As a Aspen Senior Impact Fellow, Vice President for Student Affairs Renique Kersh, Ph.D., co-authored a report focused on the advancement of youth leadership development opportunities. "Advancing Youth Development Leadership Research," was published in October 2023 under the new name of the organization that spun off of Aspen, The Center for Expanding Leadership and Opportunity, along with an additional report on "The Future of Youth Leadership Development Practice." 

Dr. Kersh was named a Senior Impact Fellow by the Aspen Institute in 2022. The program highlights the need to offer leadership development to a new generation of youth leaders. According to Aspen, "fewer than 32% of youth under the age of 25 in the United States are exposed to any form of leadership development." With the goal of increasing youth exposure to leadership programs above 50% over the next five years, the Fellows provide opportunities for youth to cultivate their talents and prepare them to address political, social, and scientific issues.

Another concrete goal of the Fellows' work is the development and testing of the Aspen Institute Leadership Development Index (Aspen Index), a digital tool to measure personal leadership capacities, accelerate growth, and improve the quality of leadership programs. A valuable tool for self-assessment, The Aspen Index "equips individuals, teams, and programs to define, measure, and elevate their potential and deepen their impacts."

UMBC intellectual sports programs were featured in the fall Baltimore Sun Education supplement, published on Oct. 15. The article, "More than just having fun: Being active in student organizations has long-reaching benefits," includes an interview with Lesa Goodhue.

"'UMBC's use of 'intellectual sports' as a category is unique,' says Lesa Goodhue, special assistant to the AVP, intellectual sports and applied learning. 'While other universities have similar groups, outside of UMBC those groups are often separated and 'owned' by their respective academic departments or colleges. At UMBC, on the other hand, intellectual sports are student organizations recognized by the Student Government Association (SGA). Being an SGA entity ensures that all of our undergraduate students have the opportunity to be a member.'"

"According to Goodhue, student organizations are viewed by the university as ideal spaces for students to develop as leaders, build communities of peers, collaborate across interests and acquire power skills. She notes that UMBC student organizations write constitutions, attend regular roundtables, have access to scheduled professional development workshops, follow budgeting timelines, and adhere to processes designed to maximize equity and ensure their safety."

The article, which begins on page 1, also includes the full interview with Goodhue and quotes from Mock Trial member Samisha Connor '25, financial economics, and American Institute for Chemical Engineers member Benjamin Welling '25, chemical engineering.

Keeping your head in the game for midterms is essential to not only SURVIVE, but to be SUCCESSFUL.  Overthinking, stressing yourself out or zoning out with social media or video games will not get you where you want to go. Here are some tips to help you be your best:

1. Check in with your Professors/TA's/Study Group:  Be clear on what you need to know and how the professor will be testing you.  Short answer? Multiple choice? Essay? Project?  Starting with the end in mind helps you to prepare effectively for what to study and how to study.  
2. Make a plan:  Once you know what the teacher wants, you can prepare for how much time you need to get it done.  Allow yourself several days to get work done.  Don't wait until the last minute. Avoid stressing yourself out.  Plan for additional time.
3. Ask for help:  Ask the Professor/TA or study group for help clarifying your issues.  Also, go to the Academic Success Center for additional support with papers and studying.  Don't be afraid to ask.  No one expects you to know everything.
4. Think about what you need: Do you study best in the morning, afternoon or evening?  Do you stay focused better by yourself, in study groups or in the library? Try different things and see what works best for you. Take a break if you need it.  Eat if you are hungry.  Paying attention to your mind and body helps you to function at your best. 

If you feel overwhelmed and stuck, remember that there are several campus resources that are here to support you:

UMBC RIH Counseling Center:  Group Counseling, Workshops, Self-Help resources, and Individual Counseling and Urgent Care appointments

Academic Success Center:  Tutoring, help writing essays, study and time management skills

Academic Advocacy:   Support, Study Skills and advice on how to navigate issues that interfere with academic success

For anonymous online peer support, check out Togetherall to help support your mental health when things are challenging.

An article on college students participating in the Black Lives Matter movement, co-authored by Samantha A.Smith, Ph.D., MPH, CHES, was published on Oct. 11, 2023 in the Journal of Adolescent Research. Smith, director of the Office of Health Promotion and an adjunct professor at the University of Maryland, College Park, is the primary author of, "'It Just Felt Nice to be Able to Scream': A Qualitative Examination of the Experiences of College Students Participating in the Black Lives Matter Movement." Co-authors from the University of Maryland, College Park and the Maryland Center for Health Equity, College Park are Amelia M. Arria, Ph.D.; Craig S. Fryer, Dr.P.H; Kevin Roy, Ph.D.; Kerry M. Green, Ph.D.; and Typhanye V. Dyer, Ph.D. 

The abstract states, "This study was conducted to gain a deeper understanding of the role of emotions within protest experiences among college students. The study sample consisted of 18 undergraduate students aged 18 to 25 who participated in 2020 Black Lives Matter movement protests. Within the sample, the majority of the participants identified as female (61.11%, n=11) and were Black (38.89%, n=7). In-depth interviews were conducted and subsequent data were analyzed using thematic analysis. Findings distinguished three themes: (1) emotions as motivators for protest participation, (2) emotional residence during protests, and (3) identity development and the way ahead. A substantial portion of the participants experienced negative emotions following the killings of George Floyd, Breonna Taylor, and Ahmaud Arbery, which motivated them to participate in protests.

Interestingly, the majority of participants described experiencing positive emotions, including empowerment and hope while at the protest sites. The protest elements: chanting, listening to protest speakers, and being in community with others were the source of positive emotions. Most participants described protesting as a momentary emotional release. These findings demonstrate that protesting does impact student emotional well-being and is an adaptive emotion-focused coping strategy for negative feelings garnered by the sociopolitical climate."

The article is available online.