and the Whitney, among
others, will discuss her work in relation to vanitas, a movement in
16th- and 17th-century Europe that embraced symbolism—and
Silverthorn’s work is widely considered the modern answer to
vanitas. (Free)
29
8 p.m., Skirball Center for the
Performing Arts
Take in the 20th anniversary of energetic, frenzied dance troupe
Bale Folclorico da Bahia. The 25-member group brings authentic
Bahian dance and folklore to life on the stage in an eclectic
combination of numbers in honor of the gods, religion, martial arts,
warriors and even the dance of happiness, or Afixiré. ($50-$60,
www.skirballcenter.nyu.edu)
30
2 p.m., Tishman Auditorium, Alvin Johnson/J. M. Kaplan Hall,
66 West 12th Street
Check out one of the best deals in the city for classical music
lovers, the Schneider Concerts Series. Midnight Winds, a Los
Angeles–based ensemble, will play various selected works by
Barber, Beethoven and Nielsen. ($17.50, 212-229-5488)
February
lauren manning; getty images; jim epler:
3
7 p.m., 209 East 23 Street, third-floor amphitheater
Explore what really goes on in an artist’s mind—and studio—at
Joe Fig: Inside the Painter’s Studio. Fig, a School of Visual Arts
alumnus, uses miniature dioramas of famous artists’ studios, like
Williem de Kooning and Jackson Pollock, to explore the creative
process. (Free)
6
4-6 p.m., Lehman Center for the Performing Arts (Bronx)
Aluminum is part theater, part performing arts. Created by Ilan
Azriel, the production brings inanimate, metallic objects alive—
hence the show’s name. The much-lauded production was first
performed in 2003 at the Israel Festival in Jerusalem. ($35-25, 718-
960-8833)
8
12 p.m., Arnold and Sheila Aronson Galleries, Sheila C. Johnson
Design Center (66 Fifth Avenue)
Catch the opening of “Creating a Zero-Waste Garment” at the
New School, an exhibit centered on a course at Parsons The New
School of Design’s School of Fashion. During the course, students
learned how to fashion clothes with minimal waste—tough in
an industry that has an accepted average of 15 percent. Student
journals and designs are exhibited side by side in this exhibition,
running through Feb. 23. (Free)
15
6-7:30 p.m., Jurow Lecture Hall, Silver Center for Arts and
Science, 100 Washington Square East, first floor
Whether you’re a tree hugger or not, “Liam Heneghan: Ten Things
Wrong with Environmental Thought and What We Can Do to
Change Them” will undoubtedly give you a fresh take on today’s
environmental issues. In just 10 points, Heneghan
suggests a whole new outlook on the relationship
between man and earth. (Free, www.nyu.edu/
rsvp/event.php?e_id=3099)
20
4-6 p.m., Lehman Center for the
Performing Arts (Bronx)
Hear the legendary Opole Philharmonic
of Poland in its first transcontinental tour
of the United States. It will perform the
Vienna Gala program and various scores
by Austrian composer Johann Strauss Jr.
and at only $15 to 25 per ticket, it’s the
best bang for your buck. (718-960-8833)
24
7 p.m., School of Visual Arts Theatre (333
West 23 Street)
Pick the brain of art world giant Johanna
Burton, a postwar and contemporary art expert
who has written for several art publications and is
the editor of Cindy Sherman, a collection of essays
on the artist best known for her collection of self-
portraits.
March
1
7 p.m., School of Visual Arts Theatre
(333 West 23 Street)
Take another look at Pablo Picasso’s epic
painting Guernica (1937) with art historian T.J.
Clark at “Looking Again at Picasso’s Guernica.”
Clark will walk the audience through the creation of the politically
powerful work by showing Dora Maar’s photos of the work in
progress.
3
8 p.m., Pope Auditorium, Lincoln Center Campus
Catch Fordham University’s production of Bulrusher, about a
black baby orphan girl with something in common with Moses—
they were both found floating in a river and went on to lives of
greatness. Unlike her Biblical counterpart, Bulrusher has a penchant
for clairvoyance—about everything but her own mother. ($15
general admission, 212-636-6340)
5
12 p.m., Arnold and Sheila Aronson Galleries, Sheila C. Johnson
Design Center (66 Fifth Avenue)
Be one of the first to see the exhibit at the New
School, “My America is…”. Compiled by
student artists Janelle Abbot and Sarah
Smith, the exhibition showcases
objects and stories that illustrate their
definitions of America in tandem with
video and dance installations. (Exhibit
runs through March 5, free)
30
7:30 p.m., Adelphi University
Concert Hall
Find your inner peace at Buddha in His Own
Words, the insightful, engaging and surprisingly
entertaining production surrounding the big
man himself. Written and performed by
Evan Brenner. ($20-30, 877-4000)
Summertime is Learning Time
summer program will help a student be
accepted as an undergrad, but maintain

