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5 things to know about Prop. 123

April 28, 2016

Arizonans will vote May 17 on Proposition 123, a measure that, if passed, would affect K-12 education funding and the state trust land permanent fund for the next 10 years.

On April 20, the first day of early voting, a panel of experts — from the Institute for Civil Dialogue, ASU’s Hugh Downs School of Human Communication, the Morrison Institute for Public Policy and the ASU Participatory Governance Initiative — held a nonpartisan discussion about Prop. 123 to help increase voter understanding. Download Full Image

Proponents of the complex proposition believe it is necessary to get schools funding they need now, and that this is a positive first step so voters can make their voices heard on public education. Many opponents of the proposition, however, see this as a bad compromise that raids a trust fund that is supposed to be maintained for future needs of students, like taking money from savings now when you really need it for retirement. Many are undecided: They want to see more immediate funding for schools, but don't like that this is a stopgap measure that isn't intended to permanently fund schools.

Here are a few things the experts said that voters should know about the proposition:

It would mean more money for K-12 education, but how much more?

Prop. 123 would add about $300 million to the state education budget every year for the next 10 years.That evens out to about $300 extra per student per year, which is approximately a3 percent increase to total K-12 funding. The state will also increase its contribution from the general fund $50 million for the next five years, and then an additional $75 million in fiscal years 2021-2025.

Prop. 123 would take money from the state trust lands' permanent fund.

There is a permanent land endowment trust fund, which receives revenue from the sale of state trust lands. Approximately 90 percent of the funds from the saleof those lands are set aside for education. What Prop. 123 would do is increase the current 2.5 percent annual return from the permanent fund going toward public education to 6.9 percent for the next 10 years.

There are possible federal legal implications.

Because the state trust lands were granted to Arizona by the federal government upon statehood, there are questions as to whether this proposition can be solved at the state level. This is one of the main concerns for opponents of Prop. 123, that the state doesn’t have the power to possibly “deplete the corpus (body)” of the state trust lands. This means that the 6.9 percent going to education every year could dip into the total fund, which Arizona may not be allowed to touch without Congressional approval.

There are triggers that could limit the money that Prop. 123 affords.

There are built-in “triggers” that could prevent the full $3 billion from being allocated to schools over the next 10 years. In the case of an economic downturn, they can suspend the inflation increases, and they can also prevent the full funding if K-12 education reaches 49 percent of the state budget. Currently, K-12 spending is about 43 percent of the general fund.

Prop. 123 would settle a lawsuit; if it doesn’t pass, the lawsuit will go forward.

In 2012, the State of Arizona had a deficit of more than $1 billion, and the Legislature stopped funding schools according to a voter-passed law from 2000 that required the Legislature to increase public education funding in proportion to inflation. A coalition of school districts and various Arizona education groups has sued to restore the funds lost over the past four years because of that action. In the case that Prop. 123 doesn’t pass, the lawsuit will continue and will not settle. This lawsuit could take several years to complete, where a jury would determine how much money the state would have to pay.

Media: Do you have more questions about Prop. 123? Email Logan Clark at mediarelations@asu.edu to schedule an interview with an ASU policy analyst.

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Planting new roots

Community garden for refugees gets a makeover thanks to help from ASU students.
ASU students show their concern for Valley's refugees through service.
April 20, 2016

ASU students help refugees tend to community garden

Lindsay Dusard has a heart of gold.

Get the 20-year-old Arizona State University student to open up about the subject of refugees, and more likely than not a tear or two will be shed by the time she finishes her first sentence.

Refugees have an ally in Dusard, one of approximately 60 members in ASU’s Peace Corps Club. She says being a Peace Corps AmbassadorAmbassadors are interns who work closely with Peace Corps recruiters to raise the agency’s profile on campus and introduce the Peace Corps to new and diverse student groups. has been a life-changing experience.

“I’ve grown up here in Arizona and lived a very comfortable life. Working with refugees has completely changed my perspective on the things that really matter and what life is about,” said Dusard, who is a public policy and marketing major in the W. P. Carey School of Business.

“Almost all refugees have been through some sort of trauma. They’ve seen their houses bombed, family members get shot and yet we’re still sometimes unwelcoming as a country. My mission is to get people to understand who they are, how thankful they are to be here in this country and why we should help them start a new chapter in their lives.” 

