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<NewsItem contentIssues="false" id="149981" important="true" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/149981">
<Title>2025 Visual Arts Senior Exhibition</Title>
<Tagline>Celebrate graduating Visual Arts students!</Tagline>
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<![CDATA[
    <div class="html-content"><img src="https://cadvc.umbc.edu/wp-content/uploads/sites/247/2025/04/2025_Senior-Exhibition_Web-e1745881565334.png" alt="Visual Arts Senior Exhibition 2025" style="max-width: 100%; height: auto;"><span>Curated and designed by CADVC Exhibitions Designer and Coordinator Andrew Liang, with curatorial assistance from IMDA MFA student Mariia Usova, this exhibition presents the broad and dynamic scope of senior undergraduate student work within the UMBC Visual Arts Department. The exhibition is open May 13-25.</span><br><br><div>Join us for the Artists’ Reception and Awards Presentation on May 20, 5-7 p.m</div><div><br></div><div><span>The reception will be preceded by Art History and Museum Studies student presentations from 3:00 pm to 4:45 pm in FA107.</span></div><div><br></div><div>The reception will be followed by a Film and Animation Screening of capstone projects at 7pm in Meyerhoff 030.</div><div><br></div><div><div><p>Images: Some images may only visible in the MyUMBC Groups application.</p></div><p><span>From top: </span><span>Collis Donadio, "Conflux Variation," video still, 2025 Courtesy </span><span>of the artists (A barren landscape with dark piles of rocks and soil under a blue sky with scattered</span><span> </span><span>clouds), "Visual Arts Senior Exhibition 2025"</span></p><p><strong>About the Center for Art, Design, and Visual Culture (CADVC)</strong></p><p>CADVC is a College of Arts, Humanities, and Social Sciences research center and art gallery that produces scholarship, publications, and experimental engagements in the fields of art, design, and visual culture.</p><p>All CADVC programs are free and open to the public for full participation by all individuals regardless of race, color, religion, sex, national origin, or any other protected category under applicable federal law, state law, and the University's <a href="https://ecr.umbc.edu/discrimination-policy/" rel="nofollow external" class="bo">nondiscrimination policy</a>.</p><p><strong>Visitor Information</strong></p><p>The CADVC is located on the first floor of UMBC’s Fine Arts Building. Admission to the gallery and public programs is free. Daytime metered parking is available in several nearby visitor parking areas. Please <a href="https://umbc.edu/venue/center-for-art-design-and-visual-culture-cadvc/" rel="nofollow external" class="bo">visit here</a> for additional information.</p><p>If you need accommodations at one of our in-person events or to experience an exhibition or access online content, please contact us as soon as possible.</p><p>C<span>enter for Art, Design, and Visual Culture, UMBC<br></span><span>1000 Hilltop Circle, Fine Arts Building 105, Baltimore, MD 21250</span></p><p><span><strong>Gallery Hours</strong><br></span><span>Sun-Mon, closed<br></span><span>Tues-Wed, 12-5 pm<br></span><span>Thurs-Sat, 10-5 pm<br></span><span><a href="mailto:cadvc@umbc.edu" rel="nofollow external" class="bo">cadvc@umbc.edu</a></span><span> </span><span>| (410) 455-3188</span></p></div></div>
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<Summary>Curated and designed by CADVC Exhibitions Designer and Coordinator Andrew Liang, with curatorial assistance from IMDA MFA student Mariia Usova, this exhibition presents the broad and dynamic scope...</Summary>
<Website>https://cadvc.umbc.edu/</Website>
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<PostedAt>Mon, 12 May 2025 09:53:53 -0400</PostedAt>
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<NewsItem contentIssues="false" id="149959" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/149959">
<Title>Ava Schreiber&#8217;s Journey Through Media &amp; Communication Studies at UMBC</Title>
<Tagline>Balancing Athletics, Creativity, and Career Goals</Tagline>
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<![CDATA[
    <div class="html-content"><span><p><span>By: Isy Davy</span></p><p><span>Photo Credit: UMBC Women's Soccer</span></p><br><p><span>For Ava Schreiber, a Junior and a Division 1 soccer player at UMBC, media isn't just something consumed passively, it's an influential force she's interacted with since childhood. Initially drawn to the Media and Communication Studies (MCS) program by her experiences as an athlete, Ava was intrigued by how athletes are portrayed across various media platforms and how those narratives shape public perception.</span></p><p><span>"Growing up as an athlete, I've always been exposed to different types of media," Ava shared. "I've seen firsthand how media shapes the environments athletes navigate, and that's what initially sparked my interest in MCS."</span></p><p><span>Choosing MCS at UMBC was not a difficult decision for Ava. She was searching for a degree that catered to her creative instincts and allowed space for innovative thinking and application.