“
that participating in any summer college
programs can only enhance a student’s
future application.
another great place for academically inclined Summer at Columbia does help high-
school students practice applying to
high-school students. The well-established
program—now in its 24th year—gives
The sciences courses college, Giraitis said.
“The application process mimics
students a taste of life in the Ivy League
while also providing various organized
take place in the physics, applying to college,” she said. “Students
outings in the city, activities on campus and
even an option to do community service—
chemistry and engineering are expected to submit not just grade
transcripts, but recommendation letters
another college-application booster, we labs. and a personal essay as well. We look
for performance in high school that is
might add.
“The courses are very rigorous and outstanding.”
really challenge students,” said Darlene Summer College at Cornell is another
Giraitis, executive director of secondary Ivy League program that can give high-
school programs at Columbia. “But they also school students a head start when it comes
have terrific opportunities for socializing to college. Participants in the program
and meeting new people through the can earn three to six academic credits
extracurriculars that are offered—they during the three-to-six-week program.
use the parks, the museums, the concert Summer College at Cornell boasts courses
[venues], theaters, film, you name it— in writing, science, math, astronomy, art
anything that’s happening in New York City.” history, computer science, theater and
The program accepts approximately dance, economics and many others.
1,700 students each year, 30 percent of And like most of these programs, the
competition is fierce. Cornell receives
Jorg meyer, nyu spcs

them international students. There is also an

option to study abroad, either in Barcelona approximately 1,200 to 1,450 applications
or Jordan. for just 800 spots.
One thing applicants should consider— To be accepted, students must have just
while challenging, the program doesn’t offer completed their sophomore, junior or
college credit. But the program still is very senior year. (For additional information
close to how life is for Columbia undergrads, and full course listings, visit http://www.
Giraitis said. sce.cornell.edu/sc/index.php.)
“Students receive a Columbia University program. It seems that students can no longer rest
ID, a Columbia University email address “Undergrads from all over the country on their laurels in high school, waiting for
and their classes take place in Columbia come for two weeks of training before the the time to apply to college. Now, high-school
University classrooms,” she said. “The high-school students arrive,” Giraitis said students as young as freshman are preparing
sciences courses take place in the physics, of the IBC program. “No other high-school for their future in academia.
chemistry and engineering labs.” program has something like this. These “This is not a new trend, but one that
High-school students also have access are college students who are very into seems to be growing in popularity,” Chisolm
to undergraduates who live on campus working with high-school-age students, said. “Both students and parents recognize
with them—RAs in their dorms, advisers and indeed, they turn out to be mentors.” the value of pre-college programs as a way to
and program assistants—through the As far as future acceptance goes, most ‘test the waters’ of college-level academics,
Internship in Building Community colleges don’t say participating in their and feel confident about a student’s

Pre-College Programs at course is better prepared, more confident,

Brown University:
Summer 2011
A True Residential College Experience
Summer@Brown attracts serious college-
bound students from around the world. As
a student, you’ll live in a Brown University
residence hall, eat at Verney-Woolley, or
other Brown dining halls, and join your
fellow students on The College Green—
just as you would if you were a Brown
undergraduate. You will be surrounded
by peers from diverse backgrounds and
and better positioned to succeed during
one of the biggest transitions of his or her
life: the move to college.
Brown University: 250 Years of
Academic Excellence
Brown is known in the Ivy League for an
innovative open curriculum that challenges
students to be actively engaged in their
own intellectual development. Summer@
Brown is an opportunity to explore this
and accomplish more than you can imagine.
stimulating learning environment. Academics
Come to Summer@Brown to prepare for
are at the program’s core, with more than
Karl Dominey-BROWN

college success and experience life in the Ivy

cultures—all sharing a passion for high-level
academics and a desire to succeed at a
selective institution like Brown University. A
student who completes a Summer@Brown
250 courses in one- to seven-week sessions.
League.
Dive deeper into a subject you love or a
Providence, Rhode Island
new area of learning you may never have
www.brown.edu/summer
considered. You will face exciting challenges

16
 “An Intimate PlacePlace
“An Intimate to Learn
to Learnin theHeart
in the Heart of “An
a Great
of a Great CityInti
”

Hofstra University’s Frank G. Zarb

School of Business Offers Graduate
Students More Flexibility!
“An Intimate Place to Learn in the Heart of a Great City”
Recognized by The Princeton Review, “An Intimate Place to Learn in the Heart of a Great City”
Business Week, U.S. News & World
Report and Forbes Magazine as one of
the top business schools in the country,
the Zarb School provides professionals
with the skills necessary to excel in
today’s fast-paced and changing business
world. The Frank G. Zarb School of
Business offers a traditional M.B.A.,
E.M.B.A., and Online M.B.A. program.
The Zarb School of Business at Hofstra
University is located in Hempstead,
New York, minutes away from New York
City, the business networking mecca
of the world. Proximity to NYC offers
students real-world training in a variety
of industries. All programs offered by

YorkYork
Preparatory
York SchoolY
Preparatory School
School
the Zarb School are accredited by the