For about 20 refugee families in the Valley, their new chapter started in 2011 with the construction of a community garden at the southwest corner of Dunlap and 39th avenues. The 1.5-acre lot belongs to the West Dunlap Baptist Church, which has leased the land for free to the International Rescue Committee (IRC) for the past five years. The IRC has a few other community gardens in the Valley, which it calls its New Roots program. The program allows refugees to grow food to eat and to sell to help support themselves.

While other Valley service groups and grants initially raised more than $100,000 to prep the once-vacant land into a community garden, ASU’s Peace Corps Club was able to make further enhancements to the property this year thanks to a Woodside Action Community Grant provided through ASU’s Changemaker Central.

The $1,500 grant allows service groups to carry out community-focused projects that are engaging, solutions-focused, sustainable and have long-term impact.

“The participation of ASU students this spring has not only added color to the garden but also creates an image that sends a good message to the community and the refugee families,” said Timothy Olorunfemi, the New Roots program supervisor with the Glendale-based International Rescue Committee. “The ASU students have really shown their love and passion for the refugees.”

On April 9, with the assistance of 27 ASU students, the Peace Corps Club put the grant into action with a day of service. Students pulled grass and weeds, collected trash, cleared out irrigation systems, painted murals and provided garbage bins to the site. A few of them picked up shovels and hoes and worked alongside the farmers, tilling the dusty crops, which include tomatoes, okra, pumpkin, corn, sweet potatoes, melons and beans.

Siang Neh, a farmer from Nepal, grows pumpkin leaves. It is considered a delicacy in many countries, including Nepal, Bhutan and some countries in Africa.

“We can only grow this for three months,” said Neh, who has lived in the United States for five years. “The cold is no good.”

About a hundred yards away, a handful of students were painting a mural of farmers working their crops, lead by Peace Corps Ambassador Miriam Carpenter-Cosand.

“Images are very powerful, and creating a mural in a place like this will help bring something to the farmers and the community,” said Carpenter-Cosand, a 21-year-old painting and Spanish literature major in the ASU Herberger Institute for Design and the Arts. “I’ve had a couple of farmers thank me for making them feel more welcome. They know we care about them.”

Farmer Mohammed Mohammed definitely feels the love. It’s an emotion he savors after being driven away from his war-torn home in Iraq five years ago. He says being forced to move from his native land at his age — he appears to be in his mid- to late 60s — was difficult at first. Knowing people want him to succeed makes his life here easier to accept.

“The students are amazing and wonderful,” he said through an interpreter. “I am very thankful to them for coming to the garden, and I always have a nice time with them.”

man giving thumbs up in garden

Mohammed Mohammed gives volunteers the thumbs-up after
giving his directions for digging the irrigation canal at the
IRC's New Roots community garden in Phoenix on April 9.

Photo by Deanna Dent/ASU Now

Mohammed grows okra, tomatoes and eggplant. He feeds his family and sells the rest at various farmers markets in the Valley. He estimates he makes about $1,000 a month. He says the garden gives him more than money: It gives him a sense of purpose. 

“Back home there was no land for planting,” Mohammed said. “I like farming and am happy in the garden.”

His story doesn’t come as a surprise to Mohammed Alkhyeli, a 19-year-old finance major in the W. P. Carey School of Business who is from Dubai.

“Back home in Dubai there are twice as many immigrants than there are natives,” Alkhyeli said. “We try and help them with their issues, and I believe that’s a good thing. Other countries should be doing the same thing.” 

Dusard believes the reason why most Americans don’t want to help refugees is based on fear, not facts. She said there are approximately 60 million displaced refugees in the world, and less than 1 percent get resettled in other countries and even fewer enter the United States. She said refugees endure a strenuous international vetting process, which can often take years — but they never give up hope.

“I take it very personally when the media or whomever attacks them,” Dusard said. “The majority of those who are resettled are large families, and all that they want is to have the opportunity to put down roots again and to create a better life for their children. 

“Isn’t that what we all wish for?” 