</span></p><p><span>"I was drawn to a more creative way of thinking, and the MCS degree allows for exactly that," Ava explained. "It gives me room to express my ideas creatively while understanding and engaging with media critically."</span></p><p><span>Throughout her academic journey, Ava pinpointed specific MCS courses that have significantly shaped her professional trajectory. Currently enrolled in MCS 144, Ava highlighted the practical benefits she's gained from the course. This class has actively equipped her with essential professional skills, from mastering LinkedIn profiles to perfecting her elevator pitch—skills critical for life beyond graduation.</span></p><p><span>"MCS 144 has truly been invaluable. It has helped me envision clear career pathways, showing me how to build a strong professional presence online and communicate effectively in professional settings," Ava remarked.</span></p><p><span>One pivotal moment for Ava came during her MCS 399 capstone project, where she focused on the discrimination faced by women's sports in media. This project was deeply personal, given Ava’s lived experiences as a female D1 soccer player. It provided a profound realization about how media portrayal influences real-world attitudes and treatment.</span></p><p><span>"Doing my capstone on the discrimination against women's sports allowed me to directly explore issues that impact my daily life as an athlete," Ava said. "It deepened my understanding of media's power and relevance in everyday life."</span></p><p><span>Ava also noted MCS 377, a visual communication course, as instrumental in her skillset development. Aspiring to pursue a career in marketing, Ava recognized the practical value of design and photography skills she acquired in the class.</span></p><p><span>"377 opened up an entirely new avenue of professional skills for me," Ava mentioned. "It's given me confidence and capability in visual communication, which directly helped me secure my upcoming summer internship."</span></p><p><span>This summer, Ava will put her MCS education into practice during a marketing internship with Headstrong Lacrosse, a prominent sports organization. She expressed enthusiasm about applying the theories, design principles, and professional communication strategies she's learned at UMBC.</span></p><p><span>"I'm really excited about my internship with Headstrong Lacrosse," Ava noted. "It'll be the perfect opportunity to apply everything I've learned in MCS, from design skills to effective marketing strategies."</span></p><p><span>Reflecting on her journey so far, Ava Schriber's experience illustrates how the UMBC MCS program empowers students by intertwining theoretical knowledge with practical applications. Her blend of creativity, athletic insight, and professional readiness shows the powerful potential of an MCS education, preparing students not just for graduation but for impactful careers and lives beyond the classroom.</span></p><br><br></span></div>
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<Summary>By: Isy Davy  Photo Credit: UMBC Women's Soccer   For Ava Schreiber, a Junior and a Division 1 soccer player at UMBC, media isn't just something consumed passively, it's an influential force she's...</Summary>
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<NewsItem contentIssues="false" id="149957" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/149957">
<Title>Alumni Profile: Dan Truckenbrodt</Title>
<Tagline>Where Communication Meets Careers: Dan&#8217;s UMBC Story</Tagline>
<Body>
<![CDATA[
    <div class="html-content"><span><p><span>By: Rithik Kavanakudy</span></p><br><p><span>When Dan Truckenbrodt began his time at UMBC, he started off on an engineering track. However, like many students just starting college, he discovered it wasn’t the right path for him. He soon found the MCS program and decided to give it a shot, as it piqued his interest and seemed to be the best fit from the other majors he had looked at. </span></p><br><p><span>“I went into my freshman year on an engineering track but very quickly realized that it was not for me,” Dan recalls. He “eventually attended an intro-level MCS class – if I’m remembering correctly, Dr. Snyder was my professor – I really enjoyed the topics that we covered and the discussions we had in class.” This class would serve as the catalyst for Dan’s MCS career.</span></p><br><p><span>Dan would go on to graduate in Winter 2015 with his major in MCS and a minor in English/Writing. Though he wasn’t entirely sure where MCS would lead him when he decided on the major, he didn’t let that stop him from immersing himself and taking away key skills that would one day prove to be useful. One of his favorites was learning to create and do voiceover for stop-motion videos, which he did for an MCS assignment. </span></p><br><p><span>“The assignment was to create a presentation discussing one of your favorite pieces of technology, but I decided I wanted to take it further than just a PowerPoint presentation. It was </span><span>a lot </span><span>of work for just a 1-2 minute video, but I was super happy with how it turned out.” He explains that he had fun going through the process of compiling