Preparatory
AACSB International – The Association to
Advance Collegiate Schools of Business.
About the Programs 40 West 68thth Street – New York, NY 10023
The Zarb M.B.A. may be completed either
40 West 68college
40 West
coeducational Street – New York,
th 68 Street – New York, NY 10023
preparatory school NY
serving 10023
students from
coeducational college preparatory school serving students from
part-time in the evening or full-time
during the day. Students can choose coeducational college preparatory school serving students
grades 6-12.
grades 6-12.
coeduc
from among 11 concentrations, and must
complete between 41-48 semester hours grades 6-12.
to earn an M.B.A. degree. Outstanding Academics
Outstanding Academics
The 20-month Executive M.B.A. program
is for those individuals who hold middle-
to senior-level management positions Superb CollegeAcademics
Outstanding
Superb College Guidance
Guidance
in private industry, government and the
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Championship Sports Teams
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Championship Sports Teams
continue their professional commitments
while pursuing their degree. Classes are
Superb College Guidance
held from 8 a.m.-6 p.m. every Saturday. Endless Extracurricular Activities
In addition the Zarb School offers a Endless Extracurricular Activities
Championship Sports Teams
number of courses online and will
introduce its Online M.B.A. program in An Oasis of Learning and Compassion
Strategic Business Management in the fall An Oasis of Learning and Compassion
of 2011.
There IS something for everyone at York Prep!
For more information call
1-800-HOFSTRA or visit hofstra.edu/zarb Endless Extracurricular
There IS something for everyoneActivities
at York Prep!
For more information, contact our Admissions Office at
For more information, contact our Admissions Office at17
admissions@yorkprep.org or 212-362-0400.www.yorkprep.org
An Oasis of Learning and Compassion A
admissions@yorkprep.org or 212-362-0400.www.yorkprep.org
harry zernike, SVA
Home Away from Home International students find that New York still
offers some comforts of home
M
engyuan Ni chose Fordham University for graduate
school for one main reason—it’s located in a city
that she considers a major media hub and the
home to many iconic media outlets.
Ni, 25, went to an undergraduate university in
her native China, but when it came time to choose
a graduate school, she, like many international students, picked the
United States.
But the decision wasn’t easy.
“Studying abroad means leaning to be independent and following
my heart to make the decision,” she said. “My mom had been trying
to persuade me to be an accountant and to safely take the traditional
role of a woman in China.”
Instead, Ni took the road less traveled.
She decided on Fordham—mostly because it had an M.A. in public
communications—and set off for the United States, leaving behind
her home country for the first time.
Exciting as New York City is, life as an international student here
isn’t always easy.
“Language is the biggest barrier for most of us,” Ni said. “As an
Asian, I am also shy to speak up, especially when I have trouble
explaining myself. That makes things worse. The workload is another
challenge. Media study does not only require a lot of readings and
writings, but also a profound interest in the culture and politics.
Learning these hidden factors is tough.”
While it’s a process, life as an international student isn’t all bad for
Ni.
“I developed close friendships with many international students,
and we explore the city and the country together,” she said. “There is
always a way to figure things out even if you didn’t do it right the first
tine. Moreover, our American friends invite us to different parties and
even to their homes for holiday.”
Academically, Ni is doing well—she’s interned for the United
Nations and the CBS Evening News Weekend Edition and is set to
graduate in May.
While her story is compelling, Ni is really part of a larger trend.
According to a report released in November 2010 by the Institute
By Rachel Morgan
18
of International Education, New York ranked No. 2 in a list of top 10
states for hosting international students in 2009-2010. During this
time, New York welcomed 76,146 international students to the state’s
many hallowed halls, a 2.5 percent increase from the year before.
Students hailed mostly from China, India, South Korea, Canada and
Taiwan. This report, titled Open Doors, was based on a survey of 3,000
schools across the United States.
Among the state’s best hosts for international students were New
York University, Columbia University and University at Buffalo-SUNY.
In fact, NYU ranked third in the nation, hosting 7,276 international
students for the year.
And these students bring money with them.
Last year alone, they contributed $2.3 billion to New York State’s
economy. In 2009, Study New York, a group of education and
government officials committed to attracting international students
to the state, was launched.
But it isn’t just NYU, Columbia and SUNY that are hosting
international students – other universities are getting in on the action,
too.
About 12 percent of Baruch College—under the CUNY umbrella—
is made of up international students, said the dean of the Zicklin
School of Business, John Elliott.
While statistics say that the number of international students
studying in the United States is up, Elliott said things have become
more complicated in recent years.
“One of the themes that has been true in the United States since
Sept. 11 is that our country is less friendly to international students
in many ways than it was at the beginning of the decade,” he said.
“That change in policy has to do with students getting visas to come
to school, has to do with them staying in the United States after
graduation to seek work and become United States citizens. That’s
causing many international students who would love to come here to
seek education other places.”
Regardless, Baruch is still part of the international student culture.
“Baruch is very much an international school in the sense that we
think of ourselves as a global entity,” he said. “We acknowledge that
in today’s educational environment, being globally aware is critically
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important—and one of our
learning objectives.”
In fact, during last summer’s
World Cup, Baruch had a student
from each country involved in
the soccer tournament except
one, Slovenia. Having student
representatives from so many
international countries can only
help their students’ chances at
future employment, Elliott said.
“One of the things we find
when we talk to recruiters is they like the fact
that our students are working every day in a
diverse environment,” he said.
As far as services offered for international
students at Baruch—this begins the moment
they first walk on campus.
“We work with students as soon as they
set foot on campus, to make sure they are
fully aware of what they are about to engage
in,” said the executive director of Graduate
Programs, Frank Fletcher. “There’s an
orientation specific to international students
in which we bring out faculty, current
students, alumni and representatives from
our international student service center.”
There are also workshops on obtaining
work visas and internships—often big issues
for international students—lectures on
cultural acclimation and how to navigate the
city. Baruch partners with the One to World
to provide these services to international
students.
Another interesting fact to note: Potential
or future Baruch international students
often connect online with each other, alumni,
or current international students on social
media sites such as Facebook before they
even arrive on campus.
The School of Visual Arts has a large
Invigorate Your Career and Your Intellect
at NYU-SCPS This Spring
For more than 75 years, the New York
University School of Continuing and
Professional Studies (NYU-SCPS) has
brought the creative, cultural, business, and
technological innovation resident in New
York City and the world’s
leading industries to
motivated and curious
lifelong learners. Our
community welcomes
you to engage your
intellect, explore a
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your professional goals