Top photo: Double major in biochemistry and non-profit organization management junior Lissette Valle (left) tends to pumpkins in rows of the garden being farmed by Siang Neh from Burma at the IRC's New Roots community garden in Phoenix on April 9. Photo by Deanna Dent/ASU Now

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Balancing the tribal budget

New ASU program to specialize in tribal finances.
Native groups face additional financial requirements, complicating compliance.
April 19, 2016

ASU to help provide valuable financial training for Indian communities

Tax Day, despite being a source of frustration for millions of individual Americans navigating a morass of rules and regulations, is still a relatively straightforward process. And if you get stuck, there are tax-preparation experts who can help.

But for American Indian tribes and organizations, there are additional layers of regulations at the federal level — during tax season and throughout the year. And there are very few people who can help.

That's why ASU’s American Indian Policy Institute has helped to create the Tribal Economic Leadership Executive Education Program, a new effort that provides fiscal and economic training for tribal nations, tribal organizations and other entities working with tribes. 

The program provides training to help tribal government professionals implement sound fiscal and economic policies. It addresses a wide range of topics from how federal Indian law affects tribal financial management to how Native leadership can tackle emerging financial issues.

“[The American Indian Policy Institute] is glad to play a supportive role to tribal nations as they build their nations and grow their economic development enterprises,” said Traci Morris, the director of the institute at Arizona State University. Morris and her team partnered with the Native American Financial Officers Association on the program.

American Indian reservations, as government entities, deal directly with the federal government in a way similar to state and local governments. But many Indian organizations face additional financial requirements because of the unique way they are organized and make money. Compliance can get complicated.

According to Lacey Horn, the treasurer of the Cherokee Nation in Oklahoma and a member of the U.S. Treasury’s Tribal Advisory Committee, these different requirements pose a problem for tribes when reporting their revenues and expenditures.

“It’s a little like fitting a square peg into round holes,” said Horn. “Tribes have to reverse engineer to comply with standards designed for local and state government.”

For many tribes, unintentionally failing to comply with federal requirements can have drastic adverse consequences on their budgets. Even if it is an accident, the federal government can fine tribes and strip organizations of their federal funding as well as force them to pay back any previous grants.

The Tribal Economic Leadership (TEL) program provides necessary information about tribal finances, a topic that is so specialized that many general accounting and auditing firms lack the necessary skills to work with tribes as they navigate federal regulations. The new program fills a need in developing expertise in the field to ensure full compliance with federal rules.

TEL is an expansion of the highly successful Tribal Financial Managers Certification training offered continuously at ASU by the American Indian Policy Institute since 2009. To date, the Tribal Financial Managers Certification program has trained 340 tribal CFOs, tribal accountants and other leaders from across the United States. The announcement of today’s partnership with the Native American Finance Officers Association (NAFOA) ensures more tribal leaders have the ability to learn important financial management tools.

In addition to the information provided by TEL, the program also will link tribal executives to each other and create a new network for leaders to share information about financial management.

“The program won’t just provide participants with information and tools; it gives Native leaders a peer network of tribal leaders,” said Horn. “People who go through this program can collaborate with tribal executives across the country to promote best financial practices.”

For NAFOA, the decision to partner with ASU for the program was obvious.

“We could not have asked for a better partner in building out meaningful professional development opportunities...” said Bill Lomax, NAFOA president. "ASU has a demonstrated a deep commitment and responsibility to the Native nations and Native peoples the university serves."

Media relations specialist , Media Relations and Strategic Communications


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Uplifting the community

Celebrate Global Youth Service Day w/ ASU by building gardens, little libraries.
April 13, 2016

ASU students to install garden boxes, little libraries for Global Youth Service Day

Uplifting the community is a powerful way of giving back. On April 16, Arizona State University students will be celebrating Global Youth Service Day by giving back to the Phoenix community.

ASU’s Public Allies ArizonaPublic Allies Arizona is a chapter of the Public Allies program run through ASU’s Lodestar Center for Philanthropy and Nonprofit Innovation. program is collaborating with longtime partner Neighborhood Ministries as well as Hope House Farms to build, deliver and install garden boxes and “Little Free Libraries” in Phoenix neighborhoods. 

Program coordinator Jeffrey Hawkinson said the day’s activities align with the nonprofits’ goals of discovering and creating innovative programs to build community wealth. It is also a way for the organizations to promote intergenerational involvement.

“The goal of Global Youth Service Day is to get an intergenerational group together to address challenges that communities are facing. Bringing teams together is a good symbol of all the organizations come together,” Hawkinson said.