photos and putting them together and putting a voice over to create a finished product. </span></p><br><p><span>Today, Dan is working as a project manager at a web agency in Baltimore that specializes in building websites for high-end clients, as well as museums, cultural institutions, and some multinational corporations. Recently, they won a Webby for one of the sites they had produced. Before this position, he was working as a marketing manager at a publishing company for 5 years here in Baltimore. </span></p><br><p><span>For Dan, career goals can be defined in two ways: where one looks at job titles/positions and the money they earn, and the other looks at what one gets out of their career. He goes on to note that “a solid work-life balance, finding satisfaction in the work you do, and having great coworkers that make your days enjoyable are all things that I find myself placing greater importance on. I still want to make money! But, I also want to have an enjoyable time doing it, too.”</span></p><br><p><span>Going back to skills, Dan recommends that students focus on gaining skills in communication and personability. “So much of media, comms, marketing, and management jobs are people-facing, and being able to effectively communicate is extraordinarily important.” He goes on to note how many other technical and job-specific skills can be picked up along the way, but that being able to communicate effectively is one of the most important. </span></p><br><p><span>For new MCS students, Dan notes that one of his regrets was not doing more internships when he had the chance. “Internships can really open the door to so many more opportunities and connections post-graduation that you otherwise will have to work 10x harder for.” He adds that they are a great way to see the working world and potential fields of interest to work towards. One of Dan’s bigger regrets was not planning to do study abroad earlier in his academic career before it became too late. Studying abroad can allow students to explore and experience the world outside of their home countries.</span></p><br><p><span>Despite these regrets, UMBC still helped to shape Dan’s career in tangible ways. He was able to make connections with some of the hiring managers at some of the jobs he’s worked at after he noticed they were UMBC alumni, and thus mentioned that in his cover letters to them. He also notes that he got his first office job through a friend he had met at UMBC.</span></p><br><p><span>The process to Dan’s current role was, as he describes as “Unusual?”. He continued working at his restaurant job for several months until he got the aforementioned job from his friend, with which he started to build up his resume. He goes on saying, “After leaving that job and taking a bit of time off to do some post-education soul searching, I found my way into the marketing and publishing world by happenstance.”</span></p><br><p><span>Outside of work, Dan enjoys a multitude of hobbies. “I’ve always been into photography, that’s a bit of a mainstay in my life. Last year, I bought a super-telephoto lens, so I’ve been getting more into bird photography recently.” Dan also loves to travel, for which he has a few trips planned for this year, as well as partake in pottery classes, which he's done for 2 years now. </span></p><br><p><span>Dan does not forget about his time at UMBC. When asked about his favorite memory, he jokes, “Graduation day? No only (half) kidding. Honestly, just walking around campus, especially on nice spring days,” He explains how it wasn’t something he truly appreciated until after he had graduated. </span></p><br><p><span>Dan most often consumes media through social media, “though I don’t love that that's the case.” A fun fact about Dan is that he has officiated a friend’s wedding and recommends it to those who have the opportunity.</span></p><br><br></span></div>
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<Summary>By: Rithik Kavanakudy   When Dan Truckenbrodt began his time at UMBC, he started off on an engineering track. However, like many students just starting college, he discovered it wasn’t the right...</Summary>
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<PostedAt>Fri, 09 May 2025 10:41:02 -0400</PostedAt>
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<NewsItem contentIssues="false" id="149953" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/149953">
<Title>1-credit Community Leadership Skills Courses Now Available to UMBC Undergraduates!</Title>
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<![CDATA[