through our rich array of
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formats. Our renowned public events are
20
Mengyuan Ni
international student representation as
well—19 percent of its undergraduate
population is comprised of international
students; and 26 percent of the graduate
population is international. According to
Kaori Uchisaka, director of the International
Student Affairs Office at SVA, about 70
percent of the school’s international
population hails from Asia.
Uchisaka said this diversity can only make
SVA a better learning environment.
“International students add various
artistic, cultural and educational dimensions
to the classroom and to co-curricular settings
such as the residence hall communities,” she
said. “Students have the opportunity to learn
not only about the United States, but also
about other cultures through the personal
connections they make with each other, and
having international students at a campus
opens up the possibilities for those dialogues
to take place.”
This need for diversity is especially
important for student artists.
“For artists, designers and creative
thinkers, campus diversity correlates to
creative diversity, which can only add to the
value of an education at the School of Visual
Arts,” she said.
As for services on campus for international
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students, there’s no shortage of
them on SVA’s campus. Beginning
with meetings, workshops and
events at orientation week,
students are never left wondering
what to do next.
“[The activities] range from
understanding their non-
immigrant status in the United
States, legal procedures such as
obtaining a driver’s license or a
non-driver State ID and opening a
bank account, to more broader aspects such
as how to get around the city and adjust to
cultural differences in the classroom and
social settings,” Uchisaka said.  
Once school starts, there are biweekly
support groups, discussion groups at which
international students can share stories
about the adjustment process.
Uptown, Barnard College has an
international presence all its own. About
8 percent of Barnard’s student body is
international, said Johanna Fishbein, senior
admissions officer and coordinator of
international recruitment. Barnard boasts
students from 48 different countries on
campus, she said.
In addition to four-year degree
international students, Barnard also invites
international students to study at the
school for just one semester, becoming fully
immersed and integrated in the culture
through the Visiting International Students
Program.
 “More broadly speaking, Barnard has
a stated mission to expand and support
internationalization efforts on our campus,”
Fishbein said. “In the same way that our
student body benefits from New York
City’s diversity, our campus community
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benefits from the vast range of cultures, place for experiencing America’s own
experiences, upbringings and perspectives vibrant industries and culture, also
York Prep is a
that international students bring to provides authentic tastes of home for
campus.” its international residents, including co-educational
To help international students adjust students.” college
to life in the United States, Barnard offers Another plus of living in New York City preparatory
a full-time dean dedicated to assisting as an international student? school for grades
international students; conversations about “Barnard’s international students often 6-12. The School’s
adjusting as an international student at comment on how they love being able to approach
the New Student Orientation; a counseling find their favorite comfort food, overhear emphasizes independent thought and
group run by the Furman Counseling a conversation in their native tongue or builds confidence and graduates go on
Center; and even culture-shock workshops, see an art exhibit by a renowned artist to the finest colleges and universities.
organized by the dean of study abroad. from their home city,” she said. “Students
They also offer unique events on campus from China guide their friends through the
geared specifically toward international streets of Chinatown, sampling dim sum The York Prep philosophy is that
students, like a Thanksgiving dinner and and negotiating the markets while Italian every child can be the hero of his or
culture nights—including a Danish Night at students enjoy the authentic cannolis and her academic career. We handcraft a
which students last year led a Danish sing- espresso in Little Italy.” curriculum to maximize the potential
along for the audience, Fishbein said. Sounds like the best of both worlds to us. of each child, always considering who
For the VISP students, writing and As for Ni’s journey as an international they are first as individuals rather than
public-speaking-skills workshops and student, it’s a journey—albeit a rewarding trying to fit them into a mold. Our small
study-skills workshops are offered to help one in the end, as her graduation is rapidly class size and expert faculty enable
them adjust to American teaching styles. approaching. each student to grow and reach beyond
As far as New York being a sort of “It is tough, but at the same time, it is
their comfort level in an atmosphere of
hub for international students, Fishbein fun and very rewarding,” Ni said. “Most
agrees that there is something about the importantly, I learned to be responsible nurturing and guidance.
city that draws students from all over the for my own decision. I wasn’t as outgoing
world. and confident as I am now. But in order to Great teaching at York Prep leads to
“New York is a place where intellectual earn myself better opportunities both at great college guidance. York Prep
curiosity draws from all corners of the school and work, I have to change myself is rightfully proud of having Jayme
globe, making it an ideal place for young somehow, in a good way. Life is hard and Stewart as its College Guidance Director
people interested in learning about sometimes confusing in America, but I am for over 40 years.
our increasingly globalized society,” always progressing and building up steps
she said. “The city, while an incredible for my future.” Mrs. Stewart is a legend in her field. Since
founding York Prep with her husband,
Headmaster Ronald P. Stewart in 1969,
she has tirelessly directed the school’s
HIGH MARKS
intensive college guidance program. She
authored the book, How to Get into the
Sharon Welcher, adjunct instructor of chemistry
College of Your Choice… and How to
and physics at City University of New York, science
Finance It, and her work has influenced
Chairperson of Machon Academy High School, is a
the way college guidance is now seen.
proven master teacher, teaching chemistry, biology,
physics and earth science in both public and private
The college guidance program at York
high schools in New York City. Almost all of her
Prep begins in 9th grade and intensifies
students pass the chemistry Regents every year, because she
in 11th grade. Students attend individual
explains chemistry in a simple, clear, easy to understand manner.  Mrs. Welcher teaches
guidance meetings weekly and Mrs.
chemistry review classes, and, when students are failing, she is called in as an emergency
Stewart’s college class bi-weekly.
tutor to help them pass the examinations. Her ability to make chemistry easy to understand
Parents are delighted when they learn
has helped innumerable students get excellent marks in chemistry.  She decided to take the
that students work on college essays
advice of many of her students and wrote the first edition of High Marks.  
and complete all their applications
“An
Over 100,000 books of High Marks: Regents Chemistry Made Easy were sold. Assistant Intimate
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Stewart’s theHeart
college
in the Heart
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of a Great City” C
principals, teachers, parents, and students all over are buying this review book. Sharon
Welcher’s goal is that this book should help all students get excellent marks on chemistry
tests, Regents, and other statewide exams.
Sharon Welcher is the author of the following books: “An Intimate Place to Learn in the Heart of a Great City”
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21