Everyone is invited to join the day of service at Neighborhood Ministries’ campus in downtown Phoenix. In addition to building garden boxes and the little libraries, volunteers can also help organize carnival games for the Neighborhood Ministries’ annual summer camp.

The little libraries and garden boxes are targeted to help specific Phoenix communities deal the issues of education and nutrition.

The libraries, which will stocked with books collected through book drives, will be placed in high-traffic areas — or places where youth tend to gather.

“With our first little library we couldn't keep books in it for a whole month. Families were just grabbing them and taking them home. That's a wonderful problem to have,” said Marco Perez, an alumnus of the Public Allies Arizona and current Neighborhood Ministries member.

Volunteers will be delivering 4- by 6-foot garden boxes to families who have elected to receive them through the Neighborhood Ministries. Families can decide where they want the boxes placed and can even plant donated seeds with the volunteers. 

“Education and nutrition are important pillars of any community. However, in poorer communities these two pillars are often very weak. With regards to food, there is often limited investment from grocers, and transportation to and from can be an issue as well,” Perez said.

Approximately 100 to 150 volunteers are expected to donate their time to the service day, according to Hawkinson. There will be Public Allies members and alumni, Neighborhood Ministries members, Hope House members, community members and ASU students. 

To register for the Global Youth Service Day, visit https://www.eventbrite.com/.

Top photo by Robin Filipczak (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

Reporter , ASU Now

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Honoring innovation at ASU

Free online program for teachers wins ASU President's Innovation Award.
Other honorees are youth-fitness partnership, paint-reuse program and Starbucks.
April 11, 2016

Free online classes for teachers among several ASU initiatives to be honored by President's Awards

Classroom teachers are more crunched than ever, and many see time spent on professional development as inefficient and a waste of resources.

Arizona State University is working to help teachers build their skills through a series of free online modules.

The micro-courses — each an hour or less — have been created by the Sanford Inspire Program, part of the Mary Lou Fulton Teachers College at ASU.

The program, funded by the Denny Sanford Foundation, looks to remake professional development for teachers, who can log on any time they want and take courses in how to give clear directions on a task, integrating physical activity into a lesson, how to motivate students and dozens of other topics.

Sanford Inspire is so distinctive that it has won the President’s Award for Innovation for 2016. 

“It is a huge honor to be selected for this competitive award at an institution that is known for innovation,” said Ryen Borden, executive director of the Sanford Inspire Program.

“Earlier this year, ASU was named the nation’s most innovative university by U.S. News & World Report, adding to the depth and meaning of this university-wide recognition.”

Sanford Inspire is one of two winners of the President’s Award for Innovation this year. The other is the Starbucks College Achievement Plan, a unique partnership to expand access to higher education. Under the initiative, Starbucks employees who work as little as 20 hours per week can finish a bachelor’s degree with full tuition reimbursement through any of ASU’s online undergraduate degree programs. There is no obligation for partners to stay at Starbucks after they graduate from ASU.

Other winners to be recognized at the President’s Recognition Reception on Tuesday, April 12, are:

President’s Award for Sustainability: The No Wasted Paint Program by Facilities Management. This initiative finds old paint throughout the campus, accommodates requests by departments and contractors to pick up leftover paint and accepts paint that has been delivered anonymously to their shop. The paint is cataloged by building, color and date and used for projects such as graffiti cover-up. The reclaimed paint is also given to students and departments for approved projects.

Since the No Wasted Paint Program began in 2008, 1,547 gallons of leftover paint have been used on campus, which has averted sending 28 55-gallon drums out of state as hazardous waste. This has saved the paint shop almost $31,000 in paint purchases and avoided $3,100 to $4,600 in hazardous-waste disposal fees.

President’s Medal for Social Embeddedness: FitPHX Energy Zones. This program offers free fitness and nutrition education to middle-school students at public libraries. It’s a collaboration among ASU’s Obesity Solutions initiative, the City of Phoenix Parks and Recreation, Phoenix Public Libraries, the Phoenix Mayor’s Office, Mayo Clinic, Maricopa County Department of Public Health and several ASU schools and colleges.

The program provides ASU undergraduates with a real-world internship, training the next generation of professionals and providing role models to youth.