    <div class="html-content"><div><span>Community Leadership Skills Courses now are officially open to </span><strong>UMBC undergraduates who have completed at least 60 credits</strong><span>, and are listed as </span><strong>CLDR 410/610</strong><span>!  </span></div><div><span><br></span></div><div><span>Undergraduates can join graduate students and community learners in all of the skills courses. </span><span>Each course is worth one credit each, and meets for 5 weeks on Wednesday evenings from 4:30 - 7:00pm in the Lion Brothers Building classroom in Southwest Baltimore City, which is on the UMBC Shuttle route as well as public transportation routes. The CLDR Program is</span><span> offering three excellent Skills Courses in Fall 2025, which are described below!  </span></div><div><span><br></span></div><div><span>If you have any questions, please reach out to <a href="sjscott@umbc.edu" rel="nofollow external" class="bo">Sally Scott</a>. </span><span>You can read more about </span><a href="https://professionalprograms.umbc.edu/community-leadership/community-leadership-faculty/" rel="nofollow external" class="bo">Skills Courses instructors on the CLDR website</a><span>.  </span></div><div><img src="https://mail.google.com/mail/u/0?ui=2&amp;ik=bd1f564d15&amp;attid=0.0.1&amp;permmsgid=msg-f:1831583397291917775&amp;th=196b17654c1681cf&amp;view=fimg&amp;fur=ip&amp;permmsgid=msg-f:1831583397291917775&amp;sz=s0-l75-ft&amp;attbid=ANGjdJ_ZFoBTjJKreQoQxMJwhwYn-1PVM_sscjVB8lI0ld9QWEcuYyPeH87bFcmGsVuE6LJA5OgvzTbtkh5MRZpqOugERa6AGQ1RsXfSbGAukXjYN6M4sWdoHMECo2U&amp;disp=emb&amp;realattid=ii_mafrxuth3&amp;zw" alt="Screenshot 2025-05-08 at 3.42.20 PM.png" style="max-width: 100%; height: auto;"></div><div><div><div><span><p><strong>COURSE DESCRIPTIONS</strong></p><br><p><strong><span>1) CLDR 410/610 -- </span><span>Places and </span><span>Placemaking, </span>with Joby Taylor (8/27 - 9/24)</strong></p><p>Places and Placemaking will be a 1 credit class designed to support students in cultivating a strong sense of place and developing leadership skills and experience in the practice of placemaking. The class will meet weekly for 2.5hr sessions for 5 weeks (1 credit time equivalent), mixing synchronous seminar style instruction with outdoor in person sessions. Students will critically explore theoretical and applied perspectives about the key concept of “place” through seminar style discussions, written reflections, and individual projects. Human beings charge the world with meaning and power, and as culture scholar Clifford Geertz reminds us “No one lives in the world in general...Everybody lives in some confined and limited stretch of it—the world around here.” Taking that as our jumping off point for a hands-on skill-based class, the majority of the course will engage students in in-person local outings (and complementary virtual outings) that draw upon historical/cultural background narratives, current social dynamics, and community member perspectives to develop their own sense of place and gain an informed understanding of the ongoing local struggle for meaning and positive community change in our Baltimore area. After participating in initial instructor-designed and led place-based outings, students will then design, develop, and present their own place-based outing for the class. Students will leave the course with skills for developing a vibrant and nuanced sense of place, and leadership tools for facilitating that powerful sense of place and placemaking in others in their classrooms, communities, or workplaces.</p></span></div><div><br></div><div><span><strong>2)</strong> <strong>CLDR 410/610 </strong></span><span>Grant Writing for </span><span>Social Change, </span><strong>with Meghann Shutt (</strong><strong><span>1</span>0/1-10/29)</strong></div><div>Grant Writing for Social Change is a 1 credit class designed to build students’ skills to write and secure grant funding successfully for 501(C)3 organizations. The class will meet weekly for 2.5hr sessions for 5 weeks. It will require writing, editing, critical thinking, and meeting deadlines, and all students are welcome, regardless of their experience in this area. In this five session class, students will learn the fundamentals of grant proposal writing including: ethics in fundraising, finding and vetting funding opportunities, analyzing grant opportunities, usually referred to as Requests for Proposals (RFPs), organizing, writing and submitting compelling proposals, and the do's and don'ts of teaming with organizations. Throughout the class students will choose one project to develop throughout the five weeks we work together. <span>The steps of this applied project will be to: identify, write, and submit a grant proposal for a real nonprofit organization. All assignments will be written exercises that will receive feedback from the instructor and contribute to the ultimate class goal of submitting an actual proposal by class end. For this course-long project, students can choose to either 1) select a real nonprofit organization to work with (needs to be an organization you are already connected with) choose the grant, meet with the organization, write a proposal with them, and actually submit the proposal to the funder or 2) select a grant opportunity and complete the entire process for a well known nonprofit without actually meeting with the organization or submitting it. Essentially you may choose to learn the entire process fully in “practice mode” without submittal and in-person meetings or in “working professional mode” with ending in the submission of a proposal. Please consider your </span><span>availability, time commitments, and readiness to meet with working professionals before deciding. We’ll discuss more in class!