YorkYork
Preparatory School
Preparatory School
 ASK THE EXPERTS
MASTER CLASS
Your undergraduate admissions
questions answered by our
resident experts
Evan Forster and David Thomas, authors of MBA Reality Check,
are experts when it comes to getting into MBA programs. But now
they’re sharing their expertise with a younger set of applicants—
high-school students hoping to get into their dream university.
In the next session of the duo’s “Master Class,” they answer the
top-five questions asked by parents concerning their child’s
admission—from extracurriculars to AP courses to letting go of
the reins and listening to what your child really wants.
Q: My child’s private school has pushed her to take a lot of
honors courses. She really hates one of them and wants to
drop it. Is that going to hurt her candidacy?
Evan Forster: In a word, yes.
David. Thomas: Well, yes in most cases. It’s never good, for
example, to see a dropped core honors course in favor of the same
topic that’s not honors. The rule of thumb is that it’s better to
make a B in AP English than to make an A in a standard English
course. It’s less significant if the dropped course is an honors
elective that isn’t related to a candidate’s stated field of interest.
For example, if a liberal-arts applicant drops an honors chemistry
class, that is different than a student who is writing essays about
wanting one day to go to medical school.
Mr. Forster: Here’s the point: Don’t overdo it in the first place.
So, to the parents who are considering enrolling your child in
three, as opposed to two, AP courses, take a moment to think it
through. Your son or daughter’s mental health is at stake. This
truly is an immense workload, and even the brightest can crumble
under the weight of this kind of academic pressure—especially
when they are also involved in leadership roles outside of class.
But if you are in a position where your child really must drop a
class for a good reason—like an illness or even a pressure-cooker-
type school—you need to explain it. Don’t make admissions
officers start snooping around. Your child needs to be the one
who positions the message by coming clean and being transparent
in the Additional Information space provided in the Common
Application.
Mr. Thomas: Admissions officers are not ogres. They are not
trying to trip you up, but the most selective schools do want to
see that you are pursuing the most rigorous version of academic
study available to you. It says something about who you are. And
that’s why a B in English honors is “better” than an A in a standard
English class. That said, they are not trying to make you suffer,
either. Don’t risk your kid’s mental health.
Q: My kid is focused on his school work and he makes
fantastic grades. He doesn’t want to join clubs “just to look
good.” Are extracurriculars really that important?
Mr. Forster: Think of it this way: Great grades alone don’t make
you a great addition to a college community, no matter how smart
or talented you are. Good grades are important to the individual.
They show you’re intelligent, diligent and can follow directions.
Extracurriculars are important to the community. They show you
can play well with others, follow your interest and have something
to offer greater than yourself.
By Rachel Morgan
22
Mr. Forster and
Mr. Thomas
There is a huge distinction between extracurriculars,
community involvement and service. An extracurricular could
be that you love to knit. Community involvement means you
have organized or participate in a knitting club. Service means
leveraging that effort for the common good: knitting scarves for
homeless people who are freezing in the winter. Who wouldn’t
want someone with a history of service joining their community?
If you and your friends were stranded on a desert island, who’s
going to get you rescued? The guy who once read a book about
building ships, or the guy who can mobilize the castaways to
weave palm fronds and collect drift wood to actually build a raft?
First and foremost, extracurriculars show that a candidate actually
has experience in the world, working with others and making
things happen—whether he’s a formal leader or not.
Mr. Thomas: There’s another dimension to the desert-island
scenario: Who would you want to be stranded with on a personal
level? The smartest kid in the world can still be the most deathly
boring person at a dinner party, with nothing to say outside what
he read in a textbook that day or the lab experiment he conducted.
That can be interesting for a while, but then you want to gnaw
your arm off and escape. Someone who actually goes out into the
world and experiences it as a participant—that is, the kid with a
track record of involvement in clubs, organizations and making
things happen—he actually has something to talk about. And you
know he’s going to get involved in your campus life as well.
Another thing to consider: It’s all about understanding the
difference between accomplishment and leadership. Doing well in
school is an accomplishment. So we know you’re going to do your
homework. Leadership is getting others involved in anything you
do. That person is going to take his intelligence and actually apply
it. He’s going to make the college campus a better place, and then
he’s going to go out into the world and make an impact there as
well, creating opportunities for all his fellow alumni. Who would
you want?
Q: So how do I get my child to get serious about
extracurriculars?
Mr. Forster: This is a question all parents ask, whether their
child is a genius or a couch potato. They think he is either too busy