SUN Award for Individual Excellence

  • Stacey Bales, coordinator for engineering student success, Ira A. Fulton Schools of Engineering, Polytechnic campus
  • Haley Chapman, associate director for academic services, New College of Interdisciplinary Arts and Sciences, West campus
  • Brian McCarthy, University Registrar Services
  • Kate Opitz, academic success coordinator, College of Health Solutions, Downtown Phoenix campus


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Local, national and global issues at Sedona Forum

McCain Institute's Sedona Forum brings together decision-makers, thought leaders
From humanitarian crises to presidential politics, a thought-provoking weekend
April 11, 2016

4th annual McCain Institute at ASU gathering brings together decision-makers and thought leaders

Top government officials, business leaders, humanitarian workers and U.S. senators from both sides of the aisle were among the featured speakers at the fourth annual Sedona Forum held this past weekend by the McCain Institute for International Leadership at Arizona State University.

The forum brought together decision-makers, thought leaders and prominent figures from civil society to discuss such contemporary issues as cybersecurity, the threat to human rights and journalists around the globe, and the national security implications of the 2016 presidential campaign.

“The Sedona Forum demonstrates the convening power of the McCain Institute and ASU’s commitment to a solutions-based approach to research and the free exchange of ideas,” said ASU President Michael M. Crow, who spoke at this year’s meeting about the evolution of research universities and the vital role they can play in addressing many of society’s most pressing issues. “By bringing together such a diverse and accomplished group, the McCain Institute reinforces the importance of character-driven leadership and makes an important contribution to the spread of democratic values.”

Every year, the Sedona Forum brings to Arizona influential military, political, humanitarian and human-rights leaders for a weekend of discussions about critical global challenges. Highlights from the 2016 session included a keynote conversation between Sen. John McCain (R-Ariz.) and James R. Clapper, the director of National Intelligence; a panel on cybersecurity featuring Estonian President Toomas Hendrik Ilves and Admiral Michael S. Rogers, the director of the National Security Agency and head of U.S. Cyber Command; as well as a discussion about the national security implication of the current political campaign among U.S. Sens. Cory Booker (D-NJ), Angus King (I-ME), Amy Klobuchar (D-MN) and Ben Sasse (R-NE).

The McCain Institute website has a list of the topics discussed and the participants.

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Students SHOW they care at homeless clinic

Clinic meets need for both health care and caring in homeless populatoin.
ASU students from range of fields — from finance to nursing — staff the clinic.
April 8, 2016

Student Health Outreach for Wellness offers range of medical services for the underserved and — for the month of April — their pets, too

Monique Greco and Garnett Johnson might go hungry sometimes, but they make sure their dog Codi never does.

The homeless couple was visiting the Student Health Outreach for Wellness clinic (SHOW) in the heart of downtown Phoenix, which for the month of April also features pet-health services thanks to an ASU student’s initiative.

“Codi is everything to us,” said Greco about her 8-month-old pit bull, who was getting an exam, micro-chipped and a full set of vaccinations April 2.

“He’s our kid and we always put him first. If we’re hungry, the dog eats first.”

That sort of attitude goes a long way with Amber Howarth, who spearheads Wandering Paws, a mobile veterinarian clinic that has partnered with the Arizona Humane Society and services animals for the homeless and underserved.

Howarth, a 22-year-old ASU senior majoring in biological scienceHowarth is a student in the College of Liberal Arts and Sciences., has a soft spot for animals. She’s developing a similar attitude towards the homeless population.

“I got involved with SHOW when my friend took me to one of their meetings and noting they serviced the homeless population. I thought, ‘Oh, I could add to this,’” said Howarth, who started the eight-week pilot program last month. “I’ve seen a lot of homeless people with pets and felt I could add a veterinary component to the clinic.”

A woman holds her dog at a pet clinic.

Shirley Gibson listens to veterinary advice during a free clinic on April 2 in downtown Phoenix. For the month of April, the Student Health Outreach for Wellness clinic offers pet-health services in addition to the human care it provides year-round. Top photo: Volunteer Lauren Meadows (left) examines Corry Stewart for an audiology checkup that same day. Photos by Ben Moffat/ASU Now

The addition is welcome, and may help bring more notice to the human side of the clinic.

SHOW is a student-run, interdisciplinary team of volunteers from Arizona’s three state universities: Arizona State University, Northern Arizona University and the University of Arizona. Its mission is to provide holistic, client-centered health care for the homeless and underserved and operates in collaboration with the ASU Foundation. More than 150 students from 16 professional programs across the three universities worked together with faculty and community partners on the design, implementation and evaluation of the SHOW program.