</span></div><div><br></div><div><strong>3) CLDR 410/610 </strong><span>Community </span><span>Organizing, </span><span>with Denise Griffin Johnson &amp; </span><strong>Lane Victorson (</strong><strong>11/5 - 12/10)</strong></div><div>Community Organizing is a practice that supports community development, community cohesiveness, community leadership, and builds community capacity to define, embrace, and create culture and belonging; giving people agency over what they value. The practice of Community Organizing identifies community leadership, builds facilitation skills, planning skills, resource development, increases connections to people and places, and most importantly teaches how best to engage in public discourse so that many perspectives are heard, understood, and valued. The course will provide students with some practical skills for organizing, while also engaging in the framework of traditional organizing and cultural organizing.</div></div><div><br></div></div></div>
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<Summary>Community Leadership Skills Courses now are officially open to UMBC undergraduates who have completed at least 60 credits, and are listed as CLDR 410/610!       Undergraduates can join graduate...</Summary>
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<NewsItem contentIssues="false" id="149945" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/149945">
<Title>Kudos to Dr. Sharon Tran! Diverse Magazine Feature, Book in Production, and Course Expansion Grant</Title>
<Body>
<![CDATA[
    <div class="html-content"><div>Kudos to Dr. Sharon Tran, assistant professor of English at UMBC, for a number of recent achievements! </div><div><br></div><div>Dr. Tran was featured in the May 2025 issue of <a href="https://www.diverseeducation.com" rel="nofollow external" class="bo">Diverse: Issues in Higher Education</a> for the article “<a href="https://www.diverseeducation.com/home/article/15744221/illuminating-asian-american-narratives-in-literature-and-academia" rel="nofollow external" class="bo">Illuminating Asian American Narratives in Literature and Academia</a>." The author writes that Tran "has established herself as a rising voice in Asian American literary studies" and highlights her forthcoming book, <em>Asian Girlhood in the Shadows of U.S. Empire</em>. The book, which has now entered production, will be published by the University of Minnesota Press in Spring 2026.</div><div><br></div><div>Additionally, Tran has been awarded a Global Asias Course Expansion Grant for ENGL 360: Growing Up Asian/American. ENGL 360 students will attend a field trip to a local Baltimore public library to explore their Asian American children’s literature collection in the fall. The students will also have the opportunity to report back on this experience by participating in a public reading and discussion event at UMBC. The event will be open to the entire campus as well as the local community. </div><div><br></div><div>Finally, Tran presented the paper "Kamala Khan-Do? U.S. Neoliberal Empire and Girl Power Discourse in<em> Ms. Marvel</em>" at the 2025 Association for Asian American Studies conference in Boston, MA.</div><div><br></div><div>Congratulations, Dr. Tran!</div></div>
]]>
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<Summary>Kudos to Dr. Sharon Tran, assistant professor of English at UMBC, for a number of recent achievements!      Dr. Tran was featured in the May 2025 issue of Diverse: Issues in Higher Education for...</Summary>
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<NewsItem contentIssues="false" id="149946" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/149946">
<Title>Dresher Center Summer Writing Group</Title>
<Body>
<![CDATA[
    <div class="html-content">Are you interested in joining our Dresher Center Summer Writing Group? Please complete this Google Form to help us to help us determine the format and focus of the group?<br><br><a href="https://docs.google.com/forms/d/e/1FAIpQLSfi29W3wzVJvMtsjUof_q3nbv_uY0HaJDbKTOwN0ongvCpv-w/viewform?usp=dialog" rel="nofollow external" class="bo">https://docs.google.com/forms/d/e/1FAIpQLSfi29W3wzVJvMtsjUof_q3nbv_uY0HaJDbKTOwN0ongvCpv-w/viewform?usp=sharing</a><br><br>If any faculty has any questions, they can reach out to the at <a href="mailto:dreshercenter@umbc.edu">dreshercenter@umbc.edu</a>.</div>
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<Summary>Are you interested in joining our Dresher Center Summer Writing Group? Please complete this Google Form to help us to help us determine the format and focus of the group?...</Summary>
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<NewsItem contentIssues="false" id="149891" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/149891">
<Title>Apply now to participate in a Faculty Learning Community in 2025-26!</Title>
<Tagline>Applications are due June 27, 2025</Tagline>
<Body>
<![CDATA[