studying or too busy playing video games, and nothing is going to
stop him. They want to know what they can do to turn this around.
The first question I have for these parents is: “What are you
involved in?” The response is often a list of how hard they work,
how much time it takes to raise their child and run the house or
a myriad other reasons why they don’t have time to do anything
beyond home and work. Well, the apple doesn’t fall far from the
tree. When a child hears his parents coming up with reasons, he
learns how to come up with them himself. “I’m work too hard”
becomes “I have too much homework.”
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 It never surprises me that the kids who
are really involved are usually the kids
whose parents are really involved. The first
step to teaching your kid to be committed
is to be committed yourself. You train
for a marathon. You join the fund-raising
committee at your church, mosque or
synagogue. Better yet, take a leadership
role.
The second step is letting your child
know that extracurriculars should be fun.
They are not a box to check off, but should
be an expression of something your child
is really into. I would rather see a kid who
organized a Twilight fan club and created a
book drive to donate 20 copies of Twilight
to the children’s hospital reading library
than a kid who mindlessly volunteers every
weekend at a soup kitchen whose name he
couldn’t remember during an interview.
Mr. Thomas: If your kid likes to ski, that’s
an extracurricular—great. (He doesn’t even
need to be good at it.) But something you
can do to help this kid become a leader
and get excited about involvement is to
encourage him to organize a ski club. Great
leaders give birth to other leaders. Teach
him to create a ski trip. Your first job is
simple: Give up three of your own weekends
to chaperone. Your next role is to help
him understand the organizational effort,
not to do it for him. Help your kid create
a spreadsheet to help him lead the effort:
organizing the bus, getting permission slips
and lift tickets. Don’t do it for him! When
you’ve all come back on the bus after that
day of skiing, your child will not just have
had a great time, but will be transformed in
his ability to lead. And before long, he’ll be
the president of his ski club, and all you’ll
have to do is wake up at 5:30 a.m. and get
your butt on the bus.
Mr. Forster: Another great benefit to
being involved yourself beyond the example
it sets is that it opens a door for your child
to show leadership. I worked with a family
whose mom was very involved in the New
York chapter of an Israeli poverty relief
effort. Her son was an amazing baseball
player. He was involved in a number of
activities but had never shown leadership. I
suggested that he organize ballplayers from
synagogues all across Metro New York to
have a tournament, with each team raising
funds to benefit the mom’s organization.
Because the mom was already involved,
the son got to focus on actually creating the
event, while she used her influence to get
approval from the organization. But she did
not organize the event itself.
The point is this: Working hard at the
office is what you’re supposed to do. Just
like working hard at school is what your kid
is supposed to do. Extracurriculars are not
about what you’re supposed to do; they’re
about doing more than you’re supposed to
do. That’s what they define, that’s what they
reveal, and that’s what separates the most
selective candidates.
Q: Is there a secret formula that
select schools use when reviewing
applications? You know, X amount of
extracurriculars + Y quality of grades + Z
standardized test scores = acceptance to
top college.
Mr. Forster: For real, I get asked this
question. I just had a mother insist it was
true, and that she knew that somewhere
there was a formula. (None of her kids
are college-bound yet.) Well, my favorite
response to this question has to come
from Sarah Blanton, former Dartmouth
admissions officer and one of Forster-
Thomas’s college admissions coaches:
“Wouldn’t that be wonderful? If there were
a formula, you wouldn’t need an admissions
staff, you could just use computers. ”
Mr. Thomas: You can’t quantify
extracurricular activities. Individual schools
will come up with their own systems for
comparing activities head-to-head, but
there’s no way that you can compare the
cello player with the lacrosse captain and
the mathlete. Each one of these activities is
a different expression of a different child’s
interests, talents and commitments. Is one
“better” than the other?
Mr. Forster: More importantly, stop
trying to game the system. Don’t try to
figure out what the “best” extracurricular
activity or community service. The best
thing you can do is help your child discover
his passions and then support that passion
by finding avenues of expression. And make
sure that that they are your child’s passions,
not yours. I recently had a kid who was a
great violinist. His mother, a professional
opera singer, couldn’t understand why he
stopped playing violin and didn’t want
to use his musical talents with respect
to getting into school. All he wanted was
a liberal arts education, rather than a
conservatory like his mother went to. And
boy did that backfire. He eventually stopped
playing all together, because his mother
took a gamble and wanted to play it as an
“all or nothing” proposition, and he shocked
her by choosing “nothing.” While I certainly
didn’t want him to be a music major, I also
thought it would have been a great idea to
utilize his long-time commitment as part of
his candidacy. A great liberal arts school like