The clinic, which has been open every Saturday since last August, has served more than 900 patients in its eight months of operation. Recent evaluations estimate that more than 27,000 Arizona residents experience homelessness each year.

SHOW operates out of Health Care for Homeless on the 12-acre Human Services Campus in downtown Phoenix to combat the weekend gap in health services while giving students real-world experience. Services are free to any individual meeting the medical or social-service criteria.

Students are supervised by licensed clinical faculty from the university and community providers, which includes ASU’s Dr. Liz HarrellHarrell is a clinical associate professor in the College of Nursing and Health Innovation., program director and psychiatric nurse.

“In 2001, The Institute of Medicine reviewed United States health care and reported that it needed to fundamentally change in order to provide quality health care,” Harrell said. “If you don’t have an employer that offers health care or you’re out of a job, you’re also out of luck. Those struggling with social disparities such as the homeless experience even poorer quality of care.”

Harrell said the World Health Organization (WHO) came up with three recommendations to improve health outcomes in this country: focus on the entire health-care population, improve cost and improve the patient experience. The WHO suggested interdisciplinary, or team-based care, was the best way to tackle all three.

“As educators we thought, ‘If this is the direction that health care is heading, then we need to teach that model,’” Harrell said. “The other question was, ‘How do you do that?’ SHOW really filled that practice place, and our patients are receiving a level of care they’ve never been privileged to have before and that’s incredibly meaningful.”

SHOW’s clinical health students range from nursing, social work, nutrition, medicine and pharmacy to audiology, speech pathology, physical therapy, business, journalism and computer science. They are responsible for the assessment, diagnosis, treatment and follow-up care delivery for patients, and have implemented many innovative ideas in their program, including an electronic whiteboard filled with a patient’s information, combination of professionals from different medical fields, and a greeting from a “patient navigator.”

Medical personnel examine a man's hearing.

ASU clinical professor of audiology
Ingrid McBride (left) and volunteers
Lauren Meadows, Colton Clayton
and Ashley Geske consult with
Corry Stewart during a checkup
April 2.

“The navigator is the patient’s health advocate and stays with them through their entire visit,” said Sukhdeep Singh, SHOW student director and ASU senior in finance premedSingh is a student in the W. P. Carey School of Business and in Barrett, The Honors College.. “They are willing to get on a personal level with the patients. When I was a navigator, I bonded with patients by talking about my favorite food — Chinese. We don’t want this to be a demeaning environment because our goal is to treat them as human beings.”

That’s exactly how Taline Aydinian, a 21-year-old exercise and wellness junior, connects with her patients — on the human level.

“A lot of patients have told me they were abused when they were kids and other sad stuff that I imagine contributed to them being homeless and having health issues,” Aydinian said. “When they receive respect, they are more willing to open up to you because they don't get it that often. Everybody here in the clinic respects them and treats them as human beings.”

Twenty-two-year-old patient navigator Erika Alcantera, who is a public service and public policy majorAlcantera is a student in the College of Public Service and Community Solutions. at ASU, said she was initially weary about interacting with the homeless but has overcome that fear.

“I know now they’re just human beings and won’t bother you or do you any harm,” she said. “They’re very grateful for what we do, even the littlest things.”

“When other providers come here on the weekends to check us out, it just clicks for them. I heard one health professional say, ‘I’ve been practicing for 20 years, and I’ve never seen it done this way. And when I go back to the hospital, I’ll think about doing it this way.’”
— Sukhdeep Singh, SHOW student director and ASU senior

Patient Corry Stewart was grateful for the service he received recently. He came in for a routine wellness checkup, and the four-member team detected something out of the ordinary.

“They checked my blood pressure, sight, vision and hearing, and all was good until a doctor came and put a stethoscope up to my chest,” said Stewart, who is a pawn broker in Phoenix. “They told me that I have an irregular heartbeat. But other than that, I think I’m pretty healthy.”

The future of the clinic is also looking healthy, and many health-care organizations are looking at SHOW as a pioneer model, including the National Data Repository, which is collecting information from the clinic and dispensing it to interested clients.