    <div class="html-content">Dear Colleagues,<br><br>No matter how long you’ve taught, there is always something you can learn from your colleagues. And if you generally prepare and teach your classes in isolation, you may wish you had more opportunities to have the kinds of conversations with colleagues from across the disciplines that would enrich your teaching practice, help you improve student engagement, and deepen your sense of belonging to a community of scholars. <a href="https://calt.umbc.edu/learning-communities/faculty-learning-communities/" rel="nofollow external" class="bo">Faculty Learning Communities</a> (FLCs) at UMBC fill this niche. The Faculty Development Center is pleased to announce six new proposed topics for Faculty Learning Communities in AY 2025-26:<br><div><ul><li><strong>Fostering Resilience: Pedagogies and Strategies to Address Student Stress and Mental Health</strong></li><li><strong>Designing Humanizing Assignments in the Age of AI <br></strong></li><li><strong>Exploring the Design and Delivery of High Impact Experiences (HIEs) <br></strong></li><li><strong>Designing Collaborative Online International Learning (COIL) Experiences Across the Disciplines</strong></li><li><strong>Inclusive Writing Pedagogies</strong></li><li><strong>Exploring Practical Metacognitive Approaches to Help Students Succeed</strong></li></ul></div><strong>What are FLCs?</strong> Faculty Learning Communities are groups of 6-12 self-selected faculty who are co-learners, joining together across disciplines for a year-long exploration of specific evidence-based teaching practices. FLCs support faculty in developing a new pedagogical approach, new kinds of assignments, and/or new ways to assess student learning. Participants who meet the attendance requirements (missing no more than 3 out of approximately 11 meetings over the academic year) receive a professional development award. The meeting format for each FLC, in-person or virtual, will be determined by the preference of the facilitators and the majority of the applicants. <br><br><strong>Who is eligible?</strong> All current faculty, as well as staff who teach, are encouraged to participate.<br><br><strong>To apply:</strong> The <a href="https://calt.umbc.edu/wp-content/uploads/sites/50/2025/05/FLC-Application-Form-2025-26.docx" rel="nofollow external" class="bo">application form</a> contains descriptions of each of the proposed FLCs. Please submit your application to <a href="null" rel="nofollow external" class="bo">fdc@umbc.edu</a> by <strong>Friday, June 27th</strong>. Although you can only participate in one FLC, you may apply to more than one, ranking your choices on the application form. Pending budget decisions, the FLCs that receive the greatest numbers of applicants will go forward as FDC-sponsored FLCs for 2025-26.<br><br><strong>To learn more about the FLC program:</strong> Please come to the FLC End of Year Celebration on Friday, May 9 from 12:00-1:30 p.m. to hear participants in the current FLCs share the outcomes of their work. In person registration has closed, but you may join us online via WebEx by <a href="https://my3.my.umbc.edu/groups/calt/events/141622" rel="nofollow external" class="bo">registering here</a>. Also, visit <a href="https://calt.umbc.edu/learning-communities/faculty-learning-communities/" rel="nofollow external" class="bo">the FLC page</a> on the FDC website.<br><br>Best,<br><div>Kerrie and Sarah</div><div><br></div><div>Photo provided by Sarah Leupen.</div></div>
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<Summary>Dear Colleagues,  No matter how long you’ve taught, there is always something you can learn from your colleagues. And if you generally prepare and teach your classes in isolation, you may wish you...</Summary>
<Website>https://calt.umbc.edu/learning-communities/faculty-learning-communities/</Website>
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<NewsItem contentIssues="false" id="148893" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/148893">
<Title>Meet Melissa Adoga</Title>
<Tagline>INDS Spring 2025 Graduate Highlight Series</Tagline>
<Body>
<![CDATA[
    <div class="html-content"><h2><strong>B.S</strong><strong>.: Neuroscience</strong></h2><div><div><p><strong>Any other major, minor, certificate, and/or honors that will be on your graduation records</strong></p><ul><li>PRAC-098 Research Experience</li><li>Dean’s List</li><li>President's List</li></ul><p><strong>Degree Mentors </strong></p><ul><li><a href="https://biology.umbc.edu/directory/faculty/person/ii89055/" rel="nofollow external" class="bo">Dr. Fernando Jaime Vonhoff, Assistant Professor of Biological Sciences, UMBC </a></li><li><a href="https://biology.umbc.edu/directory/faculty/person/os40094/" rel="nofollow external" class="bo">Dr. Tara LeGates, Assistant Professor of Biological Sciences, UMBC</a></li><li>Eric Brown, Assistant Teaching Professor, Individualized Study </li></ul><p><strong>Why did you choose to major in INDS?</strong></p><p>I transferred to UMBC as a public health major after previously studying neuroscience, a field I was passionate about, at my former college. I initially chose public health under the assumption that UMBC did not offer neuroscience as a major. However, during my initial advising appointment, I discovered that neuroscience could be pursued through the Interdisciplinary Studies (INDS) program, which broadened my academic options and allowed me to consider returning to my preferred field of study. </p><p><strong>What are your plans for after graduation, and how do you see using your INDS degree?