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24
“
The first step to teaching your kid to be committed is to
be committed yourself. You train for a marathon. You join
the fund-raising committee at your church, mosque or
synagogue. Better yet, take a leadership role.
Oberlin, for example, would have loved his
musical talents, even as a liberal arts major.
But Mom put the kibosh on that by not
allowing him the freedom to choose.
Mr. Thomas: Nobody likes someone who
only says what he thinks you want to hear.
Help your child develop interests instead
of pushing her to be a Stepford candidate,
with all the right boxes checked, but no
personality or passion expressed.
When it comes to your child finding his
passion, let him try on a lot of things. Don’t
worry about her testing the waters and
doing a lot of stuff her freshman year, then
dropping things as she gets deeper into
high school. And it’s perfectly fine for this
to be transparent in the college application.
You get to list all your activities throughout
high school. You are supposed to rank
them in order of most to least importance.
You also have to check boxes indicating
which year you participated in. Your first
two choices in the activities section should
ideally be “ninth through twelfth” grade.
This shows a long-standing commitment
to these organizations, and hopefully
growth as a leader through progressive
leadership roles. Then, near the bottom, you
might have one or more activities in your
freshman year only. It will be obvious you
were testing the waters your freshman year,
and that’s fine.
Q: When is the best time to visit
schools?
Mr. Thomas: That’s a subject of much
debate!
Mr. Forster: If you had asked me this
question a year ago, I would have said—
without doubt—that you should visit when
colleges are in session. Make sure you’re
there on a Friday or, better, a Monday, so
you can sit in on a class, be there when the
campus is alive and kicking with students.
Mr. Thomas: Sarah Blanton would
disagree with you.
Mr. Forster: Well, one of Sarah’s biggest
concerns is that she doesn’t want students
to miss class to go on a campus visit. She
says, “Go during your summer vacation;
don’t worry whether the school is on or off.
You’re going to have the same info session
and tour whether classes are in session and
lots of students or on campus or not.” She’s
got a point. There’s so much about a school
that you can never sample during a campus
visit, no matter when you go: You won’t
go to a party. You probably can’t sit in on a
THE
COOPER
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The Cooper Union: Spring into
class. To really experience life at a particular
school, you need to know the pressure of
what it feels to have a paper due, or go to
SPRING 2011
Something New and Exciting
Spring is a great time for beginning
class while you’re hung over—that’s the
college experience. You’re not going to get REGISTRATION
something new and what better
place than the Cooper Union for the
PRINTMAKI
that during a campus visit no matter when
you go. And lots of schools have summer BEGINS
Advancement of Science and Art?
LETTERPRE
JANUARY 5
sessions, so it’s not like colleges turn into Start learning a foreign language—or ART HISTOR
ghost towns in July. improving one you already know. Draw STUDIO AN
Mr. Thomas: But some things you can or paint in a studio or on location.
get no matter what. For example, a school
like Williams might sound like a great
OPEN HOUSE
Spring is also wonderful time for
Drawing Nature and the Landscape or
DIGITAL PH
idea—selective, athletic, lots of programs,
small class size—and then you get there JANUARY 11
for Painting in the City. If you already
have some experience in drawing
CALLIGRAP
PAINTING A
and realize that there is only one Thai 6:30
or TO try
painting, 8 PMa course in Digital
restaurant within 30 miles, or you have FOREIGN LA
to walk up and down hills to get across
THE COOPER
Photography, UNION
Portrait Photography or
campus. You’ll figure that out whether you 41 COOPER
Photoshop. The SQUARE
Metropolitan Museum PERSONAL
go in January or July. Alternately, you ignore of
$25Art and the hottest
registration Chelsea
fee is waived for galleries
a school like Fordham because it’s nearby, are
thosethewho
“classrooms”
register at theforOpen
ourHouse.
Art History KNITTING A
(#6 train to Astor Place, R & W trains
and it’s the Bronx. And then you get there, courses. You
to 8th Street)
can improve your business GREEN BUI
and you’re on a traditional college campus, writing or knitting; or learn how to Make INCLUDING
with beautiful old buildings like a movie set. INFORMATION AND REGISTRATION AT
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to look out your dorm window and see the If you’re and architect, engineer,
Manhattan skyline! designer, real estate developer, our
Mr. Forster: Don’t worry about visiting Green Building Design Courses and
campuses before your child’s junior year. Certificate are increasingly important
The summer before senior year is probably qualifications. The LEED Prep Courses
the best time. But what is important is are among the most popular with
that you have got to visit. First of all, it’s members of these professions.
going to help your child understand the
nuances between a large school and a small
school, a school with a campus or one in the The Cooper Union has been offering
middle of a city. And then there is the “gut Continuing Education courses for more
feeling”—and you can’t get a gut feeling than a century and a half. We have
unless your feet are planted in the school’s something that’s just right for you.
quad. There’s just something about being
there.
I can’t tell you how often I hear the
following comment: “Lily definitely wants
to be where it’s warm” or “Alex prefers to
be with a small group of kids.” You would
be shocked at how many kids disagree with
their parents as soon as the parent walks
out of the room. Are you sure that you don’t
want to visit Lily where it’s warm? There’s
nothing wrong with that, but at least admit
the truth to yourself. Lily may want to be
where it’s warm, but when she finds out
that Colby has that international relations
program she’s dying for, she might be happy
to buy a pair of long johns and just deal
with it. So should you.
25
 92nd Street Y
92Y School of the Arts is a launching pad and a laboratory—a
place where artists of all ages and skill levels find inspiration,
instruction and enlightenment to empower their artistic pursuits
and express their own creative vision.
From adults to children, 92Y serves a broad range of
disciplines—studio art, music, dance, ceramics, photography and
jewelry—with classes that build skills and nurture the artistic
spirit. Our expert faculty of professional artists and hundreds of
technique-specific classes let us guide students on a journey of
self-discovery that’s uniquely rewarding.
The Art Center is where everyone from emerging to
accomplished artists can hone their craft through art
appreciation, fine art, sculpture, photography, ceramics, jewelry
and metalsmithing. Transform materials into masterpieces in
our fully equipped and ultra modern studios, or encourage your
child’s spatial skills and individuality with hands-on art classes.
For more information, contact 212.415.5562 or visit www.92Y.org/
Art
The 92nd Street Y School of Music fuels the aspirations of
New York’s budding and established musical talent, providing
acclaimed classes in technique, theory, music appreciation
and performance. From classical to pop to chamber music to
chorale, 92Y embraces a vibrant and varied musical universe,
serving everyone from adults who want to polish a performance
piece to teens who want to soar in our new Glee club. To set
Reserve Space Now
In the April 13th, September 7th
and November 9th issues of
The Educated
Observer
For advertising information contact:
Barbara Ginsburg Shapiro
Managing Director
212-407-9383, bshapiro@observer.com
Daniel D’Andrea
Account Executive
212-407-9329, ddandrea@observer.com
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up a placement audition for private instruction, or for more
information, contact 212.415.5580 or visit www.92Y.org/Music
The Harkness Dance Center is New York’s treasured dance
resource, a creative home to the world’s finest performers and
choreographers, and a place where beginners revel in the joy of
movement. Our classes celebrate dance in every form— modern,
ballet, Duncan, Hip-Hop, Jazz, world dance and ballroom—and
our artist residencies and teaching workshops give students
invaluable exposure to the masters. With our new DJ parties that
let you Shut-up and Dance, or our tango, salsa and social dance
parties, The Harkness Dance Center makes dance accessible,
engaging and exhilarating. For more information, contact
212.415.5553 or contact www.92Y.org/Dance
Unleash your artistic passions. At any level or with any time
commitment, 92nd Street Y School of the Arts makes it happen.
Open House, Tue, Jan 25, 10 am-12:30 pm & 7-9 pm, FREE.
Reserve Space Now
In the March 23rd and October 12th issues of
Observer
Philanthropy
For advertising information contact:
Barbara Ginsburg Shapiro
Managing Director
212-407-9383, bshapiro@observer.com
Daniel D’Andrea
Account Executive
212-407-9329, ddandrea@observer.com
Master of arts
and CertifiCate
PrograMs
The hisTory of ArT And The ArT mArkeT:
modern And ConTemporAry ArT
Now accepting applications for the 2011–2012 academic Year