“We get calls from people in other states curious about what we’re doing here and what is working. When other providers come here on the weekends to check us out, it just clicks for them,” said Singh. “I heard one health professional say, ‘I’ve been practicing for 20 years, and I’ve never seen it done this way. And when I go back to the hospital, I’ll think about doing it this way.’ It’s interesting to see them buy into this model.”

Harrell said SHOW is succeeding because the clinic is a “flattened hierarchy” where the students’ opinions matter just as much as the supervisors.

“Part of the problem in health care is that it’s traditionally been physician-focused, with that physician as the head of the team. No one person knows all,” Harrell said. “Part of interdisciplinary care is decision making is shared equally amongst the disciplines allowing for a more holistic care plan, thus improved quality care and greater provider satisfaction. We work very hard to make sure everybody is equal.”

And all things being equal, SHOW is emerging as a new health-care model around the country.

“Because SHOW isn’t constrained with the typical red tape associated with health care, we can try new ideas when it comes to patient care,” Harrell said. “We all know the recommendation is for us to do this, but who else can do this?

“The answer is ‘We can do this!’”

Wandering Paws will operate 9 a.m.-1 p.m. Saturdays through April. The human clinic, SHOW, runs 9 a.m. to noon Saturdays year-round. Both are at the Human Services Campus, 230 S 12th Ave., Phoenix.

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Adding up to fun

High school students have fun at ASU Math Day — no joke!
April 1, 2016

High school students play with numbers during ASU Math Day

Having more than 100 high school students excited about math sounds like an April Fool's hoax, but thanks to some creative workshops that incorporated candy, rope untangling and colored pencils, this scenario was no joke during ASU's Math Day on April 1. 

The students spent the day with Arizona State University's School of Mathematical and Statistical SciencesThe School of Mathematical and Statistical Sciences is an academic unit of the College of Liberal Arts and Sciences. attending free workshops and a panel discussion, as well as a screening of Navajo Math Circles, which included a Q&A with the filmmakers. 

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Getting girls into science

March 29, 2016

ASU, MET Professional Academy team up to show Peoria 8th-graders what it's like to pursue a career in science

It’s a great big world of science out there. And picking your own path is just part of the fun, a group of middle school girls learned recently at Arizona State University.

“Make sure that you’re always open to all kinds of things,” Arizona State University biogeochemist and oceanographer Hilairy Hartnett told the eighth-graders from the Peoria Unified School District. “You never know what might be more exciting than you think.

“So if you have a chance to take a class you never thought of, if you get a chance to do a weekend field trip in some topic you never thought about, go for it. You never know how it’s all going to fit together.”

The dozens of students — with their school district’s Medical, Engineering and Technology (MET) Professional Academy — were visiting ASU’s School of Earth and Space ExplorationThe School of Earth and Space Exploration is an academic unit of the College of Liberal Arts and Sciences. as part of an effort to get more girls interested in STEM fields, just in time for Women’s History Month.

“We are sponsoring this trip ... to create a pipeline for eighth-grade students who have expressed an interest in science, engineering, technology or math, to give them exposure and get them excited and empowered,” said Adriana Parsons, MET Professional Academy director.

The goal of that program is to prepare students for careers in high-demand industries.

Hartnett, who runs the CaNDy (Carbon and Nitrogen Dynamics) Lab at ASU, talked to the girls about her experience in the science field, the type of research done at the lab and encouraged the students to seize opportunities when they present themselves. The students then toured her lab.

“These days there is a lot of different ways to do science,” said Hartnett, an associate professor. “Some of it is very specific. You can do chemistry or biology or engineering. Or you can be a more general scientist if get a degree in an interdisciplinary field.”

Later in a classroom, seven ASU undergraduate and graduate students — all women — shared with the girls what they study at SESE, from astrobiology and stars, to life on Mars. Each table of students was given a task: Out of eight areas of research, pick one and discuss how many scientists it would take to study this field.

It was then that a room full of girls who didn't know each other, from different schools within the Peoria Unified School District, began to brainstorm. A quiet room with hushed voices turned loud, with engaging conversations, head nodding, agreement and laughter. Each table had one of the seven ASU students asking thought-provoking questions of the girls.

“One of the main goals of the MET Professional Academy is to increase female participation,” Parsons said.

Nya Udengwu, an eighth-grader from Kachina Elementary School, became interested in technology, engineering and math from a prior visit to ASU. She envisions the world much different than past generations, when few women were employed in these fields.