</strong></p><p>After graduation, I'm excited to take the next step by attending Physician Assistant school. My INDS degree in neuroscience has been incredibly valuable, providing me with a comprehensive understanding of the brain and nervous system, along with a strong foundation in research and critical thinking. I'm looking forward to applying these skills in a healthcare setting, where I can make a positive impact on patients' lives. The interdisciplinary approach of my degree has not only prepared me well for PA school but also given me a unique perspective on how different fields intersect in healthcare. I'm eager to continue learning and growing in this field, and I'm confident that my background will serve me well as I work towards becoming a compassionate and effective healthcare provider.</p><p><strong>Were you involved in any clubs or organizations? Did you hold any leadership positions? URCAD? URA? Off-campus internships? On-campus research experiences?</strong></p><ul><li><span><a href="https://vonhofflab.umbc.edu/" rel="nofollow external" class="bo">Vonhoff Lab</a></span></li><li><span><a href="https://my3.my.umbc.edu/groups/neuroscienceclub" rel="nofollow external" class="bo">Neuroscience Club</a></span></li><li><span><a href="https://www.redcross.org/?cid=generic&amp;med=cpc&amp;source=google&amp;scode=RSG00000E017&amp;gad_source=1&amp;gclid=CjwKCAjwtdi_BhACEiwA97y8BPUL0Lbo_Q2bGtG9MZ86-4g2Z6o4pzJh4yGYgQCYDH2KnveCQLvtoBoCCAcQAvD_BwE&amp;gclsrc=aw.ds" rel="nofollow external" class="bo">American Red Cross</a></span></li><li><span>Intern, <a href="https://centennialmedical.com/" rel="nofollow external" class="bo">Centennial Medical Group</a></span></li></ul><p><span><strong>For Mo</strong></span><strong>re information on Melissa's</strong><strong> INDS journey please<a href="https://inds.umbc.edu/meet-melissa-adoga/" rel="nofollow external" class="bo"> click here:</a></strong></p></div></div></div>
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<Summary>B.S.: Neuroscience    Any other major, minor, certificate, and/or honors that will be on your graduation records   PRAC-098 Research Experience  Dean’s List  President's List   Degree Mentors ...</Summary>
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<NewsItem contentIssues="false" id="149824" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/149824">
<Title>Special Alumna Spotlight: UMBC English Teaching Professor Sally Shivnan!</Title>
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    <div class="html-content"><div><div><em>Beloved Teaching Professor Sally Shivnan ('95) has the distinction of being a teacher and leader in the department where she was an undergraduate student. Shivnan plans to retire at the end of the Fall 2025 semester after more than twenty years of service. Read on for some praise from her students. To add your own comment, scroll to the bottom of the page.</em></div></div><div><br></div><div>When she arrived at UMBC, Sally Shivnan ('95), English and Secondary Education, was a critical care RN looking to change careers. She went on for her MFA in Fiction at George Mason University and then returned to English to teach creative writing and WARD courses, and she is now a Teaching Professor about to retire. Her 25 years here kept her busy: the grant from the USM Carnegie Course Redesign Initiative that brought big changes to ENGL 100 when she was WARD Director; work on the curriculum, including the new creative writing minor; a mentoring role with DoIT during the shift to online teaching in the pandemic; a research project on recorded audio feedback on student writing; her study-abroad creative writing program in Wales, going strong since 2016; and mentoring nineteen different volumes of <em>Bartleby</em>. </div><div><div><br></div><div>She is also a writer. Her short story collection <em>Piranhas &amp; Quicksand &amp; Love</em> was published in 2016, and her fiction and essays have appeared in journals including <em>The Georgia Review</em>, <em>Antioch Review</em>, <em>Glimmer Train</em>, and <em>Rosebud</em>. Her travel writing has been featured in <em>The Best American Travel Writing</em> anthology series and Travelers’ Tales <em>Best Travel Writing</em>, and in <em>The Washington Post, Miami Herald, Nature Conservancy Magazine</em>, baltimore.org, rails-to-trails.org, and many other publications and websites. Her awards include a Travel Classics International Travel Writing Prize and a Silver Rose Award for Fiction, and most recently a Dresher Center fellowship to research settings for her current novel and the next one she’s planning. In her spare time, she tends the large garden at the small house she shares with her husband and their several bicycles.</div></div><div><br></div><div><strong>A few of Sally's students shared their comments on her excellence as a Teaching Professor:</strong></div><div><br></div><div><ul><li>Professor Shivan encourages students in their creative writing and gives them wonderful advice in order to push them towards greater writing. It is always a pleasure to have Professor Shivnan as a teacher, and I will always value the learning space she has provided for creative writing students!