ContinUing
edUCation 2011
The ChrisTie’s ArT Business Course: ArT And VAluATion
CourSe DateS Wednesdays, 6:00–8:00pm, January 12–February 16

The ChrisTie’s ArT Business Course: The AuCTion house

CourSe DateS Wednesdays, 6:00–8:00pm, February 16–March 16

engAging wiTh ConTemporAry ArT

CourSe DateS March 8–9, 9:00am-5:00pm

speCiAl TopiCs in 19Th And 20Th CenTury Jewelry

CourSe DateS april 7–8, 9:00am-4:00pm

INquIrIeS
+1 212 355 1501 or christieseducation@christies.edu
Visit www.christies.edu for more information

11 West 42nd Street, 8thFloor, New York, NY 10036

 2011 Zujaja Tauqeer
Rhodes Scholar
Macaulay Honors College/Brooklyn College 2011

Lev A. Sviridov
David L.V. Bauer Rhodes Scholar 2005
Rhodes Scholar 2009 City College 2005
Macaulay Honors College/
City College 2009

CUNY Superstar
Zujaja Tauqeer,
2011 Rhodes Scholar,
is the only winner attending
college in New York State. Eugene Shenderov Lisette Nieves
She is exceptional but Rhodes Scholar 2005
Brooklyn College 2005
Rhodes Scholar 1992
Brooklyn College 1991
not the exception. CUNY
superstars are consistently
winning Rhodes and other
prestigious awards including
the Truman, Goldwater,
Marshall, Fulbright and
National Science Foundation
Scholarships. World class
professors mentor outstanding
students at CUNY.
For more information on
Honor Programs and
Financial Aid, snap this:

28
Visit cuny.edu/superstars to learn more.