“For me personally, I’m motivated and I know I can do it,” she said. “But in some places where people aren’t getting the motivation that they need, it’s kind of hard for them to push forward. They don’t have that help.”

During this visit, Udengwu wanted to see what ASU had to offer, and Hartnett summed it up perfectly: Because ASU is such a big university, it is a great place to not know what you want to do. It’s an opportunity to explore and find out what you like.

Parsons hoped the students felt empowered — especially during a time when “like a girl” can still have a negative connotation and women are still breaking down many barriers. So what do students tell people who doubt their intelligence and ability because you’re a girl pursuing a career in STEM?

As eighth-grader Lydia Barkel from Vistancia Elementary School said, “Bring it on!”

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Taking your passion to the classroom

ASU is working to address a critical shortage of educators in Arizona.
Non-education majors can become certified teachers with new ASU programs.
March 24, 2016

ASU Teachers College offers ways to turn almost any major into a teaching career

Noah Brown has always loved literature and is an avid fan of Shakespeare.

“I realized I didn’t just want to read it, I wanted to talk to people about it,” he said.

“I didn’t just want to write, I wanted to inspire other people to write and tell their own stories.”

So he decided to teach.

“It just saddens me that people come away from high school after studying these great works of literature and think it doesn’t apply to them,” said Brown, a senior at Arizona State University who started as an English literature major and later added history.

“Language has such terrifying power. I believe there should be more animation, more energy, more personalization in the teaching of English.”

Brown is in a new program in the Mary Lou Fulton Teachers College. The secondary education certificate is a 30-credit program that allows students who major in such areas as science, math or the arts to become certified to teach in grades six through 12. The program can be added on to any major that would be teachable at a high school.

ASU is working to address a critical shortage of educators in Arizona by providing ways for non-education majors to become certified teachers, according to Jenna Kahl, the director of enrollment and outreach for the teachers college.

“If you’re passionate about science or math or dance or Shakespeare, those are all things you can teach,” said Kahl.

A student and an advisor talk at an education fair.

U.S. history sophomore Shawn Courson talks with certification program adviser Wendy Jabbour at the education fair by the Memorial Union on the Tempe campus March 22. Members of the Mary Lou Fulton Teachers College are encouraging students from other disciplines to follow their passion and discover a way impart it to others through the secondary education certification program. Courson would like to teach history. Photo by Charlie Leight/ASU Now

Kahl said that advisers work with students to fit the 30 credits into their majors.

For seniors who are close to graduating or for people who already have a bachelor’s degree and want to teach, the college offers several master’s options, including one devoted to science, technology, engineering and math subjects. All provide student-teaching experience.

Earlier this week, the college held a fair outside the Memorial Union to spark interest in the secondary-education certificate and master’s programs. Brown dressed in costume to recite a speech from Shakespeare’s “Henry V” on the stage. Taylor Stephens, a future science teacher who’s in the STEM master’s program, performed science experiments.

Stephens graduated from Northern Arizona University with a degree in biomedical science. While at NAU, she worked for the athletics department, tutoring student-athletes in chemistry and biology.

“That got me thinking that I think I could teach this,” said Stephens, who will complete ASU’s 18-month master’s program this summer.

“I already know my content, and this program teaches you how to share your knowledge by teaching. I have a lot of passion about getting students to think and question,” said Stephens, who hopes to get a job in the fall in the Mesa Public Schools district, where she has been student-teaching.

The Mary Lou Fulton Teachers College was ranked 14th among 255 public and private graduate programs of education in the 2017 U.S. News & World Report Best Graduate Schools report. This is the sixth consecutive year in which the college has risen in the rankings since 2012.

In Arizona, 26 percent of teachers will be eligible to retire by 2018, according to the state Department of Education. ASU President Michael Crow has set a goal of increasing the number of qualified K-12 teachers by 25 percent and also of having 10 percent of graduates in all colleges, such as engineering or math, certified to teach.

“We’re trying to meet that need for teachers, especially in math and science at the high school level,” Kahl said.

Top photo: Noah Brown recites a speech from Shakespeare's "Henry V" at the Memorial Union on Tuesday. Photo by Charlie Leight/ASU Now

Mary Beth Faller

Reporter , ASU Now