</li><li>I am most grateful to Professor Shivnan for encouraging us to experiment with our writing and cultivating a friendly atmosphere in our workshops. I broadened my writing horizons a lot and made many great friends in Professor Shivnan’s class.</li><li>Professor Shivnan demonstrated utmost care for the general well being of her classes and the writing of her students. That care reflects not only her respect for the English discipline and the standards of UMBC, but also her empathy, understanding, and love for the students she interacted with every day.</li><li>Professor Shivnan’s classes are always thought-provoking and engaging, and she always builds a cheerful and positive environment with her students. I have learned a lot in her classes over the last four years, and I’m immensely grateful that I was able to have her as a professor.</li></ul><div><br></div></div><div><div><img src="https://english.umbc.edu/wp-content/uploads/sites/242/2025/05/Shivnan.jpeg" alt="A white woman with short light hair smiling and sitting in a restaurant" style="max-width: 100%; height: auto;"></div><div><br></div></div></div>
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<Summary>Beloved Teaching Professor Sally Shivnan ('95) has the distinction of being a teacher and leader in the department where she was an undergraduate student. Shivnan plans to retire at the end of the...</Summary>
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<NewsItem contentIssues="false" id="149822" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/149822">
<Title>Student Profile: Morgan Seabolt-Wilbanks</Title>
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    <div class="html-content"><span><p><span>By:</span><span> Baylee Seabolt-Wilbanks</span></p><br><p><span>Q: What is your name and year?</span></p><br><p><span>My name is Morgan Seabolt-Wilbanks and I’m wrapping up my second year here at UMBC.</span></p><br><p><span>Q: Why did you decide to pursue a degree in media and communications?</span></p><br><p><span>I chose media and communications as my major because I didn’t feel particularly passionate about what I wanted to do/what industry I wanted to go into. So media and communications being a versatile and easy (compared to other majors) major appealed to me. And I’ve always had an interest in communication and psychology so I knew I wasn’t going to be completely uninterested in what I was learning.</span></p><br><p><span>Q: What has been your favorite MCS course so far?</span></p><br><p><span>I think my favorite MCS course so far is MCS333 (History and Theory of Mass Communication). I love theory, so it being a very theory involved class really had me in my element. I also had a really great professor who made the content extra interesting.</span></p><br><p><span>Q: What has been your favorite MCS assignment/project?</span></p><br><p><span>I think my favorite MCS project was producing a social media strategic plan for a company/brand of choice. I enjoyed this project because I felt like I was really putting my MCS skills to work and it was for something I was passionate about.</span></p><br><p><span>Q: Do you feel properly prepared by the coursework/classes?</span></p><br><p><span>I would say I have the necessary qualities to go into the media and communications industry but not necessarily the experience—I have the framework to succeed in a MCS related position but not the skills. However, I have yet to take the required internship so my answer would likely change after completing that.</span></p><br><p><span>Q: How have you applied MCS outside of the classroom?</span></p><br><p><span>Aside from using some of the production skills I learned for personal projects, I wouldn’t say that I really use MCS outside the classroom. But that’s mainly because I don’t have anything to apply it to (my current job isn’t really MCS related). Although, I 100% carry with me an “MCS mindset” all throughout my daily life—just thinking about the things I encounter through an MCS lens.</span></p><br><p><span>Q: Would you recommend this degree to others?</span></p><br><p><span>I would definitely recommend this degree to others. As I said before, it’s a versatile and interesting degree which makes it a great option for those who are unsure what they want to do and those who are actually interested in media and communications.</span></p><br><p><span>Q: Describe your MCS capstone project.</span></p><br><span>My MCS capstone project is still in the works but to give a general description: I’m looking at the relationship between body diversity in animation (specifically looking at the anime </span><span>One Piece</span><span>) and its impact on viewers’ self image and attitudes and acceptance toward others with varying appearances in real life.</span></span></div>
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<Summary>By: Baylee Seabolt-Wilbanks   Q: What is your name and year?   My name is Morgan Seabolt-Wilbanks and I’m wrapping up my second year here at UMBC.   Q: Why did you decide to pursue a degree in...